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Lant Pritchett was a senior fellow at the Center for Global Development and professor of the practice of international development at Harvard's Kennedy School of Government, where he taught from 2000 to 2004 and from 2007 onward. Before rejoining the Kennedy School in 2007, he was lead socio-economist in the social development group of the South Asia region of the World Bank. He occupied various other positions at the World Bank during his tenure there, beginning in 1988. Pritchett was a team member on a number of prominent World Bank publications including Economic Growth in the 1990s: Learning from a Decade of Reforms (2005); Making Services Work for Poor People (World Development Report 2004); Assessing Aid: What Works, What Doesn't and Why (with David Dollar, 1998); and Infrastructure for Development (World Development Report 1994). He has published two books with Center for Global Development, Let Their People Come (2006) and The Rebirth of Education (2013). Pritchett has published over a hundred articles and papers (with more than 25 co-authors) on a wide range of topics, including state capability, labor mobility, and education, among many others. Originally from Idaho, Pritchett is the father of three children and now lives in an empty nest with his wife of 31 years.
Most research starts from wanting to explain the causes of effects. A different approach to research is “x-centric” or “effects of causes,” which is to start from an X that is under some agent’s active control and ask: “What is the impulse response function of Y with respect to purposive variations in X?”
The "arbiter of value" is a key concept in Mark Moore’s RISE working paper: "Creating Efficient, Effective and Just Educational Systems through Multi-Sector Strategies of Reform." This concept, which he brings to the education sector after decades of experience in a variety of public sector organizations (his 1994 book Creating Public Value is a classic in the field), helps understand the industrial organization of basic schooling and why schooling is mostly publicly managed around the world—and even why a failed political coup affects who can teach school in Turkey.
The “just right” approach for the mobility of low-skill labor looks to avoid either “too hard”—expecting countries to make legally binding commitments to a global protocol—or “too soft”—no global mechanisms for reducing restrictions on labor mobility. We propose a “bundled” organization that works with existing bilateral labor agreements and partners as part of an organization capable of analysis and advocacy.
The Social Progress Index is an effort of the Social Progress Imperative to create a new and better way to compare the human and social development performance of countries. High on their agenda is to not use GDP per capita or other measures of national development, but rather focus on direct measures of human well-being. Turns out, this new Social Progress Index (SPI) is almost perfectly correlated with national development.
Last week the World Bank announced the process for choosing the next president of the organization. Minutes after midnight on the first day nominations were to be accepted, the US formally nominated the incumbent Jim Kim. Other nominations are possible in what is, allegedly, an “open, merit-based, and transparent” process, but which will only be “open” for three weeks. Here are five women who could ably lead the World Bank.
Lant Pritchett and Amanda Beatty argue that many education systems are attempting to push children through curricular material faster than their teachers can teach it and their students can learn it. Students fall behind and eventually stop learning. The authors provide a formal model of this phenomenon and provide empirical evidence on its implications.
The momentum seems to be building for a goal to “eradicate poverty by 2030.” Reducing poverty is a noble goal, one to which I fully subscribe. But the “eradicate poverty” campaign is actually only focused on “extreme” poverty which is an absurdly low and completely arbitrary definition of the poverty.
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.”
Are your wages determined by what you know, or where you are? This paper estimates how the wages of workers in 42 developing countries would change if the same people could work in the United States. It uses a rich new database on over two million workers around the world. A worker from the median country would earn about 2.7 times as much in the US as at home. This means that (1) for many countries, the wage gaps caused by barriers to movement across international borders are among the largest known forms of wage discrimination; (2) these gaps represent one of the largest remaining price distortions in any global market; and (3) simply allowing labor mobility can reduce a given household’s poverty to a much greater degree than most known antipoverty interventions inside developing countries.
The approach of 2015, the target date of the Millennium Development Goals, sets the stage for a global reengagement on the question of “what is development?” We argue that the post-2015 development framework for development should include Millennium Development Ideals which put into measurable form the high aspirations countries have for the well-being of their citizens.
The World Bank has decided to make this problem – the divergence of the organization’s rhetoric on “extreme poverty” and their clients’ desire for support in their national development agendas – even worse. They have announced that their goal is to “eradicate extreme poverty” (while only “monitoring” the income of the poorest 40 percent in each country—but with no goal).
The UN Millennium Development Goals (MDGs) seek to ensure that all children complete primary school by 2015. But school completion rates don't tell us how much--or how little--the kids actually learn. This new working paper co-authored by CGD non-resident fellow Lant Pritchett shows that even in countries that meet the primary school completion goal, most students fall short of minimum competency in reading, writing and arithmetic. The answer, the authors argue, is a Millennium Learning Goal that measures how much students actually know. Learn more
The welfare of the poor turns in large measure not only on technocratic development "policies", but the effective delivery of key public services, core elements of which require thousands of face-to-face discretionary transactions ("practices") by service providers. This paper presents eight current proposals for improving service delivery, on the basis of a principal-agent model of incentives that explores how these various proposals change flows of resources, information, decision-making, delivery mechanisms, and accountability.
Poverty reduction is now, and quite properly should remain, the primary objective of the World Bank. But, when the World Bank dreams of a world free of poverty—what should it be dreaming? I argue in this essay that the dream should be a bold one, that treats citizens of all nations equally in defining poverty, and that sets a high standard for what eliminating poverty will mean for human well-being.
Ghost towns dot the West of the United States. These cities boomed for a period and then, for various reasons, fell into a process of decline and have shrunk to a small fraction of their former population. Are there ghost countries—countries that, if there were population mobility, would only have a very small fraction of their current population? This paper carries out four empirical illustrations of the potential magnitude of the "ghost country" problem by showing that the "desired population" of any given geographic region varies substantially.
This paper is part of the Copenhagen Consensus process, which aims to assess and evaluate the opportunities available to address the ten largest challenges facing the world. One of these ten challenges is the “lack of education.” This paper provides an analytical framework to evaluate the various options that can be used to address this issue.