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WORKING PAPERS
December 17, 2020
Cash transfers boost educational outcomes for poor children on average, but which aspects of educational performance are most responsive and which poor children benefit the most? This study examines the educational impacts of cash transfers, drawing on a randomized, community implemented conditional...
Blog Post
August 19, 2020
In 2017, Malawi was one of the only countries in the SADC and COMESA without a functioning national registry and identification system. Supported by the United Nations Development Programme together with several other donors, Malawi managed to achieve universal ID coverage in some 180 days, joi...
CGD NOTES
August 19, 2020
This essay lays out the story of how the UNDP team with its development partners achieved universal ID registration in Malawi, the challenges we faced, the roadblocks, how UNDP coordinated with other stakeholders and community development partners, and highlights the synergies that helped us achieve...
Blog Post
July 22, 2020
Most of us have been living with closed schools and some version of lockdown for four months now. For all the reimagining of education in the 21st century, nobody predicted that the greatest disruption of all would come from a virus. As education policymakers all over the world grapple with distance...
Blog Post
April 06, 2020
The COVID-19 response amounts to a significant expansion in the scale and scope of direct cash transfers as well as other social assistance—a huge increase in government-to-people (G2P) payments. As we explain in our new report, delivering on these programs will require an enormous increase in ...
Blog Post
March 02, 2020
Improving learning outcomes at scale is hard. That may seem obvious, but only recently have policymakers and donors become aware of just how dire—and broad—the learning crisis is. Most of their efforts to improve learning have been pilot programs, and although in some cases it has been possible to i...
Blog Post
February 11, 2020
Grade repetition is a familiar topic in Ministries of Education but is rarely discussed as a policy issue in global education. This is surprising in the context of global discussions about education financing, since the cost of many children repeating grades can be astoundingly high.