Ideas to Action:

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CGD Policy Blogs

 
An image of school children learning on a tablet.

A Symposium on Girin Beeharry’s Manifesto for Global Education

Earlier this year, Girin Beeharry stepped down as the inaugural director of the Bill & Melinda Gates Foundation’s global education program. But he’s not going quietly.  His recent essay, “The Pathway to Progress on SDG 4,” is essentially a manifesto for international actors in the education sector.  In it, Girin diagnoses deep failures in the sector he’s helped shape in recent years, and lays out his vision for what needs to change to get back on track toward the United Nations’ Sustainable Development Goal of quality education for all (SDG4).

A country map of global lawfulness of corporal punishment in schools.

Violence in Schools Is Pervasive and Teachers Are Often the Perpetrators. Here Are Five Ways to Prevent It.

We examine the problem of teacher violence, drawing on studies from low- and middle-income countries. Teacher-perpetrated violence is widespread and unacceptable and the education sector must do more to eliminate it from schools. We offer five strategies that we hope will be helpful for policymakers, practitioners, planning interventions, and donors funding interventions.

 Figure. Potential pathways from foundational literacy and numeracy to life outcomes

Foundational Literacy and Numeracy Skills Are Important, Obviously. But Are They More Important than All Other Education Investments?

It’s rare to read an education report these days that doesn’t mention the learning crisis. That’s not surprising. Literacy and numeracy skills among children are dismally low: less than half of all children in low- and middle-income countries can read by the time they are 10 years old. As these data have emerged in recent years, the global education community has swung its focus sharply toward learning.

Peeling led paint on the side of a house

Biden Wants to Eliminate Lead Poisoning in American Children. We Propose an Even More Ambitious Goal: Global Eradication.

We applaud the Biden Administration's effort to address lead poisoning in the US. But we suggest Biden adopt an even more ambitious goal: not just national elimination, but global eradication of lead poisoning, especially in children. A global eradication campaign—modelled loosely on prior and ongoing global efforts to eradicate smallpox, polio, and guinea worm, mixed with inspiration from the WHO’s Framework Convention on Tobacco Control—would offer a tremendous contribution to global welfare, economic growth, and even world peace. An American-led effort to eliminate lead poisoning globally could be an international moonshot elevating the Biden administration’s international statue and legacy.

A map showing the students who have received the most education in the last year (darker colors represent more education)

It’s Been a Year Since Schools Started to Close Due to COVID-19

Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.

Who Is Going Back to School? A Four-Country Rapid Survey in Ethiopia, India, Nigeria, and Pakistan

To understand the impact of the COVID-19 pandemic on re-enrollment for girls and boys, CGD and Malala Fund collaborated to analyze results from a series of rapid surveys that Malala Fund commissioned in Ethiopia, India, Nigeria, and Pakistan. These surveys are among the first (to our knowledge) to elicit children’s self-reported likelihood of going back to school and their experiences during the pandemic.

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