Ideas to Action:

Independent research for global prosperity

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.

 

Institution-Building Innovations in Resource-Constrained Civil Services: Liberia’s President’s Young Professionals Program and Emerging Public Leaders Program

As Liberia begins its transition to a post-Sirleaf government, the President's Young Professionals Program will no doubt come to be appreciated as one of her noteworthy achievements. Yet I can’t resist this opportunity to spell out the four reasons why PYPP and Emerging Public Leaders-type programs could be especially suited to the evolving capacity needs of ministries of finance in constrained resource environments.

Does Management Matter for Learning Outcomes?

Much has been written about the difference in education outcomes between public and public-private partnership (PPP) schools. According to a review by Ark, so far there is insufficient or modest evidence linking PPPs—including contract schools, subsidies, and vouchers—with better learning outcomes (as distinct from evidence about public versus private [non-PPP] schools).

The WDR 2018: Learning for All, All for Learning

The release of the World Bank’s World Development Report (WDR) is a milestone in the struggle to prepare the youth of today for the challenges of the world they will face. The report focuses on both the need to “get education right” and how to reform education systems to meet the challenge of preparing today’s youth to be tomorrow’s citizens, parents, community members, workers, and leaders. As we outline below, the WDR and our RISE programme share many core themes.

Can Outsourcing Improve Liberia's Schools? Preliminary RCT Results

Last summer, the Liberian government delegated management of 93 public elementary schools to eight different private contractors. Given the intense controversy around the program, the government—with some encouragement from our colleagues at Ark Education Partnership Group, who helped manage the program—agreed to randomize the allocation of schools during the pilot, and the three of us partnered with Innovations for Poverty Action (IPA) to evaluate its impacts.

Information Provision Can Improve Learning Outcomes—When It Strengthens Accountability

When Pratham used simple “report cards” to provide information about learning outcomes to villages in India, the intervention largely failed. There was no improvement in attendance of children or teachers, no improvement in learning outcomes; and parents, teachers, and village education committees did not become more engaged with the schools (Banerjee et al., 2010). However, when Pratham-trained youth volunteers offered basic reading classes outside of regular school, reading skills of children who attended improved substantially after one year. Why did information provision fail to improve learning outcomes? 

The World Needs More Bad Schools

A commission led by the UN's special envoy for education, Gordon Brown, is calling for a doubling of global aid for education, without any clear reform agenda to raise learning levels in the world's failing school systems. That might be ok: bad schools in poor countries still seem to produce big benefits.

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.

Pages