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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.

 

An image of a woman receiving a COVID vaccine.

A Matter of Trust and Coordination: A COVID-19 Vaccination Certificate for Southeast Asia?

As governments worldwide increase their COVID-19 vaccination coverage, COVID-19 vaccination certificates (CVCs) are making headlines as a possible answer to the question of how to reopen economies safely. While countries like Israel and Estonia are well advanced in introducing CVCs, developing countries, as with their vaccination rates, are further behind. In especially interconnected developing regions like Southeast Asia, CVCs present unprecedented collaboration challenges, including that of coordination and trust.

An image of two people comparing research.

Sharing Research Results with Participants: An Ethical Discussion

It is widely recognized that social science research involving human participants should be based on the principles of “doing good” and “mitigating harm.” While research results are often shared with academics and policymakers alike, it is unclear whether—and how often—they are shared with the participants themselves.

Chart showing where Team Europe Initiatives are concentrated: a wide range, including Africa, Asia, and Latin America

Getting to the Bottom of the Team Europe Initiatives

In early 2020, as the COVID-19 pandemic began to ravage the world, the European Union (EU) sprang into action with its member states and financial institutions to deliver a collective global response, laying the foundations of more unified European approach to international development that has been termed “Team Europe.”

Time-series chart showing that the first round of survey collection happened during the first COVID peak in Pakistan, and the third round of data collection happened before the second, current peak.

New Data on Learning Loss in Pakistan

To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.

Chart showing that the actual pass rates and the rates of our sample, with the same students sitting for multiple tests, show almost identical variation year-to-year

Can Ghana Maintain School Quality After Abolishing Secondary School Fees? We May Never Know.

Each year over two million secondary-school students across Nigeria, Ghana, Sierra Leone, Liberia and The Gambia sit coordinated tests known as the WASSCE. In a new CGD working paper, undertaken by researchers from CGD and IEPA-Ghana, we look at English and maths papers in West Africa’s leading high-stakes exams and show that they can vary significantly in difficulty from year-to-year. If exams are not comparable over time then this has implications for countries that rely on results as they make education policy and for fairness for the candidates who sit them.

An image of digital mainland's of Africa as seen from space.

Why Digitalization and Digital Governance Are Key to Regional Integration in Africa

On January 1, 2021, the long-anticipated African Continental Free Trade Area (AfCFTA) became a reality. But AfCFTA’s potential might not be fully realized without stronger digital connectivity and effective policies that promote the free flow of data and information across member states to facilitate knowledge sharing and collaboration and reduce trade integration costs and address existing structural barriers to intra-regional trade in Africa.

A country map of global lawfulness of corporal punishment in schools.

Violence in Schools Is Pervasive and Teachers Are Often the Perpetrators. Here Are Five Ways to Prevent It.

We examine the problem of teacher violence, drawing on studies from low- and middle-income countries. Teacher-perpetrated violence is widespread and unacceptable and the education sector must do more to eliminate it from schools. We offer five strategies that we hope will be helpful for policymakers, practitioners, planning interventions, and donors funding interventions.

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