RTI International, in collaboration with CGD, is excited to share a new effort funded by the Bill & Melinda Gates Foundation that aims to expand our collective knowledge about successful large-scale education programs. Through this work, we will examine how these programs have succeeded in improving learning outcomes, while identifying the key ingredients underpinning their success. We plan to use these findings to develop a guide and user-friendly tools for understanding essential elements of effective large-scale programs.
CGD Policy Blogs
What’s the Latest Economics Research on Africa? A Round-up from the Center for the Study of African Economies 2019 Conference
Last week’s annual Center for the Study of African Economies (CSAE) conference brought together researchers from the African continent and around the world for the presentation of nearly 300 papers about nearly every aspect of African societies, from agriculture to education to firms to health to trade. Here I provide a micro-summary of almost every paper presented at the conference.
What if the programs that help the girls the most are not the programs that target girls? Imagine two hypothetical programs. One is targeted towards girls, and it finds a big impact on girls’ learning. It even finds some impacts for boys, although those are much smaller. The other program is a general intervention (in other words, it doesn’t target girls specifically). Let’s imagine that it finds even larger impacts on girls, and that those impacts are roughly the same as the impacts for boys.
Finally, after many years, I understand how truly revolutionary Pratham is.
An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.
Donors are considering a proposal for a new “innovative finance mechanism” to increase funding for education, based on recommendations from Gordon Brown’s Education Commission. We agree that we need to finance an expansion of education in the developing world. But sadly, the International Finance Facility for Education (IFFEd) proposal is too good to be true. Using donor guarantees to increase lending by multilateral banks could increase the supply of loans—but there are simpler ways to do that without setting up a new facility.
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.
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.