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Whatever you think about Brexit, it doesn’t make sense to secure Britain’s economic future by adding red tape. Theresa May’s government wants to tamp down net migration. That’s has opened space for some new self-defeating proposals.
Recently, Lant Prichett blogged about the latest round of the OECD international assessment of adult skills (PIAAC), which included for the first time measures for Jakarta, showing the dismally low levels of skills even in the capital city of a typical middle income country like Indonesia. This prompted me to look at the World Bank’s new skill survey of working age adults in urban areas of developing countries (STEP) that includes a literacy assessment calibrated to the same scale as PIAAC, thus allowing for comparisons. Two striking findings emerge.
Accountability in school systems is essential to deliver better learning and accelerate progress in developing countries. What is still really lacking—and what RISE is working towards—is a coherent and complete analytical framework capturing the key elements of a system of school accountability that can explain the divergent experiences we have seen in school reform.
Uganda goes to the polls in 30 days to elect its next president, but there is little sign so far in the public debate on education of the need to shift focus from inputs and enrolment to actual learning outcomes.
This periodic summary of what we’re reading from RISE (Research on Improving Systems of Education), CGD’s initiative on education reform in the developing world, is a little late as we’re in the middle of touring the world speaking to potential bidders for RISE Country Research Programs, in London, Dar es Salaam, Abuja, Delhi, Islamabad, and Jakarta. We’re accepting expressions of interest until 27 August; please see the RISE website for more details.
A couple weeks ago we got to spend two days listening to an all-star line-up of education researchers present the current state of the art in “Research on Improving Systems of Education,” aka RISE. Here’s what we learned.