Research Agenda & Partners

The Commission established a network of research institutions and expert advisors to provide on in-depth research and analysis on expanding quality education and improving learning outcomes. Specifically, the Commission created three separate panels of expert advisors, each focused on a critical issue related to education reform: technology, health, and finance.

The research outputs from the Commission’s partners and expert advisors: make a strong case for investment; demonstrate the scale of the challenge; highlight the reforms needed for transformation and more effective education delivery; estimate the financing needs to achieve the goals; and identify sources of finance and effective architecture.

See the list and descriptions of the research outputs contributed by our institutional research partners:

Association for the Development of Education in Africa

Association for the Development of Education in Africa

Cote D'Ivoire

ADEA contributed a policy brief on developing a sustainable education workforce in Africa, which focused on the role of families and communities and the use of technology.

Brookings Institution

Brookings Institution

USA

The Brookings Institution contributed three pieces. The first scans innovations around the globe to distill key actions for skills-focused education systems.  The second provided concrete recommendations on early childhood development financing, in particular outcomes-based finance. The third contribution looks at the best ways to maximize information for accountability to improve service delivery in education.

Center for Global Development

Center for Global Development

USA

CGD contributed two pieces on learning trends and education systems using regional and international student assessments, household surveys, and school data. They also provided an input on outcomes-based aid, and another input on the benefits of girls’ schooling.

Centre for Lebanese Studies

Centre for Lebanese Studies

Lebanon

Centre for Lebanese Studies contributed a study comparing the education provisions and schooling experiences of Syrian refugees in Lebanon and Germany, highlighting best practices to reduce dropout rates, reintegrate out-of-school Syrian refugee children in education programs, and position Syrian students for success around the world.

Centre for Policy Research

Centre for Policy Research

India

CPR India contributed a detailed analysis India’s education policy over time, in particular how it has addressed social inequality, including looking at a variety of socioeconomic barriers to learning.

Centre for the Study of the Economies of Africa

Centre for the Study of the Economies of Africa

Nigeria

CSEA contributed an analysis of the basic education system in Nigeria with a focus on effectiveness accountability and equity in financing. They also contributed an analysis of viable options for financing basic education in Nigeria, particularly at the state level.

Economic Policy Group

Economic Policy Group

UK

EPG contributed an analysis of company engagement in skills development globally, including exploring case studies in India, South Africa, and the UK in order to design the ideal skills levy and pledge.

Education International

Education International

Belgium

Education International contributed a paper examining positive collaborations between teacher unions and governments in Mali, Uganda, Gambia, and Chile, and how these collaborations can be used to develop more equitability, transparency and accountability in budget allocations.

Forum for African Women Educationalists

Forum for African Women Educationalists

Kenya

FAWE contributed recommendations for supporting family and community contributions to the education workforce pertaining to gender equity in Africa, focusing on Kenya, Malawi, and Zambia.

FHI 360 Education Policy Data Center

FHI 360 Education Policy Data Center

USA

FHI 360 Education Policy Data Center contributed an analysis of the distribution of education resources, including both household and government expenditures, at the subnational level in Ethiopia, Malawi, and Uganda.

Institute of Development and Economic Alternatives

Institute of Development and Economic Alternatives

Pakistan

IDEAS contributed a snapshot view of the landscape of teacher reforms and their political presence in Bangladesh, India and Pakistan. They also provided key insights from Pakistan on how domestic finances for education can be improved.

International Institute for Applied Systems Analysis

International Institute for Applied Systems Analysis

Austria

IIASA contributed projections of population-level human capital under varying education progression scenarios, and assessed the consequences on factors like health and vulnerability to climate events.

Korean Development Institute

Korean Development Institute

Korea

KDI contributed insights from Korea’s experience in building a strong human capital base through education reform, as well as offered lessons in best practices of international aid to education from its experience as both a donor and recipient country.

Malawi Institute of Management

Malawi Institute of Management

Malawi

Malawi Institute of Management contributed a case study focused on accelerating progress in the education sector in Malawi through a balance between quantity and quality of education, with particular focus on political economy of education reforms and financing pathways.

Overseas Development Institute

Overseas Development Institute

UK

ODI took a critical look at the current and potential use of concessional and non-concessional finance mechanisms to finance education systems, and looked at ways to increase domestic resource mobilization. They also contributed case studies of fossil fuel subsidy reform where increasing support for education has been an objective.

Pardee Center - University of Denver

Pardee Center - University of Denver

USA

The Pardee Center contributed comprehensive global projections that highlight the implications of, and levers necessary for, reaching universal secondary education in low- and lower-middle income countries by 2030.

Research for Equitable Access and Learning Centre, University of Cambridge

Research for Equitable Access and Learning Centre, University of Cambridge

UK

REAL contributed fresh insights on the patterns and sources of learning inequalities within countries, and on improving equitable distribution of domestic financing, with a focus on both access and learning outcomes for disadvantaged children. They also looked into the effects on childrens’ education in emergencies and conflicts.

Results for Development

Results for Development

USA

R4D contributed a series of concrete, action-oriented options to improve the provision of learning and teaching materials. They also offered recommendations for increasing Early Childhood financing, including through a mapping of existing financing and regulatory aspects of ECD policy. Lastly, they provided a scan of innovative finance mechanisms for education, and then a detailed action plan for advancing a set of innovative mechanisms to the pilot stage.

Right to Education

Right to Education

UK

Right to Education studied the reforms needed to deliver effective education and ensure human rights in a mixed education system models. To do this, Right to Education conducted case studies of Chile, Pakistan, and community schools.

SEEK Development

SEEK Development

Germany

SEEK Development, Germany, contributed an analysis on the economic returns of education investments from a health perspective. They also contributed an evaluation of the global education finance architecture and provided an investment case for universal primary and universal secondary education.

Social Finance

Social Finance

UK

Social Finance contributed a detailed plan for the structure, management and launch of an Education Outcomes Fund.

Teach For All

Teach For All

Global

Teach For All contributed a literature review and guidance note that focus on the impact of putting leadership at the core of education planning, and on how systems develop and support leaders to maximize their individual and collective impacts for students.

United Nations Educational, Scientific and Cultural Organization

United Nations Educational, Scientific and Cultural Organization

France

UNESCO looked at the data revolution in relation to education quality, equality of opportunity, and education financing. They also explored the modalities of decentralized education financing systems and the effects of financing decentralization on efficiency. Lastly, they reviewed competition-based funding mechanisms that leverage information and communications technology for learning and spurring innovation in education.

University of the Witwatersrand

University of the Witwatersrand

South Africa

University of the Witwatersrand contributed an analysis of the challenges in post-school education in Sub-Saharan Africa, focusing on South Africa, Kenya, Mozambique, and Zambia.

In addition to these institutions, we collaborated with a variety of organizations and experts on additional topics of interest to the Commission’s research agenda.