Tag: Education

 

Stolen Futures – Podcast with Save the Children’s Helle Thorning-Schmidt

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3.5 million children around the world are refugees, many with little or no access to schooling. That means we won’t come anywhere near our targets for the fourth Sustainable Development Goal—quality education for all—unless we can address the refugee crisis. Save the Children International president Helle Thorning-Schmidt joins the CGD podcast to discuss how donor countries can help.

The WDR 2018: Learning for All, All for Learning

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The release of the World Bank’s World Development Report (WDR) is a milestone in the struggle to prepare the youth of today for the challenges of the world they will face. The report focuses on both the need to “get education right” and how to reform education systems to meet the challenge of preparing today’s youth to be tomorrow’s citizens, parents, community members, workers, and leaders. As we outline below, the WDR and our RISE programme share many core themes.

Can Outsourcing Improve Liberia's Schools? Preliminary RCT Results

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Last summer, the Liberian government delegated management of 93 public elementary schools to eight different private contractors. Given the intense controversy around the program, the government—with some encouragement from our colleagues at Ark Education Partnership Group, who helped manage the program—agreed to randomize the allocation of schools during the pilot, and the three of us partnered with Innovations for Poverty Action (IPA) to evaluate its impacts.

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After one year, public schools managed by private contractors in Liberia raised student learning by 60 percent, compared to standard public schools.

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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.

Information Provision Can Improve Learning Outcomes—When It Strengthens Accountability

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When Pratham used simple “report cards” to provide information about learning outcomes to villages in India, the intervention largely failed. There was no improvement in attendance of children or teachers, no improvement in learning outcomes; and parents, teachers, and village education committees did not become more engaged with the schools (Banerjee et al., 2010). However, when Pratham-trained youth volunteers offered basic reading classes outside of regular school, reading skills of children who attended improved substantially after one year. Why did information provision fail to improve learning outcomes? 

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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.

The World Needs More Bad Schools

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A commission led by the UN's special envoy for education, Gordon Brown, is calling for a doubling of global aid for education, without any clear reform agenda to raise learning levels in the world's failing school systems. That might be ok: bad schools in poor countries still seem to produce big benefits.

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