Why should countries invest in human capital? As emerging technologies impact economies and societies, how can we ensure that the most vulnerable are protected? Who will step up to finance the SDGs? Next week’s Annual Meetings of the World Bank and the IMF will convene 13,000 global policymakers, private sector executives, academics, and civil society members in Bali, Indonesia as they work to address these questions and more.
CGD Policy Blogs
Education policymakers care about more than just test scores. They probably care a lot about making policies that will help them get re-elected. They might care about particular people or places that have been historically disadvantaged. And perhaps they care about building a more integrated society: breaking down social barriers by putting children from different socioeconomic backgrounds in the same classrooms and positively influencing interracial or interclass attitudes and social behaviour.
Three years after the SDGs were adopted and established goals for education focused on learning, rather than enrollment, there is still no solid global baseline against which to measure progress and 100 countries still do not measure learning at all.
After years of explosive growth, the number of international students in US universities has started to decline. Gaurav Khanna looks at what drove the initial boom, why it’s levelling off now, and why that matters.
Imagine an economically thriving and democratic middle-income country that has achieved near universal primary school enrollment, tripled percentage of total government expenditure on education since 2000 (in real terms), and roughly doubled teacher salaries. You would think all is well, right? But new measures of learning progress show low absolute and marginal learning as students are promoted from grade to grade.
The world’s poorest people have been getting richer recently. But they remain incredibly poor. The 10 percent of the world’s population still consuming $1.90 or less a day are subsisting on a small fraction of the resources available to people at the US poverty line. So you’d hope that the governments of the countries where they live would be trying to raise their consumption levels. But the reality is more complex.
Chart of the Week: Gender Pay Gaps around the World Are Bigger Than You Think, and Have Almost Nothing to Do with Girls Schooling
While I think it's silly to argue we spend too much on girls' education, perhaps it's reasonable to ask whether a concern with gender equality and a cold hard look at recent data would lead anyone to put their marginal dollar into girls' schooling over, say, campaigning for gender quotas (which seem to work well in Indian politics, at least) or even subsidized childcare (which has boosted female labor force participation in Latin America).
Teachers in poor countries earn far more, in relative terms, than teachers in the OECD—and several recent studies suggest their pay isn’t linked to skills or performance. But we also have growing evidence that high-quality teachers generate huge economic returns. The question is how to ensure high pay attracts high quality.
Like the mythical Roman god Janus, there are two faces to most of the economies of the MENA region. We can call them the young and the old. And that the choice for MENA governments to make is not which face of Janus to support, but rather how to ensure that both can co-exist and prosper.
The main story of the youth assessment is a massive mismatch between their aspirations of how they will be able to use their schooling and their actual capability.