CGD in collaboration with the Centre de recherche pour le développement économique et social (CRDES) conducted a face-to-face survey at the national level to measure the adverse effects of the pandemic in schools and among Senegalese students. The survey took place in May 2021 with 984 households and 182 schools surveyed throughout the country. This blog post summarizes some of the key findings of the household survey.
CGD Policy Blogs
New PASEC Results Show Modest Improvements in Student Learning in Francophone Africa, but Inequalities Are Widening
In December, PASEC released its new results on the quality of schooling in 14 francophone African countries. PASEC data offer a unique perspective on what the 50 million primary school students of these countries are learning. Here are five takeaways.
Going beyond the effects of COVID, we take a look at five education stories in 2020, from lead poisoning to selective schools, that may turn out to shape policy in the years to come.
The economic consequences of COVID-19 are likely to squeeze household budgets even further and reduce families’ capacity to fund their children’s education, or, in some instances, force them to make other difficult sacrifices (including cutting back on food or other necessities) to afford education.
Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.
Of the 80 million teachers worldwide, more than half are female. This International Women’s Day we offer six facts about the share, location, role, and prospects of the 45 million female teachers globally.
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.
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.
Are “sin taxes” regressive? This is a common criticism of proposals to increase taxes on “bads” such as tobacco, alcohol, and sugar. There are a number of reasons not to be too concerned by the answer to this question. But still, we were curious, so we took a look at the data.
Girls’ success in school is critical to their personal futures and is an international development imperative. But what’s the best way to achieve that?