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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.

 

A teacher on strike in Chicago in 2012. Photo by Brad Perkins via Wikimedia

What Makes a Politician Tackle Education?

Josef Ritzen, the Netherlands’ education minister for eight years before he joined the World Bank, once told me: “The view of a prime minister is that an education minister only brings problems. There’s nothing he or she can do to improve quality that has a political upside. So, most ministers try to do nothing.” Ritzen’s recent successors have learned this lesson the hard way with public outcry over heightened math admission requirements for teacher training colleges that have led to a teacher shortage and larger classes. So far, the government has stood firm, convinced that students cannot truly master math without excellent teaching. But the education reform shoe is pinching.

For Faster Education Progress, We Need to Know What Kids Know

We need an international assessment that will pinpoint educational challenges by providing consistent information on the status of all youth, not just those who have somehow stayed in formal schooling into adolescence. Think of a universal test of nine-year-olds in basic math, reading, and problem solving skills.

Two Smart Ideas to Achieve a ‘Learning Generation’

Is big money really necessary, or even sufficient, to improving learning outcomes for children in the developing world? CGD’s background research submitted to the Commission has convinced us that the key to faster progress is not incremental money; it is focused action in two critical areas. The first necessary, unavoidable step is for political leaders, education officials, and parents in low-income countries to recognize the depth of the problem (children’s lives and public money wasted) in their country, and have the information to design and implement local solutions. The second is to shift education funding to paying for results, rather than inputs and plans.