The education sector in Uganda is considered to be a leading example of the implementation of new aid practices. This article explores the concept of ownership in the education sector in Uganda. It questions whether too great a preoccupation with world timescales, review deadlines, quantitative targets and the need for accountability to donors can serve to undermine development processes and local ownership. The article calls for more concerted attention to the strengthening of local partnerships, creativity and cooperation and for the facilitation of greater integration between different levels of the education system.