Finally, after many years, I understand how truly revolutionary Pratham is.
CGD Policy Blogs
Is big money really necessary, or even sufficient, to improving learning outcomes for children in the developing world? CGD’s background research submitted to the Commission has convinced us that the key to faster progress is not incremental money; it is focused action in two critical areas. The first necessary, unavoidable step is for political leaders, education officials, and parents in low-income countries to recognize the depth of the problem (children’s lives and public money wasted) in their country, and have the information to design and implement local solutions. The second is to shift education funding to paying for results, rather than inputs and plans.
As well as being the beginning of a new year, this is also the start of CGD’s 15th anniversary year, so what better way to kick off than to invite our president Nancy Birdsall to cast her gaze back to 2015 and forwards to 2016.
This is a joint post with Christian Meyer.
Over the last decade, Latin America has seen solid economic growth combined with decreasing (but still very high) income inequality – lifting millions of people out of poverty and fueling the rise of a not-poor-but-not-rich “middle” class.
Colleagues and friends of CGD:
This week I started leave from CGD for three-plus months, to teach at Williams College. For those of you from the US west coast and outside the United States, Williams is among America’s most selective (and expensive!) small liberal arts colleges. It’s nestled in a tiny town in the Berkshire mountains in western Massachusetts.
It’s that time of year when again when university students and their professors return to classrooms around the world, and CGD has a wealth of materials to help educators and students interested in development make the most of their studies.
Last year, the Center for Global Development convened a roundtable of education experts to discuss global education policy, including what is hindering progress and where the focus of current efforts should be. The roundtable was led by former CGD Visiting Fellow Desmond Bermingham, who asked attendees to reflect on his essay Reviving the Global Education Compact and assess how the development community is doing on global education reform.
That’s what Tom Friedman recommends in his New York Times column today – that the U.S.
I'm joined this week by Ayah Mahgoub, a program coordinator here at the Center for Global Development who works on issues related to the effectiveness of foreign aid. Along with Nancy Birdsall and Bill Savedoff, Ayah is working on designing a new form of development assistance called Cash on Delivery Aid that would pay for progress on specific development outcomes.
Nancy summed up the basic idea of the Cash on Delivery approach on a Wonkcast last month—read that post or go here for a short introduction to the idea of COD Aid. While discussions are underway to develop COD aid mechanisms for a number of sectors (including water and health), the initial application is in education. In this sector, a Cash on Delivery contract would pay recipient governments a fixed amount for each additional student who completes primary school and take a standardized test. Ayah is helping to match aid donors and recipient governments who are interested in supporting a pilot of this innovative approach. I asked Ayah to tell us about the countries where the first COD Aid programs might happen: Malawi, Ethiopia, and Liberia.