South African Schooling: The Enigma of Inequality provides an incredibly detailed account of inequality in South Africa’s education system. And it does a remarkable job of using government and survey data, along with detailed accounts of policy negotiation and reform, to explain why it is that the more things seems to change, the more they stay the same.
CGD Policy Blogs
12 Years of Quality Education for Every Girl: Five Ways the New UK Government Can Deliver on Its Manifesto Pledge
The 2019 UK Conservative Party manifesto committed the UK government to “stand up for the right of every girl in the world to have 12 years of quality education.” We offer five recommendations to help the UK government deliver on its manifesto commitment.
The “tens” are over and it’s been quite a decade in global education. We take a look at ten trends that shaped education policy debates this decade.
PISA 2018 results were released today. 79 countries and 600,000 students took part in the seventh triennial round of the highly scrutinized tests which assess the skills and knowledge of 15-year-olds in maths, reading, and science. Here are a few quick reactions from the edu-data enthusiasts here at CGD.
With the UK General Election just two weeks away, we know that international development is a high priority issue for our blog-reading voters. We have examined each of the main party’s manifestos and analysed their international development commitments.
At CGD, we’re working to achieve global gender equality, and in the education program that means a focus on gender equality in education and beyond. Despite access to schooling becoming more equal, gender inequality remains acute and is deeply rooted in economic, political, and social spheres in developed and developing countries. Over the next few years the Education Program will be researching the role that education can (and can’t) play in building more equal societies for men and women.
The ‘Learning Adjusted Year of Schooling’ (LAYS) concept, introduced last year by the World Bank, seeks to combine access and learning outcomes into a single measure, allowing funders to compare directly across different kinds of interventions. We like the idea and applaud innovation in measurement, but think LAYS still has some way to go before it’s really ready to be used as a robust measure by funders.
In 2014, the DFID released a “rigorous review” of the literature on private schools in developing countries. Five years on, there has been a slew of new studies. Do the conclusions still stand? We carried out a quick scan of the research published since 2014 and found that the recent evidence broadly reinforces the earlier findings.
A recent report by the Center for Universal Education at Brookings suggests that private school chains may prove to be valuable supplements to public education. But donors looking for scale should think twice before placing all bets on private school chains. The vast majority of private schools are not part of a chain. They’re run by individual proprietors, otherwise known as “mom n’ pop shops.”