In 2000 in Dakar, 164 countries reaffirmed the vision of the World Declaration on Education for All (Jomtien, 1990), that all children, young people and adults have the human right to benefit from an education that will meet their basic learning needs in the best and fullest sense of the term, an education that includes learning to know, to do, to live together and to be. Four of the six goals that the global community committed to achieve until 2015 encompassed life-long learning and education--from early childhood or pre-primary education, to primary schooling, to appropriate learning and life skills for young people, to adult literacy and continuing education. The two other goals were cross-cutting: gender parity in education by 2005 and gender equality by 2015; and improvement of all aspects of education quality. In developing these recommendations, civil society advocates for Education for All (EFA) first embarked on country case studies which provided snapshots of how the Official Development Assistance (ODA) for education was being delivered in selected countries just prior to the 2008 conference. These researches and scoping studies were conducted by national education coalitions in Bangladesh, India, Nepal and Pakistan in South Asia; in Cambodia and Philippines in South East Asia; and in Papua New Guinea, Solomon Islands and Vanuatu in the South Pacific. In addition, studies of aid-giving for education by AusAid and NZAid in the Pacific countries were also conducted at that time. A synthesis was developed, pulling out issues and advocacy points that civil society campaigners may consider taking on. The synthesis report and these country case studies are the subject of the succeeding chapters in this publication. These offer the material context for the development of ASPBAE and its partner education campaign coalitions' policy demands on ODA for education addressed to both donors and governments; and provide the rationale for policy positions on external assistance for national EFA plans and component programmes. There would have been some changes in the aid policy environment since those studies were written in 2008--but not by very much. Many of the findings and observations underscored remain valid today as they were three years ago. This publication begins with "Developing Civil Society's Policy "Asks" on ODA for Education," an introduction by Raquel De Guzman Castillo. The following papers are included in this publication: (1) Synthesis: ODA for Education in Asia and the Pacific (Roja Estrelita Salvador Manzana); (2) A Policy Scan of ODA in the Education Sector: Bangladesh (Shaikh Muhammed Shahid Uddin Eskander); (3) A Policy Scan of ODA in the Education Sector: Cambodia; (4) A Policy Scan of ODA in the Education Sector: Nepal; (5) A Policy Scan of ODA in the Education Sector: Pakistan (Mukhtar Ahmad Ali); (6) ODA for the Education Sector in the Philippines (Maria Luz Anigan and Jesse Agbulos); (7) ODA in Indian Economy: Elementary Education (Rama Kant Rai); and (8) Education Aid in the Pacific: Education Aid Programs of AusAID and NZAID in Papua New Guinea, the Solomon Islands and Vanuatu (Grant Harrison and Joanna Lindner). Individual parts contain tables, figures, diagrams, sources, references and footnotes.