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dc.contributor.advisorWaring, Marilyn
dc.contributor.advisorWebster, Karen
dc.contributor.authorSheikh, Saleem
dc.date.accessioned2016-05-22T22:34:05Z
dc.date.available2016-05-22T22:34:05Z
dc.date.copyright2015
dc.date.created2016
dc.identifier.urihttp://hdl.handle.net/10292/9810
dc.description.abstractThe concept of Official Development Assistance (ODA) was put forward to modernise the economies of the underdeveloped countries in the late 1940s through financial and technical assistance. Over the years, its scope has been extended to promote democracy, freedom of speech, and human rights. At the start of this century, ODA was endorsed as an important tool to achieve the objectives of the Millennium Development Goals (MDGs). With this, issues regarding aid harmonisation and aid effectiveness have taken central stage raising questions about how to improve aid delivery in the presence of old and new multiple donors, multiple recipients and multiple policy objectives. Given this context, this study explores questions of aid harmonization, aid effectiveness and governance in Pakistan. Specifically, this study examines how people in one aid-recipient country, Pakistan, see the issue of aid and governance. In order to investigate these issues, this project focuses on the experiences, perceptions and attitudes of nine primary school teachers who were trained as part of the Educational Sector Reform Assistance (ESRA) project funded by the United States Agency for International Development (USAID). This exploratory research project used the qualitative descriptive approach methodology from the perspective of the postpositive paradigm. Participants were selected through purposive sampling. The data was collected through semi-structured, in-depth interviews. The research design was non-emergent. Thus, the data was collected, analysed, and findings were reported in a descriptive fashion. The results of this study show that while participants recognised benefits of the training they did not see themselves as the owners of it. For them, the training was forced onto them and they did not take any responsibility for implementing what they learned during the training in the absence of a proper monitoring system. This study found that consultation or a grassroots approach in contrast to a top-down approach could increase a sense of ownership in the people of aid recipient countries and make foreign aid projects more successful.en_NZ
dc.language.isoenen_NZ
dc.publisherAuckland University of Technology
dc.subjectGovernanceen_NZ
dc.subjectInternational development aiden_NZ
dc.subjectUSAIDen_NZ
dc.subjectPakistanen_NZ
dc.subjectODIen_NZ
dc.subjectEducationen_NZ
dc.subjectESRAen_NZ
dc.subjectTeachers trainingen_NZ
dc.subjectSindhen_NZ
dc.subjectSaleem Sheikhen_NZ
dc.titleGovernance and management in international aid projectsen_NZ
dc.typeThesis
thesis.degree.grantorAuckland University of Technology
thesis.degree.levelMasters Theses
thesis.degree.nameMaster of Philosophyen_NZ
thesis.degree.discipline
dc.rights.accessrightsOpenAccess
dc.date.updated2016-05-20T02:33:38Z


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