Tag: Education

 

Strange Football: Education Programs Rarely Keep Score

“Is learning the only result worth financing in education?” That was the question posed to me at a recent World Bank debate about results-based financing in education. The question is germane because the World Bank has a large program of results-based financing in health and a new modality of Program for Results lending operations, and it is negotiating a new trust fund for performance programs in education. 

Education Link Round-up, Feb 12, 2015: "We're failing children on a massive scale"

CGD is launching a new initiative on education reform in the developing world, involving some of the most exciting researchers in the field. We're tentatively calling it “Research on Improving Systems of Education,” aka RISE (get it?).  New website and more details coming soon.  In the meantime, here’s the first in a periodic series of education-related links that are worth checking out.  Thanks to Amanda Beatty and Lee Crawfurd for helping curate the list.

What If 'Grade' Means Nothing? (Part I)

The next few posts on education are a bit unusual, in a good way I hope, but unusual entrants into the blogosphere.  As part of the CGD initiative on education in the developing world and the pivot from schooling to learning, we are going to post links to and discussions of some of the new empirical evidence that is emerging.  However,  the new evidence on learning trajectories--the gains in skills/capabilities/knowledge as students progress through grades--both requires some common background and, to my view, challenges some of the fundamental assumptions about the schooling

The Rebirth of Education - Lant Pritchett

My guest on this week’s Global Prosperity Wonkcast is CGD senior fellow Lant Pritchett, whose new book, The Rebirth of Education: Schooling Ain’t Learning, was released last month and is now available on Kindle. The book addresses a fundamental problem in education: despite great progress to meet the 2015 Millennium Development Goal target for primary school completion, students the world over are leaving school having learned very little. “They need to be in school and learn,” Pritchett says. “If you create systems where the only measures of schooling are kids in seats, you’re going to get measures of time served rather than learning gained.”

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