Alejandro Ganimian is a non-resident fellow with the Education Program at the Inter-American Dialogue and an education post-doctoral fellow at J-PAL South Asia, where he is responsible for setting a research agenda for education and human development, and developing new projects that contribute evidence to this research program.
Prior to joining J-PAL in 2015, Ganimian was a consultant for the American Institutes for Research, the Grupo de Análisis para el Desarrollo (GRADE), Mexicanos Primero, the Inter-American Development Bank, the Bill & Melinda Gates Foundation, and the World Bank. He worked previously at the Dialogue as part of the Education Program.
Ganimian co-founded Enseñá por Argentina, an effort to recruit the country’s top college graduates to teach in schools serving disadvantaged students, and Educar y Crecer, an initiative that offers remedial education to low-income children in the city and province of Buenos Aires. He serves on the Advisory Board of Proyecto Educar 2050, an organization that advocates for quality education in Argentina.
Ganimian holds a doctorate in quantitative policy analysis in education from Harvard University, where he was a fellow in the Multidisciplinary Program in Inequality and Social Policy, a master’s in educational research from the University of Cambridge, and a bachelor’s in international politics from Georgetown University.
How Much Are Latin American Children Learning?
In recent years, debates on education policy have been shifting their focus from educational quantity—getting more children in school and ensuring they stay longer—to educational quality—the learning that children acquire while at school.This change is welcome. Evidence suggests that low-quality schooling confers few benefits, and that quality education (as measured…
What determines the likelihood of reversal of a school-based management program?
How can citizen-led assessments of student performance in developing countries build demand for quality education?
TERCE surveys on principals, teachers, and students provide valuable information that helps us gain a better understanding of schools.
La Argentina no matricula a muchos más alumnos en la secundaria que otros países de la región. Según la UNESCO, la tasa neta de matrícula secundaria es de 82%, comparada con 83% en Chile, 74% en Colombia y 78% en Perú.
Las evaluaciones internacionales básicamente son herramientas en su mayoría comparativas e interpretativas entre los países, que permiten medir la calidad educativa.