In a recent interview with CNBC Africa, Manos Antoninis, Director of the Global Education Monitoring Report at UNESCO, elaborated on the critical implications of declining foreign aid on education in low-income countries. This discussion comes on the heels of a report indicating a significant drop in aid allocations by 25% by 2027, threatening the educational prospects of over 272 million children currently out of school. Speaking from Paris, Antoninis expressed concern about the downturn, noting that the decline had already set in since 2024, with projections suggesting a 25% reduction or more if major donors continue to reassess their financial commitments. He highlighted the severe implications for the world's poorest nations, where foreign aid constitutes approximately 17% of total public spending on education—sometimes accounting for as much as half of their educational budgets. This contraction in support has been linked to broader geopolitical priorities, particularly among the US and European nations, where aid has been deprioritized in favor of defense and security expenditures. "The United States were the first to announce considerable cuts, prompting similar actions from their allies," Antoninis explained. While Germany reportedly maintains its aid levels, Antoninis suggested that political alliances might still influence future reductions. The reduction in aid extends beyond general allocations, significantly impacting funds designated for education, which now compete with sectors like health and energy for diminishing resources. This shift reflects an emerging preference for investments that yield quicker, more tangible outcomes. "Investing in education, which inherently requires time, is becoming less appealing for policymakers," said Antoninis. This funding chasm underscores a broader challenge for developing countries, particularly in Africa, where external support remains vital. According to a trader in Djibouti, some interpret the US's decisions under former President Donald Trump as a call to action for nations to prioritize self-reliance, a sentiment resonating within the educational discourse. "Education should be a national priority, supported primarily by African governments and citizens," echoed Antoninis. "However, the reality is that many countries have limited resources and require external assistance to meet their development needs effectively." Antoninis advocated for reimagining aid strategies, urging donors to commit to long-term investments via multilateral organizations rather than short-term, project-based funding. "Governments need certainty about their resource availability to plan educational strategies effectively," he argued. Long-term partnerships are essential for nurturing institutional resilience and advancing sustainable educational reforms. On the efficiency of resource allocation, Antoninis acknowledged varied challenges across wealthier and poorer nations. While South Africa's spending surpasses that of some European and American counterparts, the real pressure lies in the insufficient volumes of funding available. Building adequate infrastructure, employing qualified teachers, and providing necessary learning materials remain significant hurdles that many low-income countries struggle to overcome. In a concluding remark, Antoninis emphasized the critical need to combat corruption and enhance resource utilization, ensuring that every dollar invested in education yields meaningful results. His insights reiterate UNESCO's enduring call for robust, equitable, and sustained educational funding worldwide.