Aid agencies and their implementing partners are failing to achieve the objectives of their projects because they have strong procedures and guidelines on money and little attention to managing results as well addressing issues leading to success of their projects. This finding is unique, less expensive but gives you all the facts because the more successful you are with money, the harder it is to imagine what it would be the opposite. Developmentally, it discomforts but requires your effort again. In Africa or elsewhere, much money have been donated to nonprofit sectors which was claimed to improve on the educational system. However, the credibility of what needs to happen, how it needs to happen and when it needs to happen was not appropriate.
Although education is the key to success, the promise that all children would have primary education by 2015 – pledged by world leaders in the millennium year – has officially not been achieved. Until now, the United Nations Educational, Scientific and Cultural Organization (UNESCO) says there are 58 million children without access to primary school and 100 million who do not complete a primary education. Only a quarter of countries achieved the goal of halving adult illiteracy yet billions of US Dollars were pumped to educational projects around the globe.
In this sense, some few factors have contributed to the failure of education in African developing countries generally. Poverty is taking the lead as people can’t afford to send their children to school, so they sent them to work instead to earn extra income. Economic weaknesses has made education often been left out because the government uses much of the funds primarily for defense. Despite the facts, the few schools even have unqualified teachers and the inability to pay these teachers required salary. Ongoing conflicts have left millions of children without education in African countries such Sudan, South Sudan, Democratic Republic of Congo, Somalia, Central African Republic etc. illiterate. If these issues are not addressed, it’s difficult to achieve quality education for all in these developing countries.
The other reason as to why the money donated has failed to yield a positive result in the education projects is “There is too much emphasis within aid agencies on strong procedures and guidelines for money and little attention to managing results”. Evaluation on money is valued more than the effect of the project on the targeted audiences.
As things continue to shift and change in the current world, our networking and systems administration are becoming more routine and less exciting in results. Meanwhile, developing countries are still struggling for basic needs to sustain leaving; we are the fulcrum or turning point and must change these positively. Therefore, “it requires timing and method of delivering appropriate services to the rural poor and valuing result of the project on the targeted audiences than valuing money”. Money is a means to reach project results not an effect to projects.
It strikes me that this education project management challenge is an issue to Africa, or to international development projects. While they may be more pronounced in these settings, I am sure that many projects around the world suffer from the same constraints and challenges as identified here. Without us, the rural communities are forced by conditions to accept solutions out-of-the-box and attempt to make their living processes not matching the solutions that would improve their lives because they have less education.
There are plenty of people doing things in the past few decades and even now which things they do negatively affect the entire society because their work have no tangible result. Yes, I agree it would be nice to put down our psychological research of achievement here or thereafter into practice and teach people to achieve without needing this stress-filled in again. This brings us to the reason of striving for a brighter future not only for us but also to the rest of the world starving.