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CGD's work in this area seeks to better understand the sources of global learning gaps and to identify solutions to help close these gaps.
While primary school enrolment levels have increased dramatically in recent decades, this progress has not been matched by equivalent gains in learning. Millions of children in the developing world leave school without basic literacy and numeracy skills. CGD seeks to better understand what causes this learning gap and to identify policies and ideas to help end the global learning crisis.
Teachers in poor countries earn far more, in relative terms, than teachers in the OECD—and several recent studies suggest their pay isn’t linked to skills or performance. But we also have growing evidence that high-quality teachers generate huge economic returns. The question is how to ensure high pay attracts high quality.
DFID’s new education strategy to tackle the learning crisis prioritizes a pivotal part of any well-functioning education system: good teaching. It is obvious that any attempt to reform education systems cannot work if it does not generate effective teaching practices, which requires skilled and motivated teachers in the classroom.
Like the mythical Roman god Janus, there are two faces to most of the economies of the MENA region. We can call them the young and the old. And that the choice for MENA governments to make is not which face of Janus to support, but rather how to ensure that both can co-exist and prosper.
The Sustainable Development Goals are an ambitious set of targets for global development progress by 2030 that were agreed by the United Nations in 2015. A review of the literature on meeting "zero targets" suggests very high costs compared to available resources, but also that in many cases there remains a considerable gap between financing known technical solutions and achieving the outcomes called for in the SDGs. In some cases, we (even) lack the technical solutions required to achieve the zero targets, suggesting the need for research and development of new approaches.
As Liberia begins its transition to a post-Sirleaf government, the President's Young Professionals Program will no doubt come to be appreciated as one of her noteworthy achievements. Yet I can’t resist this opportunity to spell out the four reasons why PYPP and Emerging Public Leaders-type programs could be especially suited to the evolving capacity needs of ministries of finance in constrained resource environments.
Much has been written about the difference in education outcomes between public and public-private partnership (PPP) schools. According to a review by Ark, so far there is insufficient or modest evidence linking PPPs—including contract schools, subsidies, and vouchers—with better learning outcomes (as distinct from evidence about public versus private [non-PPP] schools).