There are more schools worldwide than ever before, but are children really learning? Charles Kenny investigates the broken link between schools and learning and suggests some proven methods for improving outcomes in education.
The results of a randomized evaluation of a mobile phone education program (Project ABC) in Niger suggest that simple and relatively cheap information and communication technology can serve as an effective and sustainable learning tool for rural populations.
In this working paper, the authors introduce an MDG Progress Index to assess how on or off track countries are toward MDG targets.
For the first time, the elderly, urban populations, and women of reduced fertility outnumber their counterparts. Joel E. Cohen discusses how changing demographic trends will require a heavier focus on primary and secondary education, reproductive health and demographically sensitive urban planning.
Cynthia B. Lloyd, Ruth Levine, and Miriam Temin, authors of reports in CGD’s Girls Count series, call on Irina Bokova, Director-General of UNESCO, to push for global and national action to increase the commitment and funding to support adolescent girls’ education. Increasing girls’ chances of attending and completing school leads to long-term economic betterment for themselves and their families.
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.