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CGD NOTES
November 18, 2020
We examine the behavior of Chinese government lenders in two debt rescheduling episodes: a “low stakes” case involving Seychelles and a “high stakes” case involving the Republic of Congo. The fact that the Republic of Congo was worse off after rescheduling its debts with Beijing underscores the impo...
CGD NOTES
September 14, 2020
In this note, I discuss a new approach to how national administrative education data—records of school census, public exams, school inspection, teacher payroll, and other operational matters, collected on routine basis—are integrated, shared, and used to generate knowledge.
Blog Post
August 07, 2020
There may be no government response that can fully mitigate COVID-19’s impact and maintain fairness for 2020’s exam candidates. But high-stakes exams are unfair every year, not just during a pandemic: large differences in home support and access to resources are not new. Exams reinforce income inequ...
Blog Post
June 04, 2020
Rather than providing relief on repayments from existing loans, IDA’s debt sustainability framework adjusts future financing from loans to grants for countries at high risk of debt distress. But what happens to IDA’s loans-to-grants model when a large number of IDA countries trigger the risk thresho...
REPORTS
May 29, 2020
Most governments around the world have temporarily closed schools in an attempt to contain the spread of the COVID-19 pandemic. As they start to plan for reopening, we have compiled a series of short and accessible briefs that provide the best available rigorous evidence on five critical dimensions ...
POLICY PAPERS
April 02, 2020
China’s lending volumes in developing countries far surpass those of other bilateral creditors and compare in scale only to World Bank lending practices. Where World Bank lending terms, volumes, and policies are publicly available, the state of knowledge on official Chinese financing terms remains l...
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.