6533b823fe1ef96bd127f2c6

RESEARCH PRODUCT

L'allocation de l'aide internationale en éducation dans les Etats fragiles : réconcilier les objectifs d'efficacité économique et de justice sociale?

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Despite 2005, the notion of fragile states was adopted as an operational concept by most of donors. Nearly ten years after, the increasingly intense debates surrounding the post-2015 global education agenda underlines that the issue about fragile states is unresolved. If access to education can be considered as a "public good", the allocation of international aid is justified, since the early 2000s, for its effectiveness. Our empirical analysis focuses on a broad sample of fragile and non-fragile sub-Saharan countries. Our findings show the emergence of a current contradiction between the inclusive nature of the Education For All goals and the exclusionary nature of the paradigms on which foreign aid is based (effec­tiveness and results). This situation raises questions about an approach of aid using too consequentialist and whose financial criteria and instruments are clearly not (yet) suited to situations fragility.