This paper proposes relative change theory as an alternative to the common theories used in examining education sector development in the developing regions of the world. The theory specifically seeks to explain the persisting limited impact of development aid efforts. It departs from the Marxist informed dependency and world-systems approach in that intent to empower by the agencies is presumed. However, relative change theory advances the notion that ultimately, the overriding consideration for self-interest defines the outcome of interventions in any humanitarian effort. It differs from prospect theory in that relative change theory is concerned with the effort to empower others and where benefits accrue to a third party and are intended to alleviate their perceived suffering while not substantially altering the degree of utility of the aggregate assets for those underwriting the premiums that is development aid.