Global

Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments

This paper shares the findings of a meta-analysis of 76 randomized experiments administered in developing countries over the last 40 years. In total, this included the effects of 110 different school interventions - including instructional materials, computers or technology, financial incentives, teacher training, and school meals - on language and mathematics scores in primary school students.

State of School Feeding Worldwide 2013

State of School Feeding Worldwide 2013 is the first in a series of comprehensive reports intended to strengthen the evidence base on school feeding. This report draws information from a WFP global school feeding survey administered in 2012, country case studies, and a literature review. By looking at the type of programs implemented, their coverage and efficiency, costs per student, and comparisons among low, middle, and upper income countries, the report is able to conclude:

Investing in Social Outcomes: Development Impact Bonds

This report by the Development Impact Bond Working Group explores how the concept of Social Impact Bonds (SIBs) can be applied to development. The working group makes key recommendations to donor agencies, trusts and foundations, investors, governments, intermediary organizations, and service providers on how to create a market for these Development Impact Bonds (DIBs). The report also explores six diverse case studies, including two in the field of education: low-cost private schools (LCPS) in Pakistan and access to quality secondary education in Uganda. 

Global Corruption Report: Education

Transparency International's 2013 Global Corruption Report focuses on corruption in education, specifically on the effects felt heavily by the world's poor and disadvantaged. In addition to providing an overview of global trends in this sector, this report includes a number of country-specific examples at the schooling and higher education levels.

The Fortune at the Bottom of the Pyramid in Education

This paper examines recent education trends as they relate to C.K. Prahalad's theory of change regarding the role that for-profit companies can play for consumers at the bottom of the pyramid. Stanfield studies example cases operating in the areas of microfinance and low-cost private schooling, as well as UN reports and programs that reflect the institution's evolving attitudes towards the role of business in achieving the MDGs.

International Support to Low-Cost Private Schools

International support for the low-fee non-state education sector is extremely low, about 3% of all international aid for basic education, despite the sector's significant and rapidly growing presence. This paper looks at major bilateral (AusAID, CIDA, DFID, USAID) and multilateral (UNDP, UNICEF, World Bank Group) agencies' expenditure on specific low-cost private schools and NGO-sponsored programs. 

Quality Education for all Children? What works in education in developing countries

 
This report reviews the evidence of what works in education in developing countries. Published by the International Initiative for Impact Evaluation (3ie), a grant-making agency for evidence-based research, it is the first systematic investigation into schooling outcomes and analyses evidence from 75 studies across a range of school interventions.
 

Toward Universal Learning: Recommendations from the Learning Metrics Task Force

This report, released jointly by UIS and the Center for Universal Education at Brookings, presents key indicators to track learning at the global level and monitor progress in foundational skills, including literacy and numeracy. The report encourages the development of new global indicators, inclduing a "learning for all" indicator that would combine measures of education access, completion and reading into one statistic. 

 

 

The State of Talent Development in the Social Sector

While the skills-gap has been well-documented, with many employers worldwide citing difficulties in hiring suitable talent, this report analyzes the issue in specific relation to organizations seeking to solve social problems around the world. The study, conducted by the Amani Institute, seeks to understand the role of universities in fostering leaders of social change. What does this job market want? What are the skills and experiences students can acquire to make an employer feel they could be a successful change maker?

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