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Month: October 2026

CONCORD AidWatch 2026: EU Development Aid Plummets Amid Widespread Cuts as Global Solidarity Risks Backslide

Official Development Assistance (ODA) from European Union Member States and EU Institutions declined sharply in 2025, dropping by 11.4% in real terms compared to 2024, according to the 21st annual AidWatch report published by CONCORD, the European NGO confederation for relief and development.

The report highlights a growing gap between European policy decisions and public sentiment, noting that 55% of people globally back international cooperation, even when it involves trade-offs on national interests.

Key Findings & European Trends

  • Simultaneous Reductions: Unlike in previous years, when EU Institutions offset cuts by Member States, both levels reduced ODA spending concurrently in 2025. ODA from EU Institutions dropped by 13.8% (the steepest drop in a decade), while Member States reduced spending by 9.9%.
  • Failure to Meet Targets: Collective EU ODA dropped to 0.42% of Gross National Income (GNI), the lowest level since 2018. Only Luxembourg (~1.0% GNI), Sweden, and Denmark met or exceeded the international 0.7% GNI target, with most Member States remaining below 0.3%.
  • Rise of “Inflated” Aid: An estimated 22% of reported EU aid was classified as “inflated”, meaning over one-fifth failed to meet core ODA criteria due to weak development relevance, inclusion of in-donor refugee costs (IDRC), imputed student costs, or failure to reach Majority World countries.
  • Geopolitical Realignment: Disbursements from EU Institutions to Ukraine rose by 65.2% in 2025, while assistance to Least Developed Countries (LDCs) and Fragile and Conflict-Affected Countries (FCAs) was squeezed out, with LDCs receiving just 10.5% of gross bilateral aid in 2024.

The Position of Cyprus & Regional Context

While major donors such as Ireland, Germany, and Belgium made significant budget cuts, and others like Spain, Denmark, Luxembourg, and Hungary registered increases, the findings highlight specific challenges for smaller EU Member States, including Cyprus.

As highlighted in the report, Cyprus stands out within the EU landscape for bucking the broader trend by increasing its aid allocation. However, like other Mediterranean Member States, its contributions continue to face structural constraints, including a heavy reliance on in-donor refugee reporting and broader regional economic considerations that keep total allocations below the recommended 0.7% GNI target.

Good Practices & Key Policy Recommendations

CONCORD highlighted several model practices in ODA budgeting:

  • Luxembourg: Excludes in-donor refugee costs entirely, keeps climate finance additional to core development funds, and delivers nearly 100% untied grant assistance.
  • Sweden: Applies a strict 8% cap on in-donor refugee costs to prevent artificial budget inflation.

“New financing instruments can complement ODA, but must not redefine it. Development impact must remain at the centre, backed by transparency and strong safeguards for poverty and inequalities reduction”. — Lur Fernandez Salinas, CONCORD Policy and Advocacy Adviser

Core Policy Recommendations

  1. Maintain Concessionality: Protect the core mandate of ODA focused on poverty and inequality reduction.
  2. Clear Roadmaps: Establish step-by-step plans to reverse budget cuts and reach the 0.7% ODA/GNI commitment (with 0.15%–0.2% for LDCs) by 2030.
  3. Cap Inflated Costs: Introduce strict ceilings on in-donor costs (such as refugee and student costs) as a first step toward their gradual exclusion.
  4. Prioritize Grant Funding: Focus on grants and highly concessional finance over private sector instruments and market-rate loans in vulnerable countries.

Teacher Academy for AI Literacy Partners Meet in Italy to Advance New Training for Teachers

Partners of the Teacher Academy for AI Literacy met in Italy, on 5 and 6 October 2026 for the project’s second Transnational Partner Meeting (TPM), hosted by the University of Modena and Reggio Emilia (UNIMORE).

More than 30 representatives from the project’s participating countries came together to review progress across the project and coordinate the next stages of implementation. At the centre of the two-day meeting was the development of the project’s training content, which will provide teachers and student teachers with the knowledge and practical resources they need to understand and teach about artificial intelligence.

The Teacher Academy for AI Literacy is developing four learning units, supported by free online learning resources, including videos, activities and practical guides. Together, these materials will address key areas of AI literacy for education:

  • Understanding how AI works, building foundational knowledge of artificial intelligence and its applications.
  • Democratic values and rules around AI, exploring the relationship between AI, society, rights and responsible use.
  • Ethics and critical thinking, helping teachers examine ethical questions, assess AI-generated information and develop a critical approach to AI.
  • AI in teaching and learning, focusing on how AI can be used appropriately and effectively in educational contexts.

The training is designed for both student teachers preparing to enter the profession and teachers already working in schools. Through their professional development, the project aims to strengthen teachers’ capacity to help students navigate an increasingly AI-enabled society.

The partners reviewed the progress of the content currently under development and agreed on the next steps towards completion. The four learning units and accompanying resources are expected to be ready by the end of 2026. They will then be tested through training activities with teachers and student teachers across the participating countries, allowing partners to gather feedback and further improve the materials.

The Modena meeting also provided an opportunity for partners to review progress across the project’s wider work programme, including the development of the AI literacy competence framework, teacher education and in-service training, quality assurance and evaluation, and dissemination and sustainability.

The meeting took place during Month 10 of the 36-month project, which began in January 2026 with its first Transnational Partner Meeting in Nicosia, Cyprus.

The Teacher Academy for AI Literacy is funded under the Erasmus+ Teacher Academies initiative (Project No. 101249404) and brings together partners from across Europe to strengthen teachers’ AI literacy and support the responsible integration of artificial intelligence into education.

Learn more about the project: https://ai-literacy-teacheracademy.eu/