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.
Harmful cultural practices and norms—even the seemingly non-violent ones that consign girls to bear the brunt of household labor—have consequences for nutrition, health, educational achievement, sexual abuse, and child marriage. Accordingly, it is critical to develop a research agenda that places girls aged 0 to 10 at the center of policy to address harmful practices. Both as an issue of gender-based violence and as an impediment to girls reaching their potential, we need greater commitments to country-level data, informed and enforced legislative action, and innovative methods to challenging and shifting socially shared definitions of girlhood.
These two sets include input data and Stata files to replicate the results in CGD Working Paper 278, “More Money or More Development: What Have the MDGs Achieved?” and CGD Working Paper 297 “MDGs 2.0: What Goals, Targets, and Timeframe?”
The paper outlines potential goal areas based on the original Millennium Declaration, the timeframe for any MDGs 2.0 and attempts to calculate some reasonable targets associated with those goal areas.
In this working paper, the authors introduce an MDG Progress Index to assess how on or off track countries are toward MDG targets.
In this essay, visiting fellow Desmond Bermingham describes the framework for a better “global education compact” between donor and recipient nations and four possible arrangements to mobilize and allocate development assistance for education. He highlights the advantages and disadvantages of these options—all with the motivation of informing decisions that must be taken by the United States and other G-20 countries if donor commitments are to be met.
The White House and the World: A Global Development Agenda for the Next U.S. President shows how modest changes in U.S. policies could greatly improve the lives of poor people in developing countries, thus fostering greater stability, security, and prosperity globally and at home. Center for Global Development experts offer fresh perspectives and practical advice on trade policy, migration, foreign aid, climate change and more. In an introductory essay, CGD President Nancy Birdsall explains why and how the next U.S. president must lead in the creation of a better, safer world.
Measuring Progress with Tests of Learning: Pros and Cons for "Cash on Delivery Aid" in Education - Working Paper 147
Improving education has been a central goal of international development for decades, and the best indicators of improvement measure student performance. But can such measurements be used as incentives to stimulate more rapid improvement in education? There are no simple answers to this question since test-based measures pose a myriad of technical challenges. In this CGD Working Paper, visiting fellow Marlaine Lockheed reviews some of these challenges and the effects they could have on measuring the success of “progress-based aid” programs. She suggests four ways to successfully incorporate measures of learning outcomes into programs for progress-based aid.
Given all the other pressing worries, why was education among the issues that G8 leaders discussed at the St. Petersburg Summit? Education and the Developing World, a CGD Rich World/Poor World Brief, explains why investing in education is not just the right thing to do, it's the smart thing to do.Learn more about Rich World, Poor World: A Guide to Global Development
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 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.
The book compiles a vast amount of unpublished and published material on existing CTE programs and their impact on poverty. Groundbreaking case studies and detailed evaluations of programs in Mexico, Brazil, Bangladesh, Nicaragua, Honduras, and Chile add up to an unusual and surprising success story for skeptics of development and foreign aid.