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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.
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?
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.
Public-private partnerships (PPPs) in education that combine public finance to provide free or subsidized access to privately delivered education are expanding in many developing countries, either to increase access where government capacity is limited or to improve learning outcomes—often with limited evidence on their success. This panel will bring together experts from the policy and research spheres to review what we know about the design of effective partnerships, the hazards to be avoided, and the frontiers for new research.
RISE is a large scale, multi-country research programme developed to answer the question: “How can education systems be reformed to deliver better learning for all?” The objective of this year’s conference is to bring together high profile academics and policy makers to discuss the RISE research agenda. The conference will feature a range of invited and contributed talks and panels, as well as three sessions focused on our six Country Research Teams (CRTs), including the announcement of our two newest CRTs. The RISE Programme is a collaboration between the Center for Global Development in Washington DC, the Blavatnik School of Government, University of Oxford, and Oxford Policy Management in Oxford, UK, and our CRTs include Tanzania, India, Pakistan, and Vietnam, with two further countries to be announced shortly.
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.