Schooling is Not Learning

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A report just published by the Washington-based Center for Global Development’s Study Group on Measuring Learning Outcomes argues for giving top priority to measuring learning, discusses how assessment systems can influence learning in developing countries, and suggests that in many countries civil society leaders can play a major role in interpreting and communicating assessment results to create pressure for change—and even in leading assessment efforts.

The report suggests that the role for development assistance institutions (such as development banks, bilateral development agencies, and the United Nations) will be secondary, but stresses the importance of establishing concrete learning goals for all children, perhaps within the framework of the post-2015 Millennium Development Goals that are currently under discussion.