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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 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).
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.”
The momentum seems to be building for a goal to “eradicate poverty by 2030.” Reducing poverty is a noble goal, one to which I fully subscribe. But the “eradicate poverty” campaign is actually only focused on “extreme” poverty which is an absurdly low and completely arbitrary definition of the poverty.
A new book by Lant Pritchett from the Center for Global Development documents a deeply disturbing reality: for millions of children in the developing world schooling is not producing “education” in any real sense.
The poor quality of education worldwide constitutes a learning crisis; donors and development agencies have been complicit in its creation, but they can and should be part of the solution, not by prescribing changes, but by fostering environments where change is possible.
There are two dominant narratives about taxation. In one, taxes are the “price we pay for a civilized society” (Oliver Wendell Holmes Jr.). In this view taxes are not a necessary evil (as in the pairing of “death and taxes” as inevitable) but a positive good: more taxes buy more “civilization.” The other view is that taxes are “tribute to Leviathan”—a pure involuntary extraction from those engaged in economic production to those who control coercive power producing no reciprocal benefit. In this view taxes are a bane of the civilized. We consider the question of taxes as price versus tribute for contemporary India.
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.
Efforts to decentralize educational systems often arouse fears that the quality of schooling will become less equal as a result. But what’s the evidence? CGD non-resident fellow Lant Pritchett and co-author Martina Viarengo show in a new CGD working paper that the supposedly greater equality of centralized systems is often little more than the illusion of a bureaucracy blinded to local realities.
David Cameron co-chairs the UN Panel on the future of the development agenda, so his 'golden thread' view of development is likely to have a global impact. In the second of three blog posts looking at development policy through the lens of complexity thinking, Owen Barder asks whether the British government's golden thread is good development policy. He concludes that though it has much to commend it, it also has significant weaknesses.
The British Prime Minister, David Cameron, wants us to stop talking simply about the quantity of aid we give, and:
“start talking about what I call the ‘golden thread’, which is you only get real long-term development through aid if there is also a golden thread of stable government, lack of corruption, human rights, the rule of law, transparent information.”
This is not a new wheeze: Mr Cameron has been talking about the golden thread since before he became leader of the Conservative party. Given that he is a co-chair of the UN High Level Panel on the global development agenda after 2015, we can expect to see some of this thinking in that panel’s recommendations.
The UN Millennium Development Goals (MDGs) seek to ensure that all children complete primary school by 2015. But school completion rates don't tell us how much--or how little--the kids actually learn. This new working paper co-authored by CGD non-resident fellow Lant Pritchett shows that even in countries that meet the primary school completion goal, most students fall short of minimum competency in reading, writing and arithmetic. The answer, the authors argue, is a Millennium Learning Goal that measures how much students actually know. Learn more