World leaders and policymakers are in New York this week for the United Nations General Assembly (UNGA) to discuss key global issues, including global education. Here, we round up the big announcements at UNGA related to education.
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There are just eleven years to go to achieve the many targets under SDG4 and recent reports suggest things are woefully off-track. The UN General Assembly—taking place in New York this week—will be the platform for the announcement of various new initiatives and big funding pledges hoping to fast-track progress toward that goal. With the spotlight on the global education aid architecture, we analysed the latest aid data from the OECD and UNESCO Institute for Statistics to see what it tells us about how much aid is going to education, where it is allocated, by who, and through what channels.
The global education community has been calling on poor countries to increase their spending on education for years now, to little avail. Instead of repeatedly making the case for how important education is, or calling for poliltical will, a smarter approach could be to directly address the political economy of education spending.
Donors are considering a proposal for a new “innovative finance mechanism” to increase funding for education, based on recommendations from Gordon Brown’s Education Commission. We agree that we need to finance an expansion of education in the developing world. But sadly, the International Finance Facility for Education (IFFEd) proposal is too good to be true. Using donor guarantees to increase lending by multilateral banks could increase the supply of loans—but there are simpler ways to do that without setting up a new facility.
A commission led by the UN's special envoy for education, Gordon Brown, is calling for a doubling of global aid for education, without any clear reform agenda to raise learning levels in the world's failing school systems. That might be ok: bad schools in poor countries still seem to produce big benefits.
Developing countries spend $1 trillion annually on education and receive $13 billion in foreign aid, according to a recent report, The Learning Generation: Investing in Education for a Changing World.
Earlier this month the U.S. House of Representatives passed H.R. 4481, Education for All, a bill that aims to strengthen USAID’s efforts in the realm of education. While the Senate has yet to take up the companion bill, S. 3256, here are a few thoughts on what American aid can and can’t do to improve learning around the world.
In CGD’s last blog post on the new strategy, we commended the US government for leading the charge for adolescent girls—by issuing the first-ever country strategy specifically focused on the demographic. But how do we make sure that this articulated commitment continues to get translated into concrete action? What can MCC specifically contribute? One opportunity may lie in MCC’s country scorecards.
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.
“We know this is crazy ambitious,” Lant Pritchett says to introduce RISE: Research on Improving Systems of Education. He’s right. The RISE program plans to study education systems reform in five countries over six years; CGD directs the research agenda.