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Views from the Center

CGD experts offer ideas and analysis to improve international development policy. Also check out our Global Health blog and US Development Policy blog.

 

Graphic laying out four principles for the use of edtech to help teachers

How to Use Technology to Help Teachers be Better and to Make Life Better for Teachers

In a recent note I look for examples of how education technology—rather than seeking to circumvent teachers—can help teachers to be as effective as possible and make their jobs and lives easier in the process. Looking at a wide range of experiences, mostly in low- and middle-income countries, I identify and discuss four principles to guide investments in technology to boost teacher effectiveness.

A map showing the students who have received the most education in the last year (darker colors represent more education)

It’s Been a Year Since Schools Started to Close Due to COVID-19

Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.

Basic algebra on a chalkboard. Adobe Stock

Learning at Scale—A Call for Successful, Large-Scale Numeracy and Government-led Programs

The Learning at Scale research team is seeking current programs that have demonstrated significant impact on learning outcomes and are operating at scale. For this phase of the study, we are looking for two types of programs: 1) programs with demonstrated effectiveness on numeracy outcomes at scale; or 2) programs that are fully implemented by government bodies (not implementing partner led or directed programs) with demonstrated effectiveness in either literacy or numeracy at scale.

Who Is Going Back to School? A Four-Country Rapid Survey in Ethiopia, India, Nigeria, and Pakistan

To understand the impact of the COVID-19 pandemic on re-enrollment for girls and boys, CGD and Malala Fund collaborated to analyze results from a series of rapid surveys that Malala Fund commissioned in Ethiopia, India, Nigeria, and Pakistan. These surveys are among the first (to our knowledge) to elicit children’s self-reported likelihood of going back to school and their experiences during the pandemic.

Chart showing prevalence of private schools in Europe, Africa, Latin America, and South Asia. The other three have far higher private enrollment than Europe, and pre-primary and high secondary have the highest percentages across all.

The Economic Shock of COVID-19 May Hit Private School and Contract Teachers Hardest

While regular public school teachers may be relatively safe from significant wage reductions following COVID-19 in many parts of the world, the structure of the teacher labor market will likely play an important role in the impact of the shock on the education system as a whole. Private schools and contract teachers are a key part of the education workforce in many developing countries and face disproportionate risks of job loss and salary reductions following the pandemic.

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