A/HRC/12/33 page 22 D. Aid effectiveness 98. According to a report by the Secretary-General, multilateral and bilateral assistance can play a significant role in providing a predictable budget for education. Although aid directed to basic education for low-income countries increased from $1.6 billion in 1999 to $5 billion in 2006, it is still well below the estimated $11 billion in aid required annually to reach universal primary education by 2015. Trust funds created to accelerate progress in developing countries with no regular access to bilateral and multilateral funds are supported by very few donors, and resources are too limited to provide reliable budget support. Additional efforts will have to be made to improve aid effectiveness by strengthening the capacity of national education systems.41 The Expert Mechanism urges increased funding allocation to indigenous peoples’ educational needs through international development programmes and initiatives. 99. A challenge is posed, however, by the Paris Declaration on Aid Effectiveness with regard to the five key principles (ownership, alignment, harmonization, managing for results, mutual accountability) of international development cooperation. Support for indigenous peoples can even be omitted if participation in government structures or in decision-making is weak, or if indigenous peoples have little political leverage or are absent in the Government’s overall strategy. Measures must be taken to address such deficiencies using a rights-based approach and to include requirements such as governance, inclusiveness, transparency and quality with respect to education. 100. Donors and international agencies should also prioritize the right to education of indigenous peoples within their administered programmes and strengthen the capacity of developing countries to meet the educational needs of indigenous peoples. The Assistance Committee of the Organization for Economic Cooperation and Development is also urged to take steps to include oversight and accountability of development effectiveness for indigenous peoples in their peer reviews, and to disseminate the results.42 E. Fiscal allocations 101. Public spending on indigenous education is generally inadequate and lower than for other sectors of the population, and teachers of indigenous children tend to receive lower pay and incentives than other teachers.43 In remote areas where many indigenous communities are residing, basic infrastructure, including schools and roads, is still lacking. Financial support for the development of materials, testing of curricula and adequate support and incentives for teachers to teach in rural schools is limited, and, in some countries, unavailable. 41 Submission by Gáldu Resource Centre for the Rights of Indigenous Peoples (Norway). 42 Submission by Amnesty International Australia. 43 Submission by ILO.