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CGD NOTES
April 30, 2024
Corporal punishment is legal in many countries. Corporal punishment in schools remains legal in 63 countries. Implementing and enforcing legislation that prohibits corporal punishment across all settings is an important step towards keeping children safe. But, how far does the passing of legislation...
CGD NOTES
July 25, 2023
The principle of a “just transition” is anchored in the 2015 Paris Agreement. But only in recent years has the principle been fully recognized as an enabler and accelerator of power decarbonization efforts by integrating measures that aim to mitigate the direct, indirect, and induced adverse impacts...
CGD NOTES
March 09, 2023
The education sector needs to know more and do more about violence in schools. In this note, we analyse the existing data, highlight some of the areas where we lack data, and suggest that more attention needs to be given to the different types of violence—including the different perpetrators—experie...
CGD NOTES
February 08, 2023
In this note, we highlight five areas that should be a focus for researchers to advance the field of girls’ education. A wealth of evidence finds girls’ education yields a wide range of benefits, for both girls and their families. Despite this, too many girls are still being left behind. We need bet...
CGD NOTES
April 05, 2021
A new IMF rapid credit window could provide some $30 billion to cover the vaccine financing needs for most developing countries through 2021-22. The mechanism would facilitate collective action to negotiate increased production, the main obstacle to achieving vaccine coverage and rectifying the gros...
CGD NOTES
November 30, 2020
In a recent CGD note, “Empathy and Client Relationships in Development Finance,” we emphasised the importance of development finance institutions (DFIs) investing in face-to-face contact and dialogue with their clients to build the empathetic relationships needed to deliver development outcomes. But...
CGD NOTES
December 05, 2018
It’s tricky to evaluate government education policies. Using the examples of three rigorous studies of three different education policies, this note aims to shed some light from the perspective of someone on the policy side on how, why, and when to evaluate government-led reforms.