In many developing countries, the policies and practices of development cooperation are undergoing a fundamental change: from the traditional project mode towards support to broader sectoral development programs. The research reported in this book analyzes the socio-political as well as the cultural context of the evolving new mode of development cooperation. Informed by earlier analyses of the topic and by the authors' previous professional experience, this study examines policy documents concerning education sector programs. Through use of interview and observation data it also gives voice to the diverse experiences and views of stakeholders in three countries: Nepal, Tanzania and Zambia. This book will be of interest to a wide range of readers in both the North and the South: students and researchers in the field of development studies, professionals in development cooperation agencies, representatives of non-governmental organizations, and officials of Ministries of Education in developing countries.