With rigorous economic research and practical policy solutions, we focus on the issues and institutions that are critical to global development. Explore our core themes and topics to learn more about our work.
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CGD’s work in technology and development focuses on the macroeconomic implications of technology change as well as technological applications for specific development challenges.
Technological advances are a driving force for development. But policy choices determine who benefits. CGD focuses on three key questions around innovation, growth, and inequality: How can governments use existing technologies to deliver services more effectively to citizens? How can international institutions help create and spread new technologies to tackle shared problems like climate change and pandemics? And how can policymakers ensure advances in artificial intelligence, automation, and communications bring shared benefits and not greater global inequality?
In his latest essay, Charles Kenny seeks to revive Solow's model of exogenous growth; growth driven by the global diffusion of new technologies and ideas. He suggests that when it comes to quality of life improvements, institutions may be less important than exogenous factors, like new vaccines, oral re-hydration therapies, or improvements in hygiene and education practices.
Less than a month until the anniversary of the earthquake that devastated the Haitian capital, 1.3 million still live in tents, clean water remains an issue with cholera rapidly spreading, and millions of cubic meters of debris litter the streets, hampering rebuilding efforts. But Haiti was hardly in great shape before the earthquake. Despite years of assistance, 80% of its population was living under the poverty line, 2 out of 3 Haitians did not have a formal job, and infrastructure was minimal.
I recently received a text message from my friend Karim in Niger, asking “Keski ce passe?” (What’s happening?). Those of you who know French might notice his text is an abbreviation of the much longer expression for “Qu’est-ce qui se passe”, which is formal and proper but a bit long when you only have 140 characters. Such abbreviations in French, English and other languages have caused teachers and parents alike to blame texting for corrupting our language and “degrading [the] spelling of [our] youth.” Existing studies in the UK and elsewhere have debunked these claims, and, the National Adult Literacy Database called on people to celebrate International Literacy Day by “reading or writing, tweeting or texting.” In fact, mobile phones and texting might be a new tool in the arsenal against illiteracy: our new research in Niger suggests that mobile phones could promote literacy and numeracy skills in sub-Saharan Africa.
Jenny Aker, Christopher Ksoll and Travis J. Lybbert
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.