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There is a learning crisis in developing countries: most children now attend school, but many are not learning basic skills. CGD led a global initiative called Research on Improving Systems of Education (RISE) focusing on governance, accountability, information, financing, management, and the politics of reform. RISE was a partnership with Oxford Policy Management and the Blavatnik School of Government at Oxford University, with funding from the UK Department for International Development and the Australian Department of Foreign Affairs and Trade.
A couple years ago, Alan Krueger, then chairman of President Obama’s Council of Economic Advisers, made a big splash by highlighting a relationship he christened “The Great Gatsby Curve.” Simply put, data from multiple OECD countries showed that high income inequality was associated with less economic mobility.
A couple weeks ago we got to spend two days listening to an all-star line-up of education researchers present the current state of the art in “Research on Improving Systems of Education,” aka RISE. Here’s what we learned.
The global policy debate about education is in the midst of a major pivot, of the kind that happens maybe once every quarter-century, from a conversation about how to increase enrollment to one about learning.
Did we reach the 2015 global education goals? The UNESCO Education for All Global Monitoring Report just launched their final 2015 report (complete with slick data viz and video). There was acceleration in progress after 2000, but still some countries have a way to go, and we still don’t know enough about what kids are actually learning.
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.