The international goal for rich countries to devote 0.7% of their national income to development assistance has become a cause célèbre for aid activists and has been accepted in many official quarters as the legitimate target for aid budgets. The origins of the target, however, raise serious questions about its relevance.
Reliving the '50s: The Big Push, Poverty Traps, and Takeoffs in Economic Development - Working Paper 65
Bill Easterly challenges a central rationale of the push for the 2015 Millennium Development Goals: the idea that poverty can be overcome with a big push in foreign aid and investment. Instead, change must come from the bottom up, he says.
This CGD brief is based on the book From Social Assistance to Social Development: Targeted Education Subsidies in Developing Countries, by Samuel Morley and David Coady.
After two decades of neglect, interest in agriculture is on the rise. This new working paper by one of the leading thinkers in rural development argues that the reach and efficiency of rural infrastructure, coupled with effective investment in agricultural research and extension, hold the key to unlocking the potential of agriculture for poverty reduction.
"No Child Left Behind" could move from a national program to a global mission if several current policies and initiatives converge: the Education for All Fast Track Initiative, the U.S. Millennium Challenge Account, and the renewed declarations of the Bush administration, supported by U.S. public opinion.
Education is an end in itself, a human right, and a vital part of the capacity of individuals to lead lives they value. It gives people in developing countries the skills they need to improve their own lives and to help transform their societies. Women and men with better education earn more throughout their lives and participate more fully in the civic and political lives of their communities and countries. Particularly for women, education confers the skills and behaviors that lead to healthier lives. Education that reaches women, the poor, and marginalized ethnic groups not only benefits them directly; it contributes to a more equitable and just society.
In the face of continuing development challenges in the world's poorest countries, there have been new calls throughout the donor community to increase the volume of development aid. Equal attention is needed to reform of the aid business itself, that is, the practices and processes and procedures and politics of aid. This paper sets out the shortcomings of that business on which new research has recently shed light, but which have not been adequately or explicitly incorporated into the donor community's reform agenda. It outlines seven of the worst "sins" or failings of donors, including impatience with institution building, collusion and coordination failures, failure to evaluate the results of their support, and financing that is volatile and unpredictable. It suggests possible short-term practical fixes and notes the need ultimately for more ambitious and structural changes in the overall aid architecture.
Towards a New Consensus for Addressing the Global Challenge of the Lack of Education - Working Paper 43
This paper is part of the Copenhagen Consensus process, which aims to assess and evaluate the opportunities available to address the ten largest challenges facing the world. One of these ten challenges is the “lack of education.” This paper provides an analytical framework to evaluate the various options that can be used to address this issue.
The Trouble with the MDGs: Confronting Expectations of Aid and Development Success - Working Paper 40
*REVISED Version September 2004
The Millennium Development Goals (MDGs) are unlikely to be met by 2015, even if huge increases in development assistance materialize. The rates of progress required by many of the goals are at the edges of or beyond historical precedent. Many countries making extraordinarily rapid progress on MDG indicators, due in large part to aid, will nonetheless not reach the MDGs. Unrealistic targets thus may turn successes into perceptions of failure, serving to undermine future constituencies for aid (in donors) and reform (in recipients). This would be unfortunate given the vital role of aid and reform in the development process and the need for long-term, sustained aid commitments.
This paper focuses on key ways in which donors can improve the quality of foreign assistance and make it more effective in achieving the Millennium Development Goals (MDGs).
This work quantifies how long it has taken countries rich and poor to make the transition towards high enrollments and gender parity. It finds that many countries that have not raised enrollments fast enough to meet the Millennium Development Goals have in fact raised enrollments extraordinarily rapidly by historical standards and deserve celebration rather than condemnation. The very few poor countries that have raised enrollment figures at the rates envisioned by the goals have done so in many cases by accepting dramatic declines in schooling quality, failing large numbers of students, or other practices that cast doubt on the sustainability or exportability of their techniques.
At the United Nations Millennium Summit in 2000 the nations of the world committed to join forces to meet a set of measurable targets for reducing world poverty, disease, illiteracy and other indicators of human misery—all by the year 2015. These targets, later named the Millennium Development Goals, include seven measures of human development in poor countries. At the same summit, world leaders took on several qualitative targets applicable to rich countries, later collected in an eighth Goal. The key elements of the eighth Goal, pledge financial support and policy changes in trade, debt relief, and other areas to assist poor countries'domestic efforts to meet the first seven Goals. Combined, the eight Goals constitute a global compact between poor and rich to work today toward their mutual interests to secure a prosperous future.