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1. Increasing Aid and Development Financing Volumes for the Advancement of Education in Lower-Middle-Income Countries

Author:
Christian Novak
Publication Date:
01-2020
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University
Abstract:
To advance education in lowermiddle-income countries, official donors and multilateral development banks must increase their financial support to address the financial gap. Specific recommendations: • Expand the use of innovative development financing solutions. • Expand the use of innovative aid solutions. • Multilateral development banks to increase financing volumes and to strengthen efforts to maximize financial additionality and private capital mobilization. • Review the classification of LICs and LMICs. • Increase domestic budget allocation. Implementing the recommendations require coordinated efforts of all stakeholders. In addition, it is paramount that lower-middleincome countries design and fully implement effective long-term education programs and systems. Benchmarking and feedback must be constant, prompting sustained improvement and the adoption of international best practices.
Topic:
Development, Education, United Nations, Foreign Aid, Finance, and Sustainable Development Goals
Political Geography:
Global Focus

2. Moving Towards More Socially-Connected Educational Systems: From Theory to Practice

Author:
Maxime Honigmann
Publication Date:
10-2016
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University
Abstract:
Education has long been viewed as a key component in the empowerment of individuals, communities, and nations alike. Study after study has highlighted how improvements in educational systems can lead to lasting development benefits, including decreased poverty, improved gender parities, and all-around better economic opportunities. Schooling can act as a societal equalizer, giving disadvantaged individuals the chance to improve their socioeconomic standing and end up better off than their predecessors. Education promotes self-determination on individual and collective levels, and as such is deeply intertwined with an individual’s empowerment, self-respect, and respect for their community (Khisty 2006, 438). Depending on how they are oriented, educational systems may support or subdue the identities of individuals and groups, with the identities of disadvantaged or minority groups particularly at risk of suppression. If incorrectly or insufficiently addressed by educational policies, the physical and socioeconomic differences of disadvantaged or minority groups can percolate through the educational process in a way that can add to pre-exiting disparities. When the performance standards of educational systems do not properly take these differences into account and concentrate resources on higher achieving groups early on, they create otherwise-avoidable learning gaps, which in the long-run contribute to isolating conditions such as higher instances of poverty (Kenny et al. 2002; Peters and Oliver 2009; Botezat 2016). For example, an analysis of household surveys from thirteen countries found that the well-noted link between disability and poverty in adulthood was negated when educational attainment was controlled for (Filmer 2008, 150).
Topic:
Education, Poverty, and Economic Development
Political Geography:
Global Focus

3. Aboriginal Self-Determination: A Comparative Study of New Zealand, Australia, and the United States of America

Author:
Katie Saulnier
Publication Date:
01-2014
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University
Abstract:
Aboriginal groups present with sub-par outcomes in key indicators of well-being across the board. Increased capacity for self-governance presents one possibility for improving these outcomes, but its implementation is complicated by historically acrimonious relationships with federal governments and the larger context of attempting to rectify the complex harms done by colonialism. The solution involves finding the right balance between creating spaces for self-governance and providing the necessary federal assistance where appropriate. This paper discusses the structure of and approaches to Aboriginal self-determination and selfgovernance in New Zealand, Australia, and the United States, with a view toward assessing which approaches could prove effective in Canada. It does so through a variety of lens and by examining impact assessments in a number of key areas.
Topic:
Development, Education, Health, Infrastructure, Self Determination, Economy, History, Colonialism, and Indigenous
Political Geography:
Australia, New Zealand, and United States of America

4. Breaking Down the Barriers to Rural Education: Recent Evidence from Natural and Randomized Experiments in Developing Countries

Author:
Sonia Laszlo
Publication Date:
01-2013
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University
Abstract:
This research to policy brief reviews the recent evidence on effective methods to improve rural education in developing countries. Canada’s Child and Youth Strategy (CYS) concerning access to a quality education is analysed within this context and recommendations are generated from a large body of recent experimental evidence from around the world. This brief takes each component of CYS and derives policy recommendation based on lessons learned from the most relevant natural and randomized experiments. Natural experiments are typically large-scale government projects, whereas randomized experiments are typically smaller-scale, but focus on internal validity by relying on random assignment to treatment (program) and control (no program). Such an experimental approach is particularly useful as it allows researchers and policy-makers alike to take the evidence as causal on the effectiveness of these projects.
Topic:
Development, Education, Government, and Rural
Political Geography:
Canada and North America

5. Understanding the Links Between Sexual and Reproductive Health Status and Poverty Reduction

Author:
Nata Duvvury and Philip Oxhorn
Publication Date:
01-2012
Content Type:
Policy Brief
Institution:
Institute for the Study of International Development, McGill University
Abstract:
The interrelationship between poverty and sexual and reproductive health status (SRHS) is widely noted in academic, policy and programmatic discourses, though none establishes causality. The primary emphasis in these discourses is that poor SRHS is an outcome of poverty, and thus can be addressed through poverty reduction programmes. The purpose of this brief is to understand what factors contribute to the interrelationship between SRHS and poverty, with a specific focus on understanding how SRHS impacts household poverty. Future studies may then focus specifically on these factors in order to address issues of causality. This brief is based on desk research involving two sources of data: 1) a review of global literature and 2) three country case studies. The global literature review examined literature documenting the nature, extent and strength of the interrelationship between poverty and SRHS. The literature search was conducted using keywords from different disciplinary perspectives demography, economics, development, women’s studies, sociology, human rights and public health. Key databases such as JSTOR, PubMed, MEDLINE and Elsevier Science Direct were consulted, as well as the specific library databases at National University of Ireland, Galway and McGill University. Researchers at McGill compiled an annotated bibliography of literature on India. The three country case studies were undertaken in Brazil, Ghana and Lebanon. Consultants in each country undertook an extensive search of academic, policy and programmatic literature including journal publications, research reports, policy briefs, and non-governmental organization (NGO) reports. The literature search in each country followed the same method as the global literature review, including identifying keywords from different disciplines and exploring different databases. In addition, the consultants searched grey literature through contacting various NGOs and research institutions. They also obtained statistical information from governmental and institutional databases. All country case studies explored three key questions: 1) Is there literature that demonstrates the impact of poor SRHS on poverty? 2) What factors have been highlighted in the literature as influencing the relationship between SRHS and poverty? 3) Are there trade-offs involved for women between education, fertility, status and work participation? and 4) Do programmes by civil society organizations, such as micro-credit or income-generating programmes, promote sexual and reproductive health?
Topic:
Development, Education, Poverty, Health Care Policy, and Reproductive Health
Political Geography:
Africa, Middle East, Brazil, South America, Lebanon, and Ghana