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Lee Crawfurd is a senior research associate with CGD’s global education team. Previously he was an economist and advisor with the Governments of Rwanda, South Sudan, and the UK. He has also worked as a consultant for international organisations and NGOs including the World Bank, AfDB, and ADB. He has a PhD in economics from the University of Sussex and has studied at the University of Oxford and the School of Oriental and African Studies (SOAS) in London.
The types of workers recruited into teaching and their allocation across classrooms can greatly influence a country’s stock of human capital. This paper considers how markets and non-market institutions determine the quantity, wages, skills, and spatial distribution of teachers in developing countries.
A couple weeks ago we got to spend two days listening to an all-star line-up of education researchers present the current state of the art in “Research on Improving Systems of Education,” aka RISE. Here’s what we learned.
Recently, Lant Prichett blogged about the latest round of the OECD international assessment of adult skills (PIAAC), which included for the first time measures for Jakarta, showing the dismally low levels of skills even in the capital city of a typical middle income country like Indonesia. This prompted me to look at the World Bank’s new skill survey of working age adults in urban areas of developing countries (STEP) that includes a literacy assessment calibrated to the same scale as PIAAC, thus allowing for comparisons. Two striking findings emerge.