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Maryam Akmal was a senior policy analyst with the global education team at the Center for Global Development. Her work focuses on the use of data and evidence to inform education policy. She has a particular interest in early grade learning and educational inequity. In a previous role, she did research and policy analysis for the RISE (Research on Improving Systems of Education) program. Prior to CGD, she worked with the Society for Advancement of Education in Pakistan on local education policy issues. Akmal holds a Master in Public Policy from Georgetown University and a BA in Economics from Oberlin College.
School closures in response to COVID-19 are putting girls in developing countries at a substantial risk of gender-based violence, early pregnancy, and dropping out once schools reopen, according to a new survey from CGD.
In the last international PISA assessment for math and science, Vietnam outperformed many developed countries, including the UK and the US. Yet Vietnam only has a small fraction of the GDP of these countries. Should other countries with similar income levels, such as Indonesia, be asking themselves: “Why not me?”
High-stakes national assessments in developing countries tend to have important consequences for test takers. These assessments can determine a child’s future opportunities by deciding whether a child progresses to a higher grade or achieves a certain certification to enter the workforce. Because these assessments are important for both children and teachers, they have a strong influence on what actually happens inside the classroom, and as a result, on the learning outcomes of children.