Progress on Human Capital Requires Accelerating Progress on Learning and That Requires More Than "More of the Same"

A welcome feature of the World Bank’s new Human Capital Index (HCI) is that both learning and schooling are built in. This improves on previous development benchmarks that did not include a learning goal at all (the MDG for primary completion) and the 

EI - Dialogues in Conversation with Dr. Rukmini Banerji, Pratham CEO and RISE Intellectual Leadership Team Member

As part of the EI - Dialogues video podcast series, Dr. Rukmini Banerji, CEO at Pratham and RISE Intellectual Leadership Team member was in conversation with Pranav Kothari, Vice President of Large Scale Education Programs at Educational Initiatives.

Trained as an economist in India, Dr. Rukmini Banerji completed her BA at St. Stephen’s College and attended the Delhi School of Economics. She was a Rhodes Scholar at Oxford University and earned her PhD at the University of Chicago.

Education Policymaking and Learning Outcomes in Indonesia’s Districts

Daniel Suryadarma of the RISE Indonesia Country Research Team shared his insights on “Education Policymaking and Learning Outcomes in Indonesia’s Districts” at the 2018 Indonesia Development Forum. His presentation took place during the INNOVATE: MARKETPLACE OF IDEAS AND INNOVATIONS session under the theme “Delivering Basic Services to Reduce Regional Disparity”. The forum was conducted by the Ministry of National Development Planning/Bappenas on 10–11 July 2018.

India: Massive Expansion in Schooling, Too Little Learning, Now What?

The Indian NGO Pratham pioneered the use of simple, face-to-face, out-of-school assessments of basic learning at a massive scale—their typical annual report covers more than 500,000 children. The ASER reports have tracked the levels and trends in learning (tragically, there has actually been learning retrogression) of children aged 5 to 14 in rural India since 2004.

Understanding the Meaning of Equity Within Education Systems

“Quality Learning for All” and its Relation with Equity in Education Systems 

UN Sustainable Development Goal 4 (SDG 4) to “Ensure inclusive and quality education for all and promote lifelong learning” raises many questions on both conceptual and practical grounds. Perhaps, one of the most important would be which indicator to use to measure progress in accomplishing it.