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Lant Pritchett was a senior fellow at the Center for Global Development and professor of the practice of international development at Harvard's Kennedy School of Government, where he taught from 2000 to 2004 and from 2007 onward. Before rejoining the Kennedy School in 2007, he was lead socio-economist in the social development group of the South Asia region of the World Bank. He occupied various other positions at the World Bank during his tenure there, beginning in 1988. Pritchett was a team member on a number of prominent World Bank publications including Economic Growth in the 1990s: Learning from a Decade of Reforms (2005); Making Services Work for Poor People (World Development Report 2004); Assessing Aid: What Works, What Doesn't and Why (with David Dollar, 1998); and Infrastructure for Development (World Development Report 1994). He has published two books with Center for Global Development, Let Their People Come (2006) and The Rebirth of Education (2013). Pritchett has published over a hundred articles and papers (with more than 25 co-authors) on a wide range of topics, including state capability, labor mobility, and education, among many others. Originally from Idaho, Pritchett is the father of three children and now lives in an empty nest with his wife of 31 years.
The "arbiter of value" is a key concept in Mark Moore’s RISE working paper: "Creating Efficient, Effective and Just Educational Systems through Multi-Sector Strategies of Reform." This concept, which he brings to the education sector after decades of experience in a variety of public sector organizations (his 1994 book Creating Public Value is a classic in the field), helps understand the industrial organization of basic schooling and why schooling is mostly publicly managed around the world—and even why a failed political coup affects who can teach school in Turkey.
The “just right” approach for the mobility of low-skill labor looks to avoid either “too hard”—expecting countries to make legally binding commitments to a global protocol—or “too soft”—no global mechanisms for reducing restrictions on labor mobility. We propose a “bundled” organization that works with existing bilateral labor agreements and partners as part of an organization capable of analysis and advocacy.
The Social Progress Index is an effort of the Social Progress Imperative to create a new and better way to compare the human and social development performance of countries. High on their agenda is to not use GDP per capita or other measures of national development, but rather focus on direct measures of human well-being. Turns out, this new Social Progress Index (SPI) is almost perfectly correlated with national development.
Last week the World Bank announced the process for choosing the next president of the organization. Minutes after midnight on the first day nominations were to be accepted, the US formally nominated the incumbent Jim Kim. Other nominations are possible in what is, allegedly, an “open, merit-based, and transparent” process, but which will only be “open” for three weeks. Here are five women who could ably lead the World Bank.
Historically the World Bank’s President was nominated by the USA and that person was then approved by the World Bank’s Board (and in a reciprocal agreement Europe nominated the head of the IMF). Now, discussions have begun “over how and whether to reappoint” Jim Yong Kim, when his first term ends next June. I agree with the World Bank Staff Association that we need to be able to have confidence in this process.
Motivated by our experience in designing a particular social program, skill set signaling for new entrants to the labor market in Peru, we articulate the need for, and explore the empirical consequences of, alternative learning approaches to the design of development projects. We suggest that project, program, and policy design must depend on more robust learning strategies than the attempt to directly apply results from ”systematic reviews” or move prematurely to an RCT.
Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.
The approach of 2015, the target date of the Millennium Development Goals, sets the stage for a global reengagement on the question of “what is development?” We argue that the post-2015 development framework for development should include Millennium Development Ideals which put into measurable form the high aspirations countries have for the well-being of their citizens.
The welfare of the poor turns in large measure not only on technocratic development "policies", but the effective delivery of key public services, core elements of which require thousands of face-to-face discretionary transactions ("practices") by service providers. This paper presents eight current proposals for improving service delivery, on the basis of a principal-agent model of incentives that explores how these various proposals change flows of resources, information, decision-making, delivery mechanisms, and accountability.
The World Bank has decided to make this problem – the divergence of the organization’s rhetoric on “extreme poverty” and their clients’ desire for support in their national development agendas – even worse. They have announced that their goal is to “eradicate extreme poverty” (while only “monitoring” the income of the poorest 40 percent in each country—but with no goal).
In the last of a series of three blog posts looking at the implications of complexity theory for development, Owen Barder and Ben Ramalingam look at the implications of complexity for the trend towards results-based management in development cooperation. They argue that is a common mistake to see a contradiction between recognising complexity and focusing on results: on the contrary, complexity provides a powerful reason for pursuing the results agenda, but it has to be done in ways which reflect the context. In the 2012 Kapuscinski lecture Owen argued that economic and political systems can best be thought of as complex adaptive systems, and that development should be understood as an emergent property of those systems. As explained in detail in Ben’s forthcoming book, these interactive systems are made up of adaptive actors, whose actions are a self-organised search for fitness on a shifting landscape. Systems like this undergo change in dynamic, non-linear ways; characterised by explosive surprises and tipping points as well as periods of relative stability. If development arises from the interactions of a dynamic and unpredictable system, you might draw the conclusion that it makes no sense to try to assess or measure the results of particular development interventions. That would be the wrong conclusion to reach. While the complexity of development implies a different way of thinking about evaluation, accountability and results, it also means that the ‘results agenda’ is more important than ever.
My guest on this week’s Global Prosperity Wonkcast is CGD senior fellow Lant Pritchett, whose new book, The Rebirth of Education: Schooling Ain’t Learning, was released last month and is now available on Kindle. The book addresses a fundamental problem in education: despite great progress to meet the 2015 Millennium Development Goal target for primary school completion, students the world over are leaving school having learned very little. “They need to be in school and learn,” Pritchett says. “If you create systems where the only measures of schooling are kids in seats, you’re going to get measures of time served rather than learning gained.”
Large international differences in the price of labor can be sustained by differences between workers, or by natural and policy barriers to worker mobility. We use migrant selection theory and evidence to place lower bounds on the ad valorem equivalent of labor mobility barriers to the United States. Natural and policy barriers may each create annual global losses of trillions of dollars.