Summary of UKFIET discussion on World Development Report and Global Education Monitoring (GEM) Report
As mentioned in the blog by Caine Rolleston, below the videos of comments and questions relayed by the panel with biographies of all those who took part.
SPEAKERS
Deon Filmer
Deon Filmer is a Co-Director of the World Development Report 2018. He was previously Lead Economist in the Research Group at the World Bank, and served as Lead Economist in the Human Development department of the Africa Region of the World Bank.[toggle title_open=”Read Less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”] He works on issues of human capital and skills, service delivery, and the impact of policies and programmes to improve human development outcomes—with research spanning the areas of education, health, social protection, and poverty and inequality.
He has published widely in refereed journals, including studies of the impact of demand-side programmes on schooling and learning; the roles of poverty, gender, orphanhood, and disability in explaining education inequalities; and the determinants of effective service delivery. He has recently co-authored books on Making Schools Work: New Evidence from Accountability Reforms and Youth Employment in Sub-Saharan Africa, and was a core team member of the World Bank’s World Development Reports in 1995 on Workers in an Integrating World and in 2004 on Making Services Work for Poor People. He holds a PhD and MA from Brown University and a BA from Tufts University.[/toggle]
William C Smith
William C. Smith joined the GEM Report team as Senior Policy Analyst in 2016. William’s research focuses on education’s role in economic and social development with special interests in national testing policies, educator-based accountability, population health, and equity in educational inputs and outcomes. [toggle title_open=”Read Less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”]Prior to joining the team William helped develop and pilot the Right to Education Index as a Senior Associate at RESULTS Educational Fund, was a Thomas J. Alexander Fellow at the OECD, and spent six years teaching secondary social studies.
William holds a dual-title Ph.D. in Education Theory & Policy and Comparative International Education from the Pennsylvania State University, a Masters degree in International Development from the University of Denver, a Masters degree in Teaching from Western Oregon University, and a Bachelors degree in Sociology from Portland State University.[/toggle]
PANELLISTS
Keith Lewin
Professor Keith Lewin is the UKFIET Chair of Trustees, Professor of International Education and Development at the University of Sussex and alumnus of the Institute of Development Studies. [toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”]He founded the International Masters programme in education at the University of Sussex and directed the Centre for International Education for 17 years. He is a specialist in educational planning, economics and financing, teacher education, and science and technology education policy. He has experience of education systems in Sub-Saharan Africa, South and South East Asia, and China, and has published 18 books, over 150 scholarly articles papers, and has supervised 45 doctoral students.
Keith has worked extensively with DFID, the World Bank, UNICEF, UNESCO, AusAID, the Open Society Foundations, and many national governments. He was a co-convenor of roundtables on financing education at both the Jomtien (1990) and Dakar (2000) World Conferences and was senior advisor on educational financing for expanded secondary education to the World Bank Secondary Education in Africa programme, and for Rashtriya Madhyamik Shiksha Abhiyan in India. He co-directed the collaborative Multisite Teacher Education Research Project (MUSTER) across a range of Africa countries. From 2005 to 2012 he directed the DFID supported multi-country Consortium for Research on Educational Access, Transitions and Equity (CREATE) (see www.create-rpc.org). He is a Fellow of the UK Academy of Social Sciences and a Chartered Physicist.[/toggle]
Pauline Rose
Pauline Rose joined Cambridge University in February 2014 as Professor of International Education, where she is Director of the Research for Equitable Access and Learning (REAL) Centre in the Faculty of Education. She is also Senior Research Fellow at the UK Department for International Development. [toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”]Prior to joining Cambridge, Pauline was Director of the EFA Global Monitoring Report (from August 2011) during which time she directed two reports on youth, skills and work, and on teaching and learning. Before becoming Director, she worked as Senior Policy Analyst with the team for three years, leading the research for three reports on the themes of governance, marginalisation and conflict. Before joining the EFA Global Monitoring Report, Pauline was Reader in international education and development at the University of Sussex.
Pauline is author of numerous publications on issues that examine educational policy and practice, including in relation to inequality, financing and governance, democratisation, and the role of international aid. She has worked on large collaborative research programmes with teams in sub‐Saharan Africa and South Asia examining these issues. Throughout her career, she has worked closely with international aid donors and non-governmental organisations, providing evidence-based policy advice on a wide range of issues aimed at fulfilling commitments to education for all. She is also experienced in communicating research to broadcast and print media.[/toggle]
Joseph Nhan-O’Reilly
Joseph Nhan-O’Reilly is the Head of Education Policy & Advocacy at Save the Children. He’s the immediate past chair of the Global Partnership for Education’s Strategy & Policy Committee and currently serves on the Executive Committee of Education Cannot Wait and as Chair of the Global Book Alliance, a multi-stakeholder initiative working to transform book development, procurement and distribution to ensure that no child is without books.[toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”] He is the founder of First Read, which supports families with small children to learn together, and is the creator of the International Children’s Book Initiative.[/toggle]
David Archer
David Archer is ActionAid’s Head of Programme Development. He recently led the development of People’s Action to End Poverty – ActionAid’s strategy for 2012-2017 – and People’s Action in Practice, a resource that explains ActionAid’s Human Rights Based Approach.[toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”] David was previously ActionAid’s Head of Education and in the 1990s developed the Reflect approach to adult learning. He has 25 years of experience working on rights-based approaches to education, building civil society coalitions on education across Africa, Asia and Latin America. David is a co-founder and Board Member of the Global Campaign for Education, manages the Right to Education Project and sits on the Board of the Global Partnership for Education.[/toggle]
Padmini Iyer
Dr Padmini Iyer is a Research Associate in the REAL Centre at the University of Cambridge. [toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”]As part of the RISE Ethiopia team, her current research focuses on understanding the political economy of large-scale education reforms, and the implications of system (in)coherence for students’ learning outcomes. Other research interests include education access and equity; learning metrics; 21st century skills; gender and adolescence; and sexual and reproductive health.[/toggle]
Sara Ruto
Dr Sara Ruto serves as coordinator of the People’s Action for Learning (PAL) network. This network currently comprises civil society organisations that are conducting citizen-led assessments in 14 countries in Africa, Asia and Latin America. [toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”]Prior to serving in this position, Sara initiated the citizen-led process in Kenya in 2009 that currently operates as Uwezo, and thereafter served as Regional Manager of Uwezo East Africa at Twaweza, a citizen-driven initiative in Kenya, Uganda and Tanzania, that uses evidence to draw public attention to children’s learning. Prior to joining Uwezo, Sara was a lecturer at Kenyatta University. She sits in several committees, such as Global Education Monitoring Report, the SABER Technical Advisory Board, Kenya Institute of Curriculum Development and INCLUDE Knowledge Platform. She trained as a teacher in Kenyatta University in Kenya, and got her doctorate degree from Heidelberg University in Germany.[/toggle]
Lant Pritchett
Lant Pritchett is Professor of the Practice of International Development at the Kennedy School of Government at Harvard University. In addition he is a Senior Fellow of the Center for Global Development. [toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”]He was co-editor of the Journal of Development Economics and worked as a consultant to Google.org. In 2017, he published two books through Oxford University Press: Building State Capability, co-authored with Matt Andrews and Michael Woolcock, and Deals & Development: The Political Dynamics of Growth Episodes, with Kunal Sen and Eric Werker.
He graduated from Brigham Young University in 1983 with a B.S. in Economics and in 1988 from MIT with a PhD in Economics. After finishing at MIT, Lant joined the World Bank, where he held a number of positions. He has been part of the team producing many World Bank reports, including: World Development Report 1994: Infrastructure for Development, Assessing Aid: What Works, What Doesn’t and Why (1998), Better Health Systems for India’s Poor: Findings, Analysis, and Options (2003), World Development Report 2004: Making Services Work for the Poor, Economic Growth in the 1990s: Learning from a Decade of Reforms (2005). In addition he has authored or co-authored over 50 papers published in refereed journals or chapters in books. In addition to economics journals, his work has appeared in specialised journals in demography, education, and health. In 2006, he published his first solo authored book, Let Their People Come, and in 2013 his second, The Rebirth of Education: Schooling Ain’t Learning.[/toggle]
Caine Rolleston
Dr Caine Rolleston is a Senior Lecturer in Education and International Development at UCL, UK. His research interests, experience and expertise focus on analysis of education systems in low- and middle-income countries, including school quality and effectiveness and educational access and equity. [toggle title_open=”Read less” title_closed=”Read more” hide=”yes” border=”no” style=”white” excerpt_length=”0″ read_more_text=”Read More” read_less_text=”Read Less” include_excerpt_html=”no”]His research includes a focus on skills metrics and on longitudinal studies (including learning trajectories), primarily employing large scale survey data in quantitative analyses, but also including mixed methods and qualitative approaches. Caine is currently engaged in three major funded research projects (i) ESRC-funded Critical Thinking in Higher Education in Africa, (ii) DFID-funded Research on Improving Systems of Education (RISE) and (iii) as the Lead Education Researcher for the Young Lives international comparative study based at the University of Oxford.[/toggle]