Mind the Learning Gap: A Methodological Look into World Bank’s New Human Capital Index by Ji Liu
This NORRAG Highlight is written by Ji Liu, NORRAG Research Associate, PhD Candidate and Doctoral Fellow at Teachers College, Columbia University on... Read More
Defining Educational Quality(ies): Can the Right to Quality Education be Fulfilled through Market Incentives? By Felipe Gajardo and Nicolás Grau
This post is published as part of the NORRAG Debates stream on the Right to Education. The authors take a quantitative approach to... Read More
Critical Reflections on the 2018 World Development Report: If Learning is so Important then Why Can’t the World Bank Learn? by Hikaru Komatsu and Jeremy Rappleye
This post was prepared in response to the recent publication of the 2018 World Development Report, LEARNING to Realize Education’s Promise, by... Read More
The Cost of Ignorance Revisited: Imitating the OECD or Learning to Be Critical? By Hikaru Komatsu and Jeremy Rappleye
By Hikaru Komatsu and Jeremy Rappleye, Kyoto University, Japan. In February 2016, Director of UNESCO Institute for Statistics (UIS) Silvia Montoya wrote... Read More
PISA for Development: Expanding the Global Education Community Esperanto or Developing a Dialect? By Camilla Addey
By Camilla Addey, Humboldt University in Berlin[1] In the 1990s, the International Large-Scale Assessment (ILSA) phenomenon suddenly exploded and over the following... Read More
Can the Measurement of Learning Outcomes Lead to Quality Education for All? By Pablo Zoido, Michael Ward, Kelly Makowiecki, Lauren Miller, and Catalina Covacevich
By Pablo Zoido (former OECD), Michael Ward, Kelly Makowiecki, Lauren Miller, Catalina Covacevich (OECD) This is one of the complex questions that... Read More
23 June 2016, Geneva: Learning From Learning Assessments: The Politics and Policies of Attaining Quality Education
A NORRAG joint event with the Center for Universal Education (CUE) at Brookings, in association with PASEC Context In response to both... Read More
How Shanghai Does It By Xiaoyan Liang
By Xiaoyan Liang, World Bank. The World Bank’s recent publication “How Shanghai Does It: Insights and Lessons from the Highest-Ranking Education System... Read More
The Politics of Indicator Development in the Education 2030 Framework for Action By Tore Bernt Sørensen
By Tore Bernt Sørensen, University of Bristol. As the process of defining the Education 2030 Framework for Action becomes nearer to completion,... Read More
Clarifying the Obscure: Facing the “Measurement” Challenge of the Education Post-2015 Targets By Dierdre Williams
By Dierdre Williams, Open Society Foundations. As the process of developing indicators for the Post-2015 education targets unfolds, some of the targets... Read More
