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This fiscal year alone, the United States has pledged $335 million in aid to strengthen Pakistan’s education system
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.
I'm joined this week by Ayah Mahgoub, a program coordinator here at the Center for Global Development who works on issues related to the effectiveness of foreign aid. Along with Nancy Birdsall and Bill Savedoff, Ayah is working on designing a new form of development assistance called Cash on Delivery Aid that would pay for progress on specific development outcomes.
Nancy summed up the basic idea of the Cash on Delivery approach on a Wonkcast last month—read that post or go here for a short introduction to the idea of COD Aid. While discussions are underway to develop COD aid mechanisms for a number of sectors (including water and health), the initial application is in education. In this sector, a Cash on Delivery contract would pay recipient governments a fixed amount for each additional student who completes primary school and take a standardized test. Ayah is helping to match aid donors and recipient governments who are interested in supporting a pilot of this innovative approach. I asked Ayah to tell us about the countries where the first COD Aid programs might happen: Malawi, Ethiopia, and Liberia.
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.
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In the first of a two-part series, Lant Pritchett looks at the realities of completing education system diagnostics and the lessons learned through the process.
Education Links is a periodic summary of what we’re reading from RISE (Research on Improving Systems of Education), CGD’s initiative on education reform in the developing world.
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