By Adedeji Adeniran, Director of Research at the Centre for the Study of the Economies of Africa (CSEA) and Thelma Obiakor, PhD Candidate at the London School of Economics and Political Science
COVID-19 has compounded a long-standing learning crisis in many African countries, where millions of children were already out of school before the pandemic.
Continue reading “Five ways to build resilience in Nigeria’s education system”
By Camila Pereira, Director of Education, Lemann Foundation
With over 180,000 schools closed from March 2020 to August 2021, remote learning became the only option for Brazil’s 47 million students. Despite huge efforts by educators, public officials and families to support children while they were away from classrooms, a big impact on learning is expected. Brazilian education has long suffered from deeply entrenched inequalities and gaps that have been worsened by COVID-19. What solutions are needed for Brazil to overcome these inequalities?
Continue reading “How Brazil’s schools are overcoming education inequalities through student-centred learning”
By Antonio Savoia, Senior Lecturer (Associate Professor) at the University of Manchester and a Non-Resident Senior Research Fellow at UNU-WIDER and Kunal Sen, Director of UNU-WIDER
Although increasingly challenged, we often hear that being resource rich can adversely affect growth prospects. Here we concentrate instead on a lesser-known aspect: how resource rich economies fare in terms of education, health, income inequality and poverty. The IMF classifies over 50 developing and emerging economies as resource rich. Many are in Africa, where a significant share of the world’s poor lives. With the increasing prices of many internationally traded commodities in the post-COVID recovery, resource revenues could provide a welcome boost to development spending for such governments.
Continue reading “Do resource rich economies have better or worse human development outcomes?”
By Peter Koninckx, Strategic and Commercial Advisor, Cunégonde Fatondji, Analyst Intern, and Joel Burgos, Senior Project Manager, ShARE
Beyond the death toll and illness of millions of people due to COVID-19, businesses, healthcare, culture and education have had to cope with severe disturbances. But in our opinion, one could argue that higher-education students are amongst the most affected populations, particularly those in Africa. Although Africa is the continent with the least reported cases, the closure of higher education institutions was more widespread, and mitigation measures less effective than in other regions, according to a survey we conducted with more than 165 students across 21 African countries. No quick-fix solution exists, but the current crisis has highlighted the weaknesses in higher education in Africa, indicating where governments, international institutions, NGOs, and the private sector should focus their efforts.
Continue reading “COVID-19 impact on higher education in Africa”
By Michael Ward, Senior Analyst, Education and Skills Directorate, OECD
In many low- and middle-income countries – including some that have participated in PISA – relatively large proportions of 15-year-olds are not enrolled in school or are not enrolled in PISA’s target grades (grade seven and above) and are thus not covered by the assessment (see figure 1). With an increasing number of low- and middle-income countries participating in PISA, and with 61 million children of lower secondary school age, out of school around the world, this population can no longer remain beyond the reach of programmes that try to evaluate the success of education systems.
Continue reading “To measure real progress in education we must include out-of-school children”By Laura Abadia, Policy Analyst, OECD Development Centre
With prolonged school closures affecting over 90% of all learners worldwide at the peak of the first wave, the COVID-19 pandemic has highlighted the urgent need to explore new and more effective approaches to education delivery and content. From hybrid models that combine in-person with remote learning, to widening academic curricula to include social and emotional competencies, the opportunities for change are manifold. However, recovering from prolonged school closures and seizing these opportunities will require making significant headway against the deep structural challenges perpetuating inequalities in education.
To better understand how COVID-19 is changing education donor behaviour and priorities, the OECD Centre on Philanthropy analysed years of OECD data on official development assistance (ODA) and private philanthropy, and interviewed dozens of donors. Here is what we learned:
Continue reading “Education funding and COVID-19: what does the future hold?”
By Nathalie Basto-Aguirre, Paula Cerutti and Sebastián Nieto-Parra, OECD Development Centre
This blog is part of a series on tackling COVID-19 in developing countries. Visit the OECD dedicated page to access the OECD’s data, analysis and recommendations on the health, economic, financial and societal impacts of COVID-19 worldwide.
COVID-19, like most crises, is exacerbating inequalities in the region. To contain the pandemic, most Latin American countries have closed their schools, affecting the learning of 154 million students. However, not all students are affected equally. While distance education can contribute to alleviate the immediate impacts of school closures, it requires a number of conditions to deliver meaningful results. Students from poorer socio-economic backgrounds tend to suffer the most and risk bearing lasting consequences in terms of learning outcomes and, ultimately, opportunities. In particular, three interconnected dimensions stand out. Continue reading “Is COVID-19 widening educational gaps in Latin America? Three lessons for urgent policy action”
Par Gilles Yabi, fondateur de WATHI, think tank citoyen de l’Afrique de l’Ouest
Ce blog fait partie d’une série sur la lutte contre le COVID-19 dans les pays en voie de développement. Visitez la page dédiée de l’OCDE pour accéder aux données, analyses et recommandations de l’OCDE sur les impacts sanitaires, économiques, financiers et sociétaux de COVID-19 dans le monde.
En Afrique de l’Ouest, les impacts de Covid-19 seront-ils catastrophiques ? La crise Ebola a révélé la très grande faiblesse des systèmes sanitaires des pays touchés à l’époque dans la région, Liberia, Sierra Leone et Guinée principalement. Si des enseignements importants ont été tirés, avec la mise en place de centres dédiés aux urgences sanitaires dans plusieurs pays, les systèmes de santé dans leur ensemble ne se sont pas particulièrement renforcés. Les ménages assument l’essentiel des dépenses de santé par rapport aux États, les inégalités d’accès aux soins sont frappantes, et les hôpitaux manquent cruellement de personnel qualifié, de matériel, de dispositif de maintenance des équipements et de médicaments, ainsi que de capacités d’accueil et, parfois, de salubrité. La crise du coronavirus exacerbera sans doute la situation. Il est plus que jamais primordial de renforcer et d’investir dans les systèmes de santé, sans quoi la plupart des pays d’Afrique de l’Ouest ne pourront faire face ni aux crises sanitaires, comme celle du Covid-19, ni aux nombreuses autres maladies infectieuses ou chroniques.
By Dr Arkebe Oqubay, Senior Minister and Special Advisor to the Prime Minister of Ethiopia
This blog is part of a series marking the upcoming
19th International Economic Forum on Africa
Policy makers and academics alike puzzle over why some countries achieve economic ‘growth miracles’ while others lag behind. Of the 100 middle-income economies in 1960, fewer than a dozen transitioned into high-income economies. Economic history and empirical observations show that progress is linked to how nations learn and more specifically to the processes of technological learning, industrial policy, and catch-up. By looking at the cases of Japan, the United States, China and Ethiopia, I argue that commitment to learning by governments and dynamic technological learning by firms are key to economic catch-up. How these and other nations learn can provide valuable insight for African countries.
How did Japan overtake Europe in the mid-20th century?
The key driver of catch-up in Japan was technological learning and an active industrial policy. Japan’s learning experience involved the transfer of skills and knowledge, the importation of equipment and the acquisition of turnkey projects to develop technological capability. Japan also developed industrial infrastructure, including railways and the telegraph, by deploying state-owned enterprises. Continue reading “How do Nations Learn? Why Development is First and Foremost About Learning”
By Dominic Rohner, Faculty of Business and Economics (HEC Lausanne), University of Lausanne and Center for Economic Policy Research (CEPR), and Alessandro Saia, Faculty of Business and Economics (HEC Lausanne), University of Lausanne
Armed conflict is a major obstacle to human happiness and prosperity. The most visible consequence of warfare is, of course, the human death toll, leaving millions of families shattered. But below this surface, the grim consequences of fighting go further. The economic cost is very considerable, with the average war leading to a total loss of about 15% of GDP, human capital accumulation is slowed down, inter-group trust is threatened, and psychological suffering and trauma become widespread.1
While academic research on conflict has boomed in recent years, the lion’s share of contributions has focused on factors that are well-suited for statistical analysis but that are difficult to modify by policymakers. In particular, while we know that ethnic diversity, adverse weather shocks and natural resource discoveries play a role in the occurrence of conflict, there are not many obvious policies that can modulate these parameters.
