ABSTRACT
International assistance to developing countries has received its share of controversy and debate over the recent past, and its motives, goals, resources and effectiveness continue to be the subject of much debate in both academic and policy circles. While already a considerable body of research has examined goals, efforts and results of international aid, much less attention so far has been given to studies of specifi c types of assistance in particular domestic policy environments. In education specifi cally, questions regarding the impact of international (f)actors-assistance arguably being only one of those-in relation to educational development have drawn the interest of scholars for some time (Schriewer & Holmes, 1988).
