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Susannah Hares is a senior policy fellow and the co-director of CGD’s global education program. Before joining CGD, she spent seven years as Ark’s international director, where she was responsible for strategy, operations, and programs in India, sub-Saharan Africa, and Eastern Europe, and for Ark’s international ventures including the Education Partnerships Group, Global Schools Forum, and Peepul. Hares started her career in Kenya, working for African health NGO AMREF. She has served on the boards and advisory groups of various international education organizations and ventures. She holds a MA (Econ) in political development from the University of Manchester.
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Students around the world lack foundational literacy and numeracy skills at striking rates. This essay examines the potential channels by which FLN investments and skills—which most systems teach in the early grades of primary school—may impact later schooling and subsequent life outcomes and the existing evidence for each channel. We find suggestive evidence for widening trajectories in school between students who master FLN skills in early grades and those who do not, although other factors may also explain the widening gaps.





To contribute to a more constructive dialogue among donors and policymakers about what the evidence tells us on the relationship between girls’ education and life outcomes for women, CGD wishes to commission a series of background notes of approximately 3,000 words that address one of the four core areas outlined below.
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