Other, complementary, analysis (focussed on preferences but with application to aid for trade) finds that assistance needs to be designed to be consistent with international trade in fragmented tasks, as opposed to complete products (Collier and Venables, 2007). Although basic education is widely considered to be critical for reducing poverty, there is emerging evidence that secondary and higher education are more significant in raising long-term growth rates given their role in the creation and application of new knowledge and technologies (DFID, 2008). Aid for trade has a role in addressing both these elements. Bora, Bouet and Roy (2007) present a gravity model showing that Africa’s trade under-performance is driven by poor trade-related infrastructure.