CGD’s education program is launching the Partnership for Research on Progress and Resilience in Education (PREPARE), a consortium of research institutions who will work together to produce rigorous evidence on the most important education challenges posed by COVID-19. In this blog, PREPARE partners discuss their plans to produce data and evidence that will help answer pressing education policy questions both in their countries and globally, as education systems rebuild from the pandemic.
CGD Policy Blogs
The House Foreign Affairs Committee recently advanced the Global Learning Loss Assessment Act. This bipartisan, bicameral legislation shines a light on the critical issue of learning loss—and the impacts of disrupted education more broadly—as schools around the world closed due to the COVID-19 pandemic. Here’s a quick overview of the evidence to date—and why it’s important that lawmakers (and USAID) are casting a watchful eye on global learning and inequality.
In a year marked by pandemic and protest, good books are more important than ever. We're back with more hand-picked recommendations from CGD's staff and researchers to help you better understand, empathize with, or escape the world.
Diaries from the Frontline: COVID-19 and Education Inequality: Who Is Most at Risk of Being Left Behind?
This week, in our final installment in the series, we examine how one particularly vulnerable population served by the Luminos Fund—refugee children in Lebanon—has been affected. The Citizens Foundation in Pakistan describes what school closures mean for girls and their education and life opportunities. And Educate Girls, an organization based in India new to the series, shares stories from their frontlines.
This week, as part of our “Diaries from the Frontline” series we are looking at how TCF and the Luminos Fund are supporting their teachers and principals. Their experiences show that teachers, not buildings, are the backbone of any school system. And even while schools are closed, there is evidence that teachers are continuing to keep students engaged with learning.
Diaries from the Frontline: How Education Organizations Are Providing Food and Relief during COVID-19
“Diaries from the Frontline” is a new blog series that will feature stories from education organizations about what the crisis means for them and the underprivileged communities in which they’re working, as well as the ways that they are helping children to stay engaged in learning or helping families to cope.
All the hype (and criticism) over foreign aid programs that pay for results got us wondering: how are these programs being implemented and are they effective?
There is no denying that interest in Social Impact Bonds (SIBs) is steadily growing: with investments coming from big banks like Goldman Sachs and Bank of America Merrill Lynch and approximately 26 SIBs implemented in industrialized countries across the globe (see below for a more detailed listing), an evidence base is starting to accumulate on what works and what doesn’t.
In recent years, donors have been making greater use of performance-based payment approaches to fund development programs. The UK Department for International Development, using the broader term being used across the UK government, has added “Payment by Results” (PbR) to the development lexicon.