Comments

Hi Paul, it would be interesting to see the movement of aid dollars per person per week over average income per week over time.

Thank you Finn, that's a very interesting question. It's not one we can answer with the data we have, unfortunately. Taking the quantitative approach you might get some form of answer if you were willing to pay for a bunch of questions about attitudes to the Pacific and attitudes to aid. We have this type of data for Australia (involving attitudes to Indonesia and China) and people who view these countries more positively are more pro-aid. This is the sort of quantitative work that could be done for NZ. But quite possibly this still wouldn't capture what you're after -- possibly focus groups would be better (although then there's the question of external validity). Possibly these sorts of questions are best answered by social historians? They are certainly interesting questions though. Thanks for the comment.

Hi Terence and Camilla! Interesting work! Will there be any further analysis on whether the large Pacific population has any influence on these responses? The higher visibility of Pacific people as well as a greater attachment/relationship to the region itself I feel may impact on the support for aid. Cheers,

Hi, I'm the Director of the Campaign for Australian Aid - this thread was brought to my attention. We will be amending our website to make it clearer about how organisations can becoming fee paying members of the campaign. In the meantime, if you would like to join, feel free to e-mail me at tonymilne@australianaid.org and I will send you membership information. Our first priority was uniting the NGO aid sector behind the campaign and reaching out to our core supporters to start to grow the campaign and its capacity. Our focus is now shifting to business, church, community and other groups to grow the movement. About a year ago we had 25 members, now we have 54 aid NGOs, plus 18 business, church, union and community groups. We would welcome the involvement of others - this is just the start of rebuilding the advocacy and campaign strength needed to shift the conversation on ending extreme poverty.

Thanks for the interesting summary. Glad to hear there was good discussion of gender issues, particularly GBV in the Pacific. I'm still really hung up on the question of why USAID was handing out peppermint lip balm though!

Thanks colleagues for your empathy with the content of the book. Paul, on behalf of Mark and Alyson (co-authors). The current crisis in Aurukun highlights the same problematic field yet once again!

This is a very good review and thank you. I have now ordered the book. Another I would recommend is Clare Land's <a href="http://decolonizingsolidarity.org/" rel="nofollow">Decolonising Solidarity</a>. Having spent close to 30 years in international development I am currently transitioning from east Africa to Broome with intent to start working with indigenous issues. Time to start giving back to my own country, plus a whole new learning curve.

Bob, many thanks for this insightful posting - and for raising some key issues. The key point you make, for me, is the following: “With more than 40 years of Indonesian development experience, it is reasonable to enquire why we do not have stronger evidence of the actual sustainability of benefits from aid to education. Why have the ten donors in the analysis, who have provided over USD 4.5 billion in assistance since 1973, been so incurious and for so long about sustainability arising from this massive investment to support Indonesian education?” What has this money achieved? An optimistic response will point to the huge gains in access. According to Indonesian Government data, 81 per cent of children aged 6 to 18 are now enrolled in school (net enrolment rate). When children (or adults) outside the specified age ranges are included (gross enrolment rate), the percentage increases to 91 per cent. Gross enrolment in primary school is 109%, in junior-secondary, 101%. Participation in early childhood has reached about 70% (a massive increase over the last decade) and in senior secondary 76%. These are significant achievements for a young nation which at the time of independence provided schooling to less than six per cent of its citizens. Dropout rates have reduced dramatically. In 2011-12, just one per cent of children enrolled did not complete primary school, with over 95 per cent continuing on to junior secondary schooling. The dropout rate for junior-secondary is 1.7%. While still an issue in remote areas, attendance rates (for both teachers and children) are also improving. Gender parity has largely been achieved. Adult literacy is around 95%. But when we look for gains in quality and in learning outcomes, the story is rather different. While we might argue about the validity and relevance of international tests, there do tell us something. Indonesia ranked 64 out of 65 participating countries in the last PISA test (2012). The country’s ranking dropped from 57 in 2009. TIMSS and PIRLS rankings are similar – and, similarly, have declined over the years of testing. After nearly 25 years working in education in Indonesia, a question I often ask myself is, if we already know what works (as we sometimes claim), then why are we still here, and why are doing pretty much the same thing, after 30-40 years? Why hasn’t active learning become mainstream? Why isn’t school-based management working as effectively as it could be? Why are the management and governance of basic education still mired by corruption and inefficiency? The answer you offer is a good one: We need to “approach educational development with a better balance of cultural, political and technical realities in both design and implementation.” This is well demonstrated in the studies referred to in the post. It is the key to Guthrie’s argument. And I think it could be the key to the future in Indonesia. We know that Indonesian teachers can ‘get it’. They are just as capable as any of implementing active learning approaches in their classrooms, for example. But how many actually sustain the changes beyond the life of a project? I am not convinced that many of the changes are sustained in any real way. Sustained change requires changes in cultural perspectives (beliefs, norms, relationships, roles, expectations …). And this is unlikely to be achieved with a few cascade training events – even when followed up with coaching. Donors also need to work in the political context in order to get sustained change. People behave as they do (in the classroom, the office or the community) because they are motivated to do so by complex sets of incentives and disincentives. If we continue to ignore this and assume that teachers will change their practice (despite the technical and cultural hurdles) – with no real incentive to do so, we are surely kidding ourselves! I don’t just mean financial incentives, of course. But why would a teacher adopt an active learning approach if it (1) takes a lot more effort, (2) earns disfavor from colleagues, parents and supervisors who don’t understand or appreciate the approach, (3) confuses kids, sometimes making them unruly and disruptive in the short term, (4) does not help them get better exam scores (the only vaguely objective measure of their performance), and (5) does not advance their career? And here, perhaps is the key thing. In order to work in the political and cultural dimensions, foreign assistance programs must be far more integrated and ‘owned’ by local partners. On a slightly optimistic note, I do see that this is increasingly the case. Foreign consultants, like me, are a very small part of the picture these days. We bring something that I think is still needed – a certain broader perspective, a kind of objectivity, a proficiency in English and familiarity with international standards, rigorous thinking and so forth that is still needed – but it is only a small part of the equation. But the real problem, highlighted in this post, is that we really don’t know for sure. We don’t know what impact all those programs, all that funding, has had. We really don’t know what works, from a technical, cultural and political perspective.

This was worth the read. Great stuff Michael!!

Thank you Michael (and Mark Moran). This is a great article for Devpolicy to post on <a href="http://crc-rep.com/events/national-sorry-day" rel="nofollow">National Sorry Day</a>. I bought 'Serious Whitefella Stuff' in the Adelaide Airport bookshop last week. It is such a compelling read that (due to plane delays) I managed to read it all by the time I touched down in Darwin. Mark hints at his international development experiences in the book, and I believe that there are mutually beneficial lessons to be learnt from indigenous experiences and international development work. Working in Indigenous Australia has an added complexity that quite often, the Australian government is both the funding agency and the 'partner government'. One would normally assume that this would make life easier, but this is also part of the wicked problem ....

Great and widely relevant blog Michael. Do modern work practices, regardless of bureaucratic policies, promote "a long, jointly-undertaken voyage"?

Thanks for the review Michael - I look forward to reading the book. Another work I'd recommend on the same issue is "A different inequality" by Diane Austin-Broos, an anthropologist who has been quite critical of her own profession when it comes to indigenous policy in Australia. When I read it a few years back it really resonated, and (having read only your review of "Serious Whitefella Stuff") I suspect many of the arguments are shared. Mark Moran actually reviewed "A different inequality" when it was published - see <a href="http://www.abc.net.au/news/2012-04-20/moran-a-different-inequality/3961856" rel="nofollow">here</a>.