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Want to reduce teen pregnancy? Build high schools. David Evans takes a look at that and four other recent research findings from around the global education world.
Governments and donors are increasingly focused on the use of evidence in evaluating human development programs and setting policy priorities. This master class will provide early career researchers with cutting-edge methodological tools for experimental and quasi-experimental evaluation of early childhood development interventions. The course is intended for current PhD students and recent graduates whose doctoral work is focused on early childhood development, education, development economics, or public policy.
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In this paper, Saugato Datta and non-resident fellow Sendhil Mullainathan explore the implications of behavioral economics in policy areas as diverse as health, education, agricultural policy, and the design of cash-transfer programs.
With abundant data, sound analysis, and first-hand experience, Lant Pritchett shows that the way to turn underperforming schools around is to allow functional systems to evolve locally out of an environment pressured for success. Schools systems need to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.
What should you read first if you’re a new policy advisor in a Ministry of Education? I’ve had two emails with this question in the last week alone. So, here is a quick (RISE-heavy) Top Ten.
We investigate heterogeneity across beneficiaries and implementers—in a randomized trial of contract teachers in Kenyan schools. The data show a stark contrast in success between the government and NGO arm that can be traced back to implementation constraints and political economy forces put in motion as the program went to scale.
Previous studies suggest that abolishing user fees would increase enrollment in public schools, but the results of this research show that the opposite is true in Kenya.
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
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.
New data show that Indonesians with tertiary education have lower literacy proficiency than less educated counterparts in other OECD countries.
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