Working Paper 20/039 - Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005
What Changed? Exploring Teacher Incentives, Social Accountability, and Student Outcomes in Indonesia
What causes gains in student learning? When a policy change or intervention yields better student learning outcomes, this is cause for celebration. But if we want those learning gains to become a reality for other children in other contexts, we need to go beyond celebration toward analysing what exactly the intervention achieved—such as whether the learning gains were accompanied by undesirable side effects—and how exactly the intervention achieved it.
PAL Network Conference - Ensuring All Children Learn: Lessons on Inclusion and Equity from the South (Lant Pritchett Keynote Address)
RISE Research Director Lant Pritchett gave a keynote address on 5 November at the 2019 PAL Network Conference in Kathmandu, Nepal. The address focused on what Pritchett termed The Great Betrayal: children have been promised a bright future if they attended school, yet in a large number of places the schooling has not provided even the most basic of skillsets needed to succeed in the workplace.
The Incredible Difficulty of Following Success with Success: Why Schooling to Learning Is so Very Hard
RISE Research Director Lant Pritchett was recently invited to speak at the M Bhoj Reddy and EV Ram Reddi Endowment Lectures on 14 November 2019 in Hyderabad, India. Acknowledging India's impressive transformational success in expanding the number of children in school and the number of grades completed, Pritchett noted that the increase in access has not translated into learning outcomes.
Which African country is making the most progress in teaching kids to read by the time they reach third grade? Which language-of-instruction policies are most effective in early literacy teaching? Which country is getting the most children to complete primary school equipped with basic literacy, numeracy, and critical thinking skills?
Achieving Learning for All Requires Measuring Basic Skills Early and Often; Proposed Changes to the SDG Indicators Would Make This Kind of Measurement Less Common
Proposed changes to the Sustainable Development Goals’ education indicators would shift the focus away from early mastery of basic skills. Learning in the early years is critical for achieving later learning—evidence is increasingly showing that children who fall behind in early primary school rarely catch up. To achieve SDG 4 of quality education for all, we must know what children are learning (or not) early in the primary cycle.
Among the exciting and interesting new research and findings presented at the 2019 RISE Annual Conference, a reminder kept popping up: how devastatingly low current learning levels are in so many developing countries.