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Primary school enrolment rates exceed 90 percent in many developing countries—getting children into school has been one of the success stories of global development. But many of these children are not learning.
A growing number of approaches to improve learning are being tried and tested since the global development sector has shifted focus to this global learning crisis—but these rarely reach scale. CGD’s research program seeks to understand what determines the success or failure of methods that aim to improve basic skills for children from all backgrounds.
Even if the education gap between rich and poor kids in the developing world was completely closed, many students still would not be proficient in basic math and reading, according to a new study from the Research on Improving Systems of Education (RISE) Programme.
Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.
The poor quality of education worldwide constitutes a learning crisis; donors and development agencies have been complicit in its creation, but they can and should be part of the solution, not by prescribing changes, but by fostering environments where change is possible.
High-stakes national assessments in developing countries tend to have important consequences for test takers. These assessments can determine a child’s future opportunities by deciding whether a child progresses to a higher grade or achieves a certain certification to enter the workforce. Because these assessments are important for both children and teachers, they have a strong influence on what actually happens inside the classroom, and as a result, on the learning outcomes of children.
The UN Millennium Development Goals (MDGs) seek to ensure that all children complete primary school by 2015. But school completion rates don't tell us how much--or how little--the kids actually learn. This new working paper co-authored by CGD non-resident fellow Lant Pritchett shows that even in countries that meet the primary school completion goal, most students fall short of minimum competency in reading, writing and arithmetic. The answer, the authors argue, is a Millennium Learning Goal that measures how much students actually know. Learn more