This practice paper is primarily aimed at businesses, entrepreneurs, start-ups and not for profits interested in designing and taking to market education innovations that aim to reach poor and marginalised children in Pakistan.
This paper in the IDIA Insights series focuses on various challenges and lessons learned of funders seeking to measure the impact of development innovations they support.
This paper in the IDIA Insights series focuses on eight good practices for funders seeking to take promising development innovations to scale.
This paper in the IDIA Insights series focuses on various challenges, lessons learned and practices of funders seeking to take promising development innovations to scale. It draws on the experience and learning of a wide range of bilateral, multilateral, philanthropic and civil society actors who came together in a Working Group on Scaling Innovation facilitated by the International Development Innovation Alliance (IDIA).
'Free' government schools and 'Low-cost' private schools: What households really spend on education in Kasoa, Ghana
In 2005 the Ghana Education Service mandated fee-free provision of basic education in government schools regardless of socioeconomic status or location, through a system of capitation grants to the schools. Enrollment surged but the country still faces challenges of retention and completion. While government remains the main provider of education in Ghana, private schools are on the rise, for the poor as well as for the elite. A 2010 IFC-commissioned report estimated that low-cost private schools constitute 40% of all private schools in Ghana, or about 12% of all schools in the country.
In collaboration with the Skoll Foundation, Results for Development Institute (R4D) undertook a rapid ecosystem analysis to examine the trends and drivers around the growing focus on leadership and entrepreneurship development models for youth in Africa. The analysis consisted of two parts.
Globally, there are 600 million adolescent girls in developing countries who face challenges to education and health services and too often face persistent discrimination and violence. They frequently have limited opportunities to gain the education, knowledge, resources, and skills that can lead to economic advancement. Programs and interventions that seek to expand those opportunities, such as those containing financial education, can be critical levers for change in adolescent girls’ lives; helping them to gain independence, establish good financial habits, and improve their future prospects for decent work. Helping girls gain control of the decisions that affect them can help break the intergenerational cycle of poverty.
This paper offers insights into the current theory and practice of innovation for education. Drawing on Cambridge Education’s programme experience across many cultures and contexts, it identifies the conditions that have led to successful outcomes when introducing or supporting innovative approaches for education.
Bridging the Skills Gap: Insights from Employers, Educators, and Youth in Latin America and the Caribbean
The authors of this report synthesized findings from a 10-month investigation of the secondary education school-to-work transition in Colombia, the Dominican Republic and El Salvador. FHI 360 and Results for Development (R4D) developed this study to advance an understanding of the region’s growing “skills gap” and to identify innovative models and mechanisms that promote youth employability. The report draws from in-country interviews with students, teachers, employers and public officials to connect issues regarding formal education and workforce development.
Journeys to Scale accompanies innovations from Brazil, Ethiopia, Ghana, Peru, and Sudan, as they strive to increase their impact. Drawing from the challenges faced and strategies employed to overcome such hurdles, it lays out clear recommendations for implementers, donors, policymakers and researchers who want to support innovation