The Sustainable Development Goals are an ambitious set of targets for global development progress by 2030 that were agreed by the United Nations in 2015. A review of the literature on meeting "zero targets" suggests very high costs compared to available resources, but also that in many cases there remains a considerable gap between financing known technical solutions and achieving the outcomes called for in the SDGs. In some cases, we (even) lack the technical solutions required to achieve the zero targets, suggesting the need for research and development of new approaches.
After one year, public schools managed by private operators raised student learning by 60 percent compared to standard public schools. But costs were high, performance varied across operators, and contracts authorized the largest operator to push excess pupils and under-performing teachers into other government schools.
After one year, public schools managed by private contractors in Liberia raised student learning by 60 percent, compared to standard public schools.
“The Evidence” About “What Works” in Education: Graphs to Illustrate External Validity and Construct Validity
Currently, the bulk of the new empirical work on estimating the impact on learning of various education projects/ programmes/policies, while based on sound principles of estimating causal impacts, is far too inadequately theorised and specified to be of much immediate and direct use in formulating effective action to accelerate learning. The RISE research agenda is moving forward by: (a) embedding research into a prior diagnostic of the overall system, (b) evaluating on-going attempts at education reform at scale, (c) specifying the details of programme/project/policy design, and (d) acknowledging that policy relevant learning is itself part of the system.
This annual report marks two milestones in 2016: CGD’s 15th anniversary and, at the end of the year, its first leadership transition, with founding president Nancy Birdsall being succeeded by Masood Ahmed.
Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy.