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REPORTS
May 19, 2021
The heart of Girin Beeharry’s manifesto is that we must reorient global aid for education around promoting foundational literacy and numeracy, unflinchingly monitor progress on that core goal, and hold all development institutions accountable for measurable results in this domain. In this collection...
WORKING PAPERS
May 24, 2019
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-...
WORKING PAPERS
February 27, 2019
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 sc...
CGD NOTES
August 13, 2018
Many countries’ systems of basic education are in “stall” condition.
A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and...
WORKING PAPERS
March 20, 2018
Simply allowing more labor mobility holds vastly more promise for reducing poverty than anything else on the development agenda. That said, the magnitude of the gains from large growth accelerations (and losses from large decelerations) are also many-fold larger than the potential gains from directe...
POLICY PAPERS
November 07, 2016
The “just right” approach for the mobility of low-skill labor looks to avoid either “too hard”—expecting countries to make legally binding commitments to a global protocol—or “too soft”—no global mechanisms for reducing restrictions on labor mobi...
WORKING PAPERS
August 03, 2016
Motivated by our experience in designing a particular social program, skill set signaling for new entrants to the labor market in Peru, we articulate the need for, and explore the empirical consequences of, alternative learning approaches to the design of development projects. We suggest that projec...