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Lant Pritchett is a senior fellow at the Center for Global Development and professor of the practice of international development at Harvard's Kennedy School of Government, where he taught from 2000 to 2004 and from 2007 onward. Before rejoining the Kennedy School in 2007, he was lead socio-economist in the social development group of the South Asia region of the World Bank. He occupied various other positions at the World Bank during his tenure there, beginning in 1988. Pritchett was a team member on a number of prominent World Bank publications including Economic Growth in the 1990s: Learning from a Decade of Reforms (2005); Making Services Work for Poor People (World Development Report 2004); Assessing Aid: What Works, What Doesn't and Why (with David Dollar, 1998); and Infrastructure for Development (World Development Report 1994). He has published two books with Center for Global Development, Let Their People Come (2006) and The Rebirth of Education (2013). Pritchett has published over a hundred articles and papers (with more than 25 co-authors) on a wide range of topics, including state capability, labor mobility, and education, among many others. Originally from Idaho, Pritchett is the father of three children and now lives in an empty nest with his wife of 31 years.
The Effective States and Inclusive Development Research Centre (ESID) is a network of researchers and policy partners in Bangladesh, Ghana, India, Malawi, Rwanda, South Africa, Uganda, the UK, the USA and other countries. ESID researchers – from a range of disciplines - are working together to investigate what kinds of politics help to secure inclusive development and how these can be promoted. ESID is a 6 year research programme funded by the UK’s Department for International Development and led from the University of Manchester in the UK. The key questions the centre is exploring include: What capacities enable states to help deliver inclusive development? What shapes elite commitment to delivering inclusive development? Under what conditions do developmental forms of state capacity and elite commitment emerge and become sustained? In particular, what is the role of power relations and ideas?
The World Bank has decided to make this problem – the divergence of the organization’s rhetoric on “extreme poverty” and their clients’ desire for support in their national development agendas – even worse. They have announced that their goal is to “eradicate extreme poverty” (while only “monitoring” the income of the poorest 40 percent in each country—but with no goal).
My guest on this week’s Global Prosperity Wonkcast is CGD senior fellow Lant Pritchett, whose new book, The Rebirth of Education: Schooling Ain’t Learning, was released last month and is now available on Kindle. The book addresses a fundamental problem in education: despite great progress to meet the 2015 Millennium Development Goal target for primary school completion, students the world over are leaving school having learned very little. “They need to be in school and learn,” Pritchett says. “If you create systems where the only measures of schooling are kids in seats, you’re going to get measures of time served rather than learning gained.”
The momentum seems to be building for a goal to “eradicate poverty by 2030.” Reducing poverty is a noble goal, one to which I fully subscribe. But the “eradicate poverty” campaign is actually only focused on “extreme” poverty which is an absurdly low and completely arbitrary definition of the poverty.
Efforts to decentralize educational systems often arouse fears that the quality of schooling will become less equal as a result. But what’s the evidence? CGD non-resident fellow Lant Pritchett and co-author Martina Viarengo show in a new CGD working paper that the supposedly greater equality of centralized systems is often little more than the illusion of a bureaucracy blinded to local realities.
Motivated by our experience in designing a particular social program, skill set signaling for new entrants to the labor market in Peru, we articulate the need for, and explore the empirical consequences of, alternative learning approaches to the design of development projects. We suggest that project, program, and policy design must depend on more robust learning strategies than the attempt to directly apply results from ”systematic reviews” or move prematurely to an RCT.
For at least a couple of decades NGOs and others in developing countries have been designing, evaluating, tinkering, and trying to improve projects and programs that deliver specific in-kind “interventions” to targeted individuals/households in ways that raised their incomes in a sustained way.
David Cameron co-chairs the UN Panel on the future of the development agenda, so his 'golden thread' view of development is likely to have a global impact. In the second of three blog posts looking at development policy through the lens of complexity thinking, Owen Barder asks whether the British government's golden thread is good development policy. He concludes that though it has much to commend it, it also has significant weaknesses.
The British Prime Minister, David Cameron, wants us to stop talking simply about the quantity of aid we give, and:
“start talking about what I call the ‘golden thread’, which is you only get real long-term development through aid if there is also a golden thread of stable government, lack of corruption, human rights, the rule of law, transparent information.”
This is not a new wheeze: Mr Cameron has been talking about the golden thread since before he became leader of the Conservative party. Given that he is a co-chair of the UN High Level Panel on the global development agenda after 2015, we can expect to see some of this thinking in that panel’s recommendations.
There are 20 pages covering the Addis Ababa Action Agenda. And while they are inevitably bubble-wrapped in diplo-speak and hat-tipping, there is a solid package of proposals nestled within. They cover domestic public finance, private finance, international public finance, trade, debt, technology, data and systemic issues. Amongst many other things, the Agenda calls for more tax and better tax (less regressive, more focused on pollution and tobacco). And it is long and specific on base erosion, tax evasion and competition and tax cooperation. It calls for financial inclusion and cheaper remittances. The draft discusses blended finance and a larger role for market-based instruments to support infrastructure rollout, as well as a new measure of “Total Official Support for Sustainable Development.” It calls for Multilateral Development Bank reform including new graduation criteria and scaling up. And it suggests a global compact to guarantee a universal package of basic social services and a second compact covering infrastructure. Finally, the draft has a good section on technology including the need for public finance and flexibility on intellectual property rights.
Simply allowing more labor mobility holds vastly more promise for reducing poverty than anything else on the development agenda. That said, the magnitude of the gains from large growth accelerations (and losses from large decelerations) are also many-fold larger than the potential gains from directed individual interventions and the poverty reduction gains from large, extended periods of rapid growth are larger than from targeted interventions and also hold promise (and have delivered) for reducing global poverty.
The UN Millennium Development Goals (MDGs) seek to ensure that all children complete primary school by 2015. But school completion rates don't tell us how much--or how little--the kids actually learn. This new working paper co-authored by CGD non-resident fellow Lant Pritchett shows that even in countries that meet the primary school completion goal, most students fall short of minimum competency in reading, writing and arithmetic. The answer, the authors argue, is a Millennium Learning Goal that measures how much students actually know. Learn more