Innovation and Technology to Accelerate Progress in Education

Innovation and Technology to Accelerate Progress in Education. Brookings Institution. Rebecca Winthrop et al. February 23, 2017

Sustainable Development Goal 4, to ensure inclusive and quality education for all and promote lifelong learning, sets out a grand ambition for education systems around the globe to achieve not just universal primary schooling, but to expand universal education from early childhood to secondary school and achieve relevant learning outcomes. While the Millennium Development Goals helped propel millions of children into primary school, meeting this larger goal in the coming decade and a half will require accelerated progress and a break from business as usual.

This report, prepared by researchers from the Center for Universal Education at the Brookings Institution for the International Commission on Financing Global Education Opportunity, describes the major gaps in education and the need for innovation to meet ambitious goals. Not only are children in low- and middle-income countries about 100 years behind their peers in measures of schooling, but rapid advances in technology, changes to the world of work, and the complex global challenges we face today call for a broader set of competencies every young person will need to be successful. To thrive in a changing world, young people will need skills and competencies that include information literacy, flexibility, critical thinking and collaboration in addition to academic knowledge. [Note: contains copyrighted material].

[PDF format, 89 pages, 2.27 MB].


Integrating Migration into the Post-2015 United Nations Development Agenda

Integrating Migration into the Post-2015 United Nations Development Agenda. Migration Policy Institute. Lars Johan Lonnback. September 2014.

The Member States of the United Nations must negotiate a set of sustainable development goals (SDGs) that will frame a new international development agenda to replace the Millennium Development Goals (MDGs) that expire in 2015. The issue brief examines how migration can be integrated into the post-2015 development agenda, outlining proposed migration targets and elements for indicators within the SDGs. [Note: contains copyrighted material].

[HTML format with a link to the PDF format].

Birth Registration, Legal Identity, and the Post-2015 Agenda

Birth Registration, Legal Identity, and the Post-2015 Agenda. Center for Global Development. Casey Dunning et al. September 9, 2014.

As the post-2015 process to determine the successor set of goals to the Millennium Development Goals (MDGs) moves into its final year, much of the UN inter-governmental negotiations will turn to strengthening and quantifying individual targets. Governments, civil society leaders, academics, and policymakers from around the world have put forth hundreds of potential targets for the post-2015 development agenda: universal legal identity through birth registration is one target that has consistently remained after many rounds of negotiations. However the target, as it has been put forth, conflates legal identity and birth registration: two distinct, though related, undertakings with different implementation strategies and different feasible targets. This policy note clarifies these two processes and offers measurable, achievable target language for each component to ensure that this important issue remains in the post-2015 agenda in an impactful way. [Note: contains copyrighted material].

[PDF format, 13 pages, 417.06 KB].

Promoting Millennium Development Ideals: The Risks of Defining Development Down

Promoting Millennium Development Ideals: The Risks of Defining Development Down. Center for Global Development. Lant Pritchett and Charles Kenny. August 14, 2013.

The approach of 2015, the target date of the Millennium Development Goals, sets the stage for a global reengagement on the question of “what is development?” The report argues that the post-2015 development framework for development should include Millennium Development Ideals which put into measurable form the high aspirations countries have for the well-being of their citizens. Standing alone, low bar targets like the existing Millennium Development Goals “define development down” and put at risk both domestic and global coalitions to support to an inclusive development agenda. Measuring development progress exclusively by low bar targets creates the illusion that specific targeted programs can be an adequate substitute for a broad national and global development agenda. [Note: contains copyrighted material].

[PDF format, 37 pages, 5.33 MB].

Schooling Is Not Education! Using Assessment to Change the Politics of Non-Learning

Schooling Is Not Education! Using Assessment to Change the Politics of Non-Learning. Center for Global Development. Lant Pritchett et al. May 6, 2013.

Most of the world’s children now live in countries on track to meet the Millennium Development Goal of universal primary completion by 2015. Countries have indeed made great progress getting kids in school, but behind that progress is a problem: many children are hardly learning anything in school. Some measures of learning are just dismal. In India, for example, only about one-third of children in grade 5 can perform long division. Nearly one-half cannot read a grade 2 text, and one in five cannot follow a grade 1 text. What is to be done? The report shows how to make some headway in that direction. [Note: contains copyrighted material].
[PDF format, 40 pages, 869.24 KB].