Abstract
This article explores the relationships between the new aid architecture, influenced by the Paris Declaration, and exemplified in Ghana by its new Aid Policy and Strategy, and the much longer policy history of donor–Government of Ghana relations in the fields of education and training. The Aid Policy hierarchy of preference for general budget support, unearmarked sector budget support and then project aid confronts a very different reality in the education sector where the project approach is very much alive and well. The issue of donor and political influence on Ghana's education policy is traced from the 1990s up to the new Education Strategic Plan (2010–2020). But it is noted that the process of aid influencing education policies is very different from changing educational practice in ordinary classrooms and training centres.
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