Henry Asor Nkang from Nigeria's Ministry of Finance, Budget, and National Planning and Publish What You Fund CEO Gary Forster join me on the podcast to discuss the current state of aid data transparency, the impacts of the pandemic, and how countries and donors can use data to improve development efforts.
CGD Policy Blogs
In this blog post, we argue that the COVID-19 crisis has made it imperative for developing countries to begin reforming their tax systems to generate more resources domestically—reforms which they have postponed until now because of vested interests. Reforming tax expenditures would not only generate additional revenues, but it would also improve taxpayer perception of the fairness of the tax system and enhance budget transparency.
Because of the uncertainties that complicate modelling, there is value in different research groups working independently to build models. Different models will employ different methods, data, and assumptions and will seek to answer different policy questions. Here we take a look from an end-user’s perspective at what models can tell us, by looking for one example country, the Republic of South Africa.
Policymakers making difficult decisions about when to reopen schools are balancing the health concerns of the pandemic against the social and economic repercussions of school closures. Ultimately, schools cannot stay closed forever and governments need to start planning for an eventual reopening, whenever that may be. In this fourth installment of our “Diaries from the Frontline” series, we highlight how TCF and Luminos are preparing their teachers, principals, and children for school reopenings.
As Nigeria begins to relax stay-at-home orders, Nigerian policymakers, with support from its development partners, should adjust restrictions in line with local circumstances and re-focus on the essential building blocks of health system strengthening.
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.
In the second post in our “Diaries from the Frontline” series, we continue to examine how frontline education organizations are adjusting to the crisis. We examine how TCF and Luminos are supporting distance learning efforts for the students they serve.
With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.
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.
Last week, the president of Malawi announced the country would impose a strict 21-day lockdown starting on April 18 to stem the spread of coronavirus. We outline the main aspects of Malawi’s proposed lockdown policy, and examine the extent to which a country such as Malawi is prepared and able to live under such measures.