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2. Schooling for All: Feasible Strategies to Achieve Universal Education
- Author:
- Justin Sandefur
- Publication Date:
- 04-2022
- Content Type:
- Special Report
- Institution:
- Center for Global Development
- Abstract:
- This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions. Each chapter is authored by a different set of CGD researchers (with some editorial steer), and each commentary is written by external contributors (who were promised space to disagree). This introduction tries to summarize the main arguments across all these contributions, noting points of consensus and ongoing debate.
- Topic:
- Development, Education, Reform, and Sustainability
- Political Geography:
- Global Focus
3. Gender Gaps in Education: The Long View
- Author:
- David Evans, Maryam Akmal, and Pamela Jakiela
- Publication Date:
- 01-2020
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.
- Topic:
- Education, Gender Issues, Labor Issues, Inequality, Feminism, and Equality
- Political Geography:
- Global Focus
4. Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries
- Author:
- Maryam Akmal and Lant Pritchett
- Publication Date:
- 02-2019
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- The Sustainable Development Goals (SDGs) for education include the goal that “all youth...achieve literacy and numeracy” (Target 4.6). 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. First, excluding Kenya, equalizing grade attainment between children from rich and poor households would only close between 8% (India) and 25% (Pakistan) of the gap to universal numeracy, and between 8% (Uganda) and 28% (Pakistan) of the gap to universal literacy. Second, children from the poorest 40% of households tend to have lower performance in literacy and numeracy at each grade. If such children had the learning profiles of children from rich households, we would close between 16% (Pakistan and Uganda) and 34% (India) of the gap to universal numeracy, and between 13% (Uganda) and 44% (India) of the gap to universal literacy. This shows that the “hidden exclusion” (WDR, 2018) of lower learning at the same grade levels—a gap that emerges in the earliest grades—is a substantial and often larger part of the equity gap compared to the more widely documented gaps in enrollment and grade attainment. Third, even with complete equality in grade attainment and learning achievement, children from poor households would be far from the equity goal of universal numeracy and literacy, as even children from the richest 20% of households are far from universal mastery of basic reading and math by ages 12-13. Achieving universal literacy and numeracy to accomplish even a minimal standard of global absolute equity will require more than just closing the rich-poor learning gap, it will take progress in learning for all.
- Topic:
- Development, Education, Sustainable Development Goals, and Language
- Political Geography:
- Pakistan, Kenya, Africa, Middle East, India, Asia, and Tanzania
5. The Limits of Accounting-Based Accountability in Education (and Far Beyond): Why More Accounting Will Rarely Solve Accountability Problems
- Author:
- Dan Hoing and Lant Pritchett
- Publication Date:
- 05-2019
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Accountability is rightly at the center of the conversation regarding how to improve governance systems, particularly health and education systems. But efforts to address accountability deficits often focus primarily on improving what can be counted and verified—what we term “accounting-based accountability.” We argue that introducing greater accounting-based accountability will only very rarely be the appropriate solution for addressing accountability problems. We illustrate this by exploring the role of Accountability ICT in (not) improving education system performance. Strengthening “real” accountability is not the same as improving data systems for observation and verification, and often attempts at the latter undermine the former. The development discourse’s frequent semantic misunderstanding of the term “accountability” has pernicious real-world consequences with real effects on system reform efforts and ultimately global welfare.
- Topic:
- Education, Governance, Accountability, and Welfare
- Political Geography:
- Global Focus
6. What We Learn about Girls’ Education from Interventions that Do Not Focus on Girls
- Author:
- David Evans and Fei Yuan
- Publication Date:
- 07-2019
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Despite dramatic global gains in access to education, 130 million girls of school age remain out of school. Among those who do enter, too many do not gain the essential skills to succeed after they complete their schooling. Previous efforts to synthesize evidence on how to improve educational outcomes for girls have tended to focus on interventions that are principally targeted to girls, such as girls’ latrines or girls’ scholarships. But if general, non-targeted interventions—those that benefit both girls and boys—significantly improve girls’ education, then focusing only on girl-targeted interventions may miss some of the best investments for improving educational opportunities for girls in absolute terms. This review brings together evidence from 270 educational interventions from 177 studies in 54 low- and middle-income countries and identifies their impacts on girls, regardless of whether the interventions specifically target girls. The review finds that to improve access and learning, general interventions deliver gains for girls that are comparable to girl-targeted interventions. At the same time, many more general interventions have been tested, providing a broader menu of options for policy makers. General interventions have similar impacts for girls as for boys. Many of the most effective interventions to improve access for girls are household-based (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to girls.
- Topic:
- Education, Children, Women, and Feminism
- Political Geography:
- Global Focus
7. The Political Economy of Testing in Latin America and Sub-Saharan Africa
- Author:
- Barbara Bruns, Maryam Akmal, and Nancy Birdsall
- Publication Date:
- 09-2019
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Most countries in sub-Saharan Africa have not implemented testing of children’s learning that can be benchmarked regionally or globally. In contrast, in the last two decades, almost all countries in Latin America have participated in regionally and globally benchmarked testing initiatives. Our analysis of the political economy of cross-national learning measurement in Latin America suggests that policymakers perceive the risks of exposing their education system’s performance by joining cross-national assessments, but they also value the quality of the data generated, the strengthening of domestic technical capacity, and the political benefits in using comparative results to argue for reforms or to advertise progress. We document that in Ecuador and Peru cross-national tests played an important role in both stimulating and justifying reforms that have produced major improvements in learning. In sub-Saharan Africa, no cross-national test has been implemented as consistently or widely as the Latin American regional test. The context in Africa makes regional cooperation on cross-national testing more daunting—countries are poorer and more linguistically diverse than in Latin America, raising the relative costs of developing and administering cross-national tests. The experience of Latin America suggests that a coordinated and efficient application of resources in implementing cross-national tests in Africa, on the part of countries and with support of the international community, could help build countries’ national capacity, strengthen focus on learning, support better research, and help diffuse reforms that raise learning.
- Topic:
- Education, Political Economy, Children, and Social Services
- Political Geography:
- Africa, South America, Latin America, North America, and Sub-Saharan Africa
8. Teacher Professional Development around the World: The Gap between Evidence and Practice
- Author:
- Anna Popova, David Evans, Mary E. Breeding, and Violeta Arancibia
- Publication Date:
- 09-2019
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Many teachers in low- and middle-income countries lack the skills to teach effectively, and professional development (PD) programs are the principal tool that governments use to upgrade those skills. At the same time, few PD programs are evaluated, and those that are evaluated show highly varying results. In this paper, we propose a set of indicators—the In-Service Teacher Training Survey Instrument—to standardize reporting on teacher PD programs. Applying the instrument to 33 rigorously evaluated PD programs, we find that programs that link participation to career incentives, have a specific subject focus, incorporate lesson enactment in the training, and include initial face-to-face training tend to show higher student learning gains. In qualitative interviews, program implementers also report follow-up visits as among the most effective characteristics of their professional development programs. We then use the instrument to present novel data on a sample of 139 government-funded, at-scale professional development programs across 14 countries. The attributes of most at-scale teacher professional development programs differ sharply from those of programs that evidence suggests are effective, with fewer incentives to participate in PD, fewer opportunities to practice new skills, and less follow-up once teachers return to their classrooms.
- Topic:
- Development, Education, Labor Issues, Academia, and Teaching
- Political Geography:
- Global Focus
9. It’s Like That and That’s the Way It Is? Evaluating Education Policy
- Author:
- Susannah Hares
- Publication Date:
- 12-2018
- Content Type:
- Commentary and Analysis
- Institution:
- Center for Global Development
- Abstract:
- It’s tricky to evaluate government education policies. They’re not implemented in NGO-like laboratory conditions, and political motivation and public sector capacity constraints play as much of a role in their success or failure as policy design. Using the examples of three rigorous studies of three different education policies, this note aims to shed some light from the perspective of someone on the policy side on how, why, and when to evaluate government-led reforms. A government education policy is not an abstract theory that can easily be replicated in a different place. In each new context, it is effectively a brand-new programme and needs to be evaluated as that. None of the three examples presented was “new” as a policy: school inspections, school vouchers, and charter schools have all been tried and evaluated elsewhere. But the evaluations of these policies—when implemented in new contexts—illuminated a new set of challenges and lessons and generated a different set of results.
- Topic:
- Education and International Affairs
- Political Geography:
- Global Focus
10. Value Subtraction in Public Sector Production: Accounting Versus Economic Cost of Primary Schooling in India
- Author:
- Lant Pritchett and Yamini Aiyar
- Publication Date:
- 12-2014
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- We combine newly created data on per student government expenditure on children in government elementary schools across India, data on per student expenditure by households on students attending private elementary schools, and the ASER measure of learning achievement of students in rural areas. The combination of these three sources allows us to compare both the “accounting cost” difference of public and private schools and also the “economic cost”—what it would take public schools, at their existing efficacy in producing learning, to achieve the learning results of the private sector. We estimate that the “accounting cost” per student in a government school in the median state in 2011/12 was Rs. 14,615 while the median child in private school cost Rs. 5,961. Hence in the typical Indian state, educating a student in government school costs more than twice as much than in private school, a gap of Rs. 7,906. Just these accounting cost gaps aggregated state by state suggests an annual excess of public over private cost of children enrolled in government schools of Rs. 50,000 crores (one crore=10 million) or .6 percent of GDP. But even that staggering estimate does not account for the observed learning differentials between public and private. We produce a measure of inefficiency that combines both the excess accounting cost and a money metric estimate of the cost of the inefficacy of lower learning achievement. This measure is the cost at which government schools would be predicted to reach the learning levels of the private sector. Combining the calculations of accounting cost differentials plus the cost of reaching the higher levels of learning observed in the private sector state by state (as both accounting cost differences and learning differences vary widely across states) implies that the excess cost of achieving the existing private learning levels at public sector costs is Rs. 232,000 crores (2.78% of GDP, or nearly US$50 billion). It might seem counterintuitive that the total loss to inefficiency is larger than the actual budget, but that is because the actual budget produces such low levels of learning at such high cost that when the loss from both higher expenditures and lower outputs are measured it exceeds expenditures.
- Topic:
- Economics, Education, Privatization, and Reform
- Political Geography:
- India and Asia
11. Understanding Latin America's Financial Inclusion Gap
- Author:
- Liliana Rojas-Suarez and Maria Alejandra Amado
- Publication Date:
- 05-2014
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- This paper analyzes Latin America's Financial Inclusion Gap, the difference between the average financial inclusion for Latin America and the corresponding average for a set of comparator countries. At the country level, we assess four types of obstacles to financial inclusion: macroeconomic weaknesses, income inequality, institutional deficiencies and financial sector inefficiencies. A key finding of this paper is that although the four types of obstacles explain the absolute level of financial inclusion, institutional deficiencies and income inequality are the most important obstacles behind the Latin America's financial inclusion gap. From our analysis at the individual level, we find that there is a Latin America-specific effect of education and income. The results suggest that the effect of attaining secondary education on the probability of being financially included is significantly higher in Latin America than in its comparators. Furthermore, the difference in the probability of being financially included between the richest and the poorest individuals is significantly higher in Latin America than in comparator countries.
- Topic:
- Economics, Education, Human Rights, and Poverty
- Political Geography:
- Latin America
12. The Rebirth of Education: Why Schooling in Developing Countries Is Flailing; How the Developed World Is Complicit; and What to Do Next
- Author:
- Lant Pritchett
- Publication Date:
- 09-2013
- Content Type:
- Policy Brief
- Institution:
- Center for Global Development
- Abstract:
- More than a billion children worldwide—95 percent—are in school. That's due in part to steady progress toward the second Millennium Development Goal that every child “be able to complete a full course of primary school” by 2015. To put that in perspective, the average adult in the developing world today receives more schooling than the average adult in advanced countries did in 1960. Schooling, however, is not the same as education. Few of these billion students will receive an education that adequately equips them for their future. 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.
- Topic:
- Demographics, Development, Economics, Education, Foreign Aid, and Foreign Direct Investment
13. Commitment to Development Index 2013
- Author:
- Owen Barder and Petra Krylová
- Publication Date:
- 11-2013
- Content Type:
- Policy Brief
- Institution:
- Center for Global Development
- Abstract:
- The Commitment to Development Index ranks 27 of the world's richest countries on policies that affect the more than five billion people living in poorer nations. The CDI goes beyond measures of foreign aid to quantify performance in seven areas: Quantity and quality of foreign aid Openness to trade policies that encourage investment and financial transparency Openness to migration Environmental policies Promotion of international security Support for technology creation and transfer Why does the CDI matter? Because in an integrated world, the behavior of rich countries and powerful institutions can profoundly affect the lives of people in poor countries and because poverty and weak institutions in developing countries can breed public health crises, security threats, and economic crises that know no borders. Committing to policies that promote development and well-being is a global imperative: no human being should be denied the chance to live free of poverty and oppression and to enjoy a basic standard of education and health. The CDI countries all promote respect for human life and dignity; the Index looks at whether the policies of rich countries match these aspirations.
- Topic:
- Security, Development, Education, Health, Poverty, and Fragile/Failed State
14. Commitment to Development Index 2012
- Author:
- David Roodman
- Publication Date:
- 10-2012
- Content Type:
- Policy Brief
- Institution:
- Center for Global Development
- Abstract:
- Why does the CDI matter? Because in an increasingly integrated world, the behavior of rich countries can profoundly affect the lives of people in poor countries and because poverty and weak institutions in developing countries can breed public health crises, security threats, and economic crises that know no borders. Committing to policies that promote develop- ment and well-being is a global imperative—no human being should be denied the chance to live free of poverty and oppression and to enjoy a basic standard of education and health. The CDI countries, all democracies, preach concern for human life and dignity within their own borders; the Index looks at whether rich countries' actions match their words.
- Topic:
- Development, Economics, Education, Health, and Poverty
15. The Impact of Taxes and Social Spending on Inequality and Poverty in Argentina, Bolivia, Brazil, Mexico, and Peru: A Synthesis of Results
- Author:
- Nora Lustig
- Publication Date:
- 11-2012
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- We apply a standard tax-and-benefit-incidence analysis to estimate the impact on inequality and poverty of direct taxes, indirect taxes and subsidies, and social spending (cash and food transfers and in-kind transfers in education and health). The extent of inequality reduction induced by direct taxes and transfers is rather small (2 percentage points on average), especially when compared with that found in Western Europe (15 percentage points on average). What prevents Argentina, Bolivia, and Brazil from achieving similar reductions in inequality is not the lack of revenues but the fact that they spend less on cash transfers—especially transfers that are progressive in absolute terms—as a share of GDP. Indirect taxes result in that net contributors to the fiscal system start at the fourth, third, and even second decile on average, depending on the country. When in-kind transfers in education and health are added, however, the bottom six deciles are net recipients. The impact of transfers on inequality and poverty reduction could be higher if spending on direct cash transfers that are progressive in absolute terms were increased, leakages to the nonpoor reduced, and coverage of the extreme poor by direct transfer programs expanded.
- Topic:
- Development, Economics, Education, Health, and Poverty
- Political Geography:
- Brazil, Argentina, Latin America, Mexico, Peru, and Bolivia
16. The Negative Consequences of Overambitious Curricula in Developing Countries
- Author:
- Lant Pritchett and Amanda Beatty
- Publication Date:
- 04-2012
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Learning profiles that track changes in student skills per year of schooling often find shockingly low learning gains. Using data from three recent studies in South Asia and Africa, we show that a majority of students spend years of instruction with no progress on basics. We argue shallow learning profiles are in part the result of curricular paces moving much faster than the pace of learning. To demonstrate the consequences of a gap between the curriculum and student mastery, we construct a simple, formal model, which portrays learning as the result of a match between student skill and instructional levels, rather than the standard (if implicit) assumption that all children learn the same from the same instruction. A simulation shows that two countries with exactly the same potential learning could have massively divergent learning outcomes, just because of a gap between curricular and actual pace—and the country which goes faster has much lower cumulative learning. We also show that our simple simulation model of curricular gaps can replicate existing experimental findings, many of which are otherwise puzzling. Paradoxically, learning could go faster if curricula and teachers were to slow down.
- Topic:
- Development, Education, and Poverty
- Political Geography:
- Africa and South Asia
17. World Bank (ABCs of the IFIs Brief)
- Author:
- Jenny Ottenhoff
- Publication Date:
- 09-2011
- Content Type:
- Policy Brief
- Institution:
- Center for Global Development
- Abstract:
- The World Bank is a multilateral financial institution that provides financial and technical assistance for development in low- and middle-income countries. Finance is allocated through low-interest loans and grants for a range of development sectors such as health and education, infrastructure, public administration, financial and private-sector development, agriculture, and environmental and natural resource management.
- Topic:
- Development, Education, Environment, Health, Foreign Aid, Infrastructure, and World Bank
- Political Geography:
- Pakistan, Indonesia, and India
18. Why Did Abolishing Fees Not Increase Public School Enrollment in Kenya?
- Author:
- Tessa Bold, Mwangi Kimenyi, Germano Mwabu, and Justin Sandefur
- Publication Date:
- 10-2011
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- A large empirical literature has shown that user fees signicantly deter public service utilization in developing countries. While most of these results reflect partial equilibrium analysis, we find that the nationwide abolition of public school fees in Kenya in 2003 led to no increase in net public enrollment rates, but rather a dramatic shift toward private schooling. Results suggest this divergence between partial- and general-equilibrium effects is partially explained by social interactions: the entry of poorer pupils into free education contributed to the exit of their more affluent peers.
- Topic:
- Education, Government, and Poverty
- Political Geography:
- Kenya and Africa
19. Where Is the Virtue in the Middle Class?
- Author:
- Charles Kenny
- Publication Date:
- 11-2011
- Content Type:
- Policy Brief
- Institution:
- Center for Global Development
- Abstract:
- It is widely agreed by economists and political scientists that the middle class is vital to progress because of its many virtues. But it is difficult to define a middle class by income in a manner that does not either include a lot of very poor people or suggest that most countries have no middle class to speak of. Survey evidence suggests the middle class is not culturally unique, particularly socially progressive, or entrepreneurial. When the middle of the income distribution sides with poor people in demanding equitable access to quality government services (instead of siding with the wealthy for small government and unequal access), pro-poor policies are far more likely to emerge. But this necessary role should not be confused with virtue.
- Topic:
- Development, Economics, Education, Poverty, and Social Stratification
20. The High Return to Private Schooling in a Low-Income Country
- Author:
- Tessa Bold, Mwangi Kimenyi, Germano Mwabu, and Justin Sandefur
- Publication Date:
- 12-2011
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Existing studies from the United States, Latin America, and Asia provide scant evidence that private schools dramatically improve academic performance relative to public schools. Using data from Kenya—a poor country with weak public institutions—we find a large effect of private schooling on test scores, equivalent to one full standard deviation. This finding is robust to endogenous sorting of more able pupils into private schools. The magnitude of the effect dwarfs the impact of any rigorously tested intervention to raise performance within public schools. Furthermore, nearly two thirds of private schools operate at lower cost than the median government school.
- Topic:
- Development, Education, Government, and Poverty
- Political Geography:
- Kenya, United States, Asia, and Latin America
21. Antiretroviral Therapy Awareness and Risky Sexual Behaviors: Evidence from Mozambique
- Author:
- Mead Over, Damien de Walque, and Harounan Kazianga
- Publication Date:
- 01-2011
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- This paper studies the effect of increased access to antiretroviral therapy on risky sexual behavior, using data collected in Mozambique in 2007 and 2008. The survey sampled both households of randomly selected HIV-positive individuals and households from the general population. Controlling for unobserved individual characteristics, the findings support the hypothesis of disinhibition behaviors, whereby risky sexual behaviors increase in response to the perceived changes in risk associated with increased access to antiretroviral therapy. Furthermore, men and women respond differently to the perceived changes in risk. In particular, risky behaviors increase for men who believe, wrongly, that AIDS can be cured, while risky behaviors increase for women who believe, correctly, that antiretroviral therapy can treat AIDS but cannot cure it. The findings suggest that scaling up access to antiretroviral therapy without prevention programs may not be optimal if the objective is to contain the disease, since people would adjust their sexual behavior in response to the perceived changes in risk. Therefore, prevention programs need to include educational messages about antiretroviral therapy and address the changing beliefs about HIV in the era of increasing antiretroviral therapy availability.
- Topic:
- Education and Health Care Policy
- Political Geography:
- Africa
22. Learning about Schools in Development
- Author:
- Charles Kenny
- Publication Date:
- 12-2010
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- There has been considerable progress in school construction and enrollment worldwide. Paying kids to go to school can help overcome remaining demand-side barriers to enrollment. Nonetheless, the quality of education appears very poor across the developing world, limiting development impact. Thus we should measure and promote learning not schooling. Conditional cash transfers to students on the basis of attendance and scores, school choice, decentralization combined with published test results, and teacher pay based on attendance and performance may help. But learning outcomes are primarily affected by the broader environment in which students live, suggesting a learning agenda that stretches far beyond education ministries.
- Topic:
- Development, Economics, Education, and Poverty
- Political Geography:
- Afghanistan and East Asia
23. Cash on Delivery: A New Approach to Foreign Aid
- Author:
- Nancy Birdsall, Ayah Mahgoub, and William D. Savedoff
- Publication Date:
- 11-2010
- Content Type:
- Policy Brief
- Institution:
- Center for Global Development
- Abstract:
- Foreign aid often works, but it is often criticized for being ineffective or even for undermining progress in developing countries. This brief describes a new approach, Cash on Delivery Aid, which gives recipients full responsibility and authority over funds paid in proportion to verified measures of progress. Through the example of using COD Aid to support universal primary-school completion, the brief illustrates a practical approach to aid that holds the promise of making aid more effective and less burdensome by fundamentally restructuring the relationships of accountability among funders, recipients, and their respective constituencies.
- Topic:
- Development, Education, Third World, and Foreign Aid
24. The Illusion of Equality: The Educational Consequences of Blinding Weak States, For Example
- Author:
- Lant Pritchett and Martina Viarengo
- Publication Date:
- 08-2009
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Does the government control of school systems facilitate equality in school quality? There is a trade-off. On the one hand, government direct control of schools, typically through a large scale hierarchical organization, could produce equalization across schools by providing uniformity in inputs, standards, and teacher qualifications that localized individually managed schools could not achieve. But there is a tendency for large scale formal bureaucracies to “see” less and less of localized reality and hence to manage on the basis of a few simple, objective, and easily administratively verified characteristics (e.g. resources per student, formal teacher qualifications). Whether centralized or localized control produces more equality depends therefore not only on what “could” happen in principle but what does happen in practice. When government implementation capacity is weak, centralized control could lead to only the illusion of equality: in which central control of education with weak internal or external accountability actually allows for much greater inequalities across schools than entirely “uncontrolled” local schools. Data from Pakistan, using results from the LEAPS study, and from two states of India show much larger variance in school quality (adjusted for student characteristics) among the government schools—because of very poor public schools which continue in operation. We use the PISA data to estimate school specific learning achievement (in mathematics, science, and reading) net of individual student and school average background characteristics and compare public and private schools for 34 countries. For these countries there is, on average, exactly the same inequality in adjusted learning achievement across the private schools as across the public schools. But while inequality is the same on average, in some countries, such as Denmark, there was much more equality within the public sector while in others, such as Mexico, there was much more inequality among the public schools. Among the 18 non-OECD participating PISA countries the standard deviation across schools in adjusted quality was, on average, 36 percent higher in government than in private schools. In cases with weak states the proximate cause of high inequality again was that the public sector distribution of performance had a long left tail—schools with extremely poor performance. Relying on blinded weak states for top-down control of educational systems can be lose-lose relative to localized systems relying on bottom-up control—producing worse average performance and higher inequality.
- Topic:
- Economics, Education, Government, Political Economy, and Social Stratification
- Political Geography:
- Pakistan and India
25. Pricing and Access: Lessons from Randomized Evaluations in Education and Health
- Author:
- Michael Kremer and Alaka Holla
- Publication Date:
- 01-2009
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- This paper surveys evidence from recent randomized evaluations in developing countries on the impact of price on access to health and education. The debate on user fees has been contentious, but until recently much of the evidence was anecdotal. Randomized evaluations across a variety of settings suggest prices have a large impact on take-up of education and health products and services. While the sign of this effect is consistent with standard theories of human capital investment, a more detailed examination of the data suggests that it may be important to go beyond these models. There is some evidence for peer effects, which implies that for some goods the aggregate response to price will exceed the individual response. Time-inconsistent preferences could potentially help explain the apparently disproportionate effect of small short-run costs and benefits on decisions with long-run consequences.
- Topic:
- Development, Economics, Education, Health, Human Welfare, and Markets
26. Schooling Inequality, Crises, and Financial Liberalization in Latin America
- Author:
- Nancy Birdsall, Gunilla Pettersson, and Jere R. Behrman
- Publication Date:
- 03-2009
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Latin America is characterized by high and persistent schooling, land, and income inequalities and extreme income concentration. In a highly unequal setting, powerful interests are more likely to dominate politics, pushing for policies that protect privileges rather than foster competition and growth. As a result, changes in policies that political elites resist may be postponed in high-inequality countries to the detriment of overall economic performance.
- Topic:
- Economics, Education, Globalization, and Political Economy
- Political Geography:
- Latin America
27. Beyond the ABCs: Higher Education and Developing Countries
- Author:
- Megan Crowley and Devesh Kapur
- Publication Date:
- 02-2008
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- This paper analyzes a relatively neglected facet of the complex debate regarding human capital – higher (or tertiary) education. It addresses five broad questions examining higher education in developing countries. One, are the economic effects of higher education on developing countries different from those in industrialized countries, with its links with labor markets of lesser importance than its impact on institutional development? Two, how does the impact of higher education depend on the type of education and its beneficiaries? Three, with the state unable to meet growing demand pressures, what should be the proper role of the state to ensure not just quality but also equity and access? Four, how should countries rethink the provision of higher education in an “open economy” from seeking education abroad or encouraging foreign providers into the country or simply linking domestic institutions with foreign quality assurance mechanisms? And five, do new technologies offer developing countries a new paradigm to expand the provision of high quality but low cost higher education? The aim is not to provide categorical answers to these complex questions, but rather highlight the analytical and empirical lacuna with regard to each of these question.
- Topic:
- Development and Education
- Political Geography:
- Africa
28. Skilled Emigration and Skill Creation: A quasi-experiment
- Author:
- Satish Chand and Michael Clemens
- Publication Date:
- 09-2008
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Does the emigration of highly-skilled workers deplete local human capital? The answer is not obvious if migration prospects induce human capital formation. We analyze a unique natural quasi-experiment in the Republic of the Fiji Islands, where political shocks have provoked one of the largest recorded exoduses of skilled workers from a developing country. Mass emigration began unexpectedly and has occurred only in a well-defined subset of the population, creating a treatment group that foresaw likely emigration and two different quasi-control groups that did not. We use rich census and administrative micro data to address a range of concerns about experimental validity. This allows plausible causal attribution of post-shock changes in human capital accumulation to changes in emigration patterns. We show that high rates of emigration by tertiary-educated Fiji Islanders not only raised investment in tertiary education in Fiji; they moreover raised the stock of tertiary educated people in Fiji—net of departures.
- Topic:
- International Relations, Education, Markets, and Migration
- Political Geography:
- Asia and Australia/Pacific
29. Performance-based Incentives for Health: Demand- and Supply-Side Incentives in the Nicaraguan Red de Protección Social - Working Paper 119
- Author:
- Ferdinando Regalía and Leslie Castro
- Publication Date:
- 04-2007
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- Nicaragua's Red de Protección Social (RPS) is one of the first conditional cash transfer (CCT) programs implemented in a low-income country. Demand-side incentives, in the form of monetary transfers, are provided to poor households on condition that their children attend school and visit preventive health care providers. The design of the program is unique among CCT programs because these demand-side incentives are complemented by supply-side incentives aimed at improving the provision of health care. Health care providers are paid on the basis of their performance against predetermine d targets. Both private and nonprofit health care providers contracted by the government extend the coverage of services to previously underserved areas.
- Topic:
- Education, Health, Non-Governmental Organization, and Poverty
- Political Geography:
- Nicaragua
30. Performance-Based Incentives for Health: Conditional Cash Transfer Programs in Latin America and the Caribbean - Working Paper 120
- Author:
- Amanda Glassman, Jessica Todd, and Marie Gaarder
- Publication Date:
- 04-2007
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- In order to support poor families in the developing world to seek and use health care, a multi-pronged strategy is needed on both the supply and the demand side of health care. A demand-side program called Conditional Cash Transfer s (CCTs) strives to reduce poverty and also increase food consumption, school attendance, and use of preventive health care. Since 1997, seven countries in Latin America have implemented and evaluated CCT programs with health and nutrition components. The core of the program is based on encouraging poor mothers to seek preventive health services and attend health education talks by providing a cash in centive for their healthy behavior (with healthy behavior representing performance). Evaluations of these programs measured outputs in the utilization of services; health knowledge, attitudes, and practice; food consumption; the supply and quality of services; as well as outcomes in vaccination rates; nutritional status; morbidity; mortality; and fertility.
- Topic:
- Education, Health, and Poverty
- Political Geography:
- South America, Latin America, Central America, and Caribbean
31. Performance-Based Incentives for Health: Six Years of Results from Supply-Side Programs in Haiti - Working Paper 121
- Author:
- Rena Eichler, Paul Auxila, Uder Antoine, and Bernateau Desmangles
- Publication Date:
- 04-2007
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- USAID launched a project in 1995 to deliver basic health services in Haiti. The project began by reimbursing contracted NGOs for documented expenditures or inputs. In 1999, payment was changed to being based partly on attaining performance targets or outputs. The project also provided technical assistance to the NGOs, along with opportunities to participate in an NGO network and other cross-fertilization activities. Remarkable improvements in key health indicators have been achieved in the six years since payment for performance was phased in. Although it is difficult to isolate the effects of performance-based payment on these improved indicators from the efforts aimed at strengthening NGOs and other factors, panel regression results suggest that the new payment incentives were responsible for considerable improvements in both immunization coverage and attended deliveries. Results for prenatal and postnatal care were less significant, perhaps suggesting a strong patient behavioral element that is not under the influence of provider actions.
- Topic:
- Development, Education, Health, and Poverty
- Political Geography:
- Haiti
32. Reflections on the Macro Foundations of the Middle Class in the Developing World
- Author:
- Nancy Birdsall
- Publication Date:
- 10-2007
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- In this working paper I define inclusive growth as growth conducive to increasing the size and economic command of the middle class. I suggest a definition of the middle class based on absolute and relative measures of country-based income distributions, and present evidence of change in the size of the “middle class” for selected developing countries. I then review how macroeconomic policies shape the environment and incentives for inclusive growth, focusing on three areas: fiscal discipline, the more rule-based the better; a fair tax and redistribution system; and a business friendly exchange rate.
- Topic:
- Education and Poverty
- Political Geography:
- South America, Latin America, and Central America
33. Putting the Power of Transparency in Context: Information's Role in Reducing Corruption in Uganda's Education Sector
- Author:
- Paul Hubbard
- Publication Date:
- 12-2007
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- One of the popular stories told (and taught) in development circles is how corruption was slashed in Uganda simply by publishing the amount of monthly grants to schools. This paper takes a deeper look at the facts behind the Uganda story and finds that while information did indeed play a critical role, the story is much more complicated than we have been led to believe. A dramatic drop did occur in the percentage of funds being diverted from Uganda's capitation grant. But to attribute this leakage solely to the monthly release of grant data by the government risks ignoring the major funding in which this transparency campaign was imbedded.
- Topic:
- Education and Politics
- Political Geography:
- Uganda and Africa
34. Inexcusable Absence: Why 60 Million Girls Still Aren't in School and What to do About It
- Author:
- Marlaine Lockheed and Maureen Lewis
- Publication Date:
- 04-2007
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- The images of girls returning to school in Afghanistan after the fall of the Taliban drew attention to the lack of educational opportunities for girls all too common in many developing countries. Girls' education is indisputably crucial to development, and the development community has worked hard to get more of them into school. The result: since 1960, there have been remarkable increases in primary school enrollment rates for both boys and girls in developing countries. In most countries, girls' participation has converged with that of boys, bringing gender equity to the educational systems of many poor countries. But the international community has largely overlooked a key issue: that out of the remaining 60 million girls ages 6-11 still not in school, 70 percent belong to socially excluded groups.
- Topic:
- International Relations, Education, Gender Issues, and Humanitarian Aid
- Political Geography:
- Afghanistan and Taliban
35. A Millennium Learning Goal: Measuring Real Progress in Education
- Author:
- Lant Pritchett, Amer Hasan, and Deon Filmer
- Publication Date:
- 08-2006
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- The Millennium Development Goal for primary schooling completion has focused attention on a measurable output indicator to monitor increases in schooling in poor countries. We argue the next step, which moves towards the even more important Millennium Learning Goal, is to monitor outcomes of learning achievement. We demonstrate that even in countries meeting the MDG of primary completion, the majority of youth are not reaching even minimal competency levels, let alone the competencies demanded in a globalized environment. Even though Brazil is on track to the meet the MDG, our estimates are that 78 percent of Brazilian youth lack even minimally adequate competencies in mathematics and 96 percent do not reach what we posit as a reasonable global standard of adequacy. Mexico has reached the MDG—but 50 percent of youth are not minimally competent in math and 91 percent do not reach a global standard. While nearly all countries' education systems are expanding quantitatively nearly all are failing in their fundamental purpose. Policymakers, educators and citizens need to focus on the real target of schooling: adequately equipping their nation's youth for full participation as adults in economic, political and social roles. A goal of school completion alone is an increasingly inadequate guide for action. With a Millennium Learning Goal, progress of the education system will be judged on the outcomes of the system: the assessed mastery of the desired competencies of an entire age cohort—both those in school and out of school. By focusing on the learning achievement of all children in a cohort an MLG eliminates the false dichotomy between “access/enrollment” and “quality of those in school”: reaching an MLG depends on both.
- Topic:
- International Relations, Development, Economics, and Education
- Political Geography:
- Brazil and Mexico