PROGRAMMES AND PROJECTS
What it will take to get all children educated: final RISE conference after eight years of research
The final RISE (Research on Improving Systems of Education) conference starts at the Blavatnik School today, capping an eight-year, multi-country, £43m programme that has changed thinking and practice in the push to get the world learning.
Free resources for education coalitions launched
Materials looking at how coalitions have achieved education reforms are launched today, to help others take action towards ensuring all children learn reading, writing and basic maths – the foundations of learning.
Teachers, technology, and trajectories: New findings on improving systems of education
CGD's David Evans offers a handy round-up of the research presented at the final RISE Annual Conference. Read his summary of the latest evidence on effective education in the developing world.
How connecting educators can take us further on foundational learning
When the Lemann Foundation Programme's South-South Programme started about a year ago, few of its fellows from Kenya and Pakistan knew each other. Now, they’re mobilising in coalitions to build consensus around priorities and push for improvements in education policy.
Building back from COVID-19: Lessons learned during COVID-19 and overcoming educational inequality in the aftermath of school closures
The COVID-19 pandemic has had a profound impact on education globally, with extended school closures posing significant challenges, particularly in Brazil. In this policy brief, we provide policy recommendations and evidence supporting them based on the lessons learned during the COVID-19 pandemic.
Early childhood education: State capacity, child vulnerability and allocation criteria in childcare systems in Brazil
This policy brief aims to assist municipalities in Brazil in improving their childcare systems by strategically addressing their current capabilities, understanding child vulnerability comprehensively, and acknowledging that this reorganisation is a fundamental initial step in addressing childcare access challenges.
Implementation Matters: Generalising Treatment Effects in Education
Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation and use the results to inform a new randomised trial.
Deliberate disrupters: Can delivery approaches deliver better education outcomes?
Read the DeliverEd project's final report Deliberate disrupters.
Management and performance in mid-level bureaucracies: evidence from Ghanaian education districts
This paper studies mid-level bureaucracies: organisations operating between national and street levels that are commonly tasked with implementation of sector plans. We examine how these bureaucracies approach policy implementation, how they perform, and the relationship between the two.
Education data needs and challenges for building back from COVID-19
This paper outlines the global pattern in pandemic school-closure periods and illustrates data needs through the examples drawn from Brazil and India, both of which experienced prolonged periods of school closures.
The role of delivery approaches in education systems reform: Evidence from a multi-country study
This report synthesises the findings of a multi-country, multi-team research project into the effectiveness of delivery approaches at improving education service delivery. The main countries studied were Ghana, Jordan, and Pakistan, with smaller studies in Sierra Leone and a soon-to-be-completed study in Tanzania.
Command and can’t control: an evaluation of centralized accountability in the public sector
High-frequency granular data can enable senior government officials to hold poorly performing members of the service delivery chain to account, however, centralised management must translate large volumes of data into appropriate management actions to be effective.
A case study of the Sierra Leone delivery unit
This note on policy delivery in Sierra Leone is one of a series of research products that are being produced as part of the DeliverEd Initiative. This note is based on a qualitative analysis of a small number of semi-structured interviews with government officials and partner organizations working with the delivery unit.
The accountability paradox: Delivery units in Jordan’s education sector
Governments around the world have sought to strengthen accountability for results in the public sector by introducing central or sector-specific delivery approaches, such as delivery units.This retrospective study investigates the assumption that these delivery units could improve performance by enhancing accountabilityrelationships within the system.