Ideas to Action:

Independent research for global prosperity

Publications

 

May 6, 2013

Schooling Is Not Education! Using Assessment to Change the Politics of Non-Learning

Most of the world’s children now live in countries on track to meet the Millennium Development Goal of universal primary completion by 2015. Countries have indeed made great progress getting kids in school, but behind that progress is a problem: many children are hardly learning anything in school. Some measures of learning are just dismal. In India, for example, only about one-third of children in grade 5 can perform long division. Nearly one-half cannot read a grade 2 text, and one in five cannot follow a grade 1 text.

What is to be done? Broadly speaking, schools, governments, and donors need to focus more on actual learning goals, not just filling seats. This report of the CGD Study Group on Measuring Learning Outcomes shows how to make some headway in that direction. Governments need to develop comparable, public learning assessments. Civil society should engage at the grassroots to demand accountability. Donors can play a secondary role by pegging funding to results or experimenting with different strategies. And the UN and other multilaterals should set global standards against which national efforts can be measured. One option is to establish a global learning goal as part of the post-2015 development agenda.

The Study Group on Measuring Learning Outcomes
Cover of Girls Count report
January 14, 2008

Girls Count: A Global Investment & Action Agenda

The wellbeing of adolescent girls in developing countries shapes global economic and social prosperity -- yet girls' needs often are consigned to the margins of development policies and programs. This new report describes why and how to provide adolescent girls in developing countries a full and equal chance in life. Offering targeted recommendations for national and local governments, donor agencies, civil society, and the private sector, Girls Count provides a compelling starting point for country-specific agendas to recognize and foster girls' potential.

Learn More

Ruth Levine , Cynthia B. Lloyd , Margaret Greene and Caren Grown