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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.
There are more schools worldwide than ever before, but are children really learning? Charles Kenny investigates the broken link between schools and learning and suggests some proven methods for improving outcomes in education.
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