This article pursues the aim to scrutinize which is the identity of the Spanish policy of Cooperation for Development, trough the Official Aid to Development and the contribution that it takes on education in seven countries of Latin America. Supported by the information and trends extracted from this compared analysis, it tries to demonstrate how the Spanish policy of cooperation in education does not pay attention enough on basic education, compared to other educational levels. At the same time, other aspects are missed, as the attention to the fulfilment of the rights of the childhood.