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The Rebirth of Education: Schooling Ain't Learning, by Lant Pritchett
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Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India's rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic.
The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom's book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one.
Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today's world.
- Sales Rank: #628535 in eBooks
- Published on: 2013-10-14
- Released on: 2013-10-14
- Format: Kindle eBook
Review
"UN Declaration of Human Rights Article 26 guarantees the right of every child to free elementary education. Today, nearly 90 percent of children are enrolled in primary school, but enrollment is only the first step. Pritchett's insightful analysis and rigorous evidence point to the next step in realizing every child's right to education: the need for governments and donors to move from a focus on enrollment to a focus on learning."―S. E. M. Vuk Jeremic, president of the 67th Session of the United Nations General Assembly
"A timely call to build on the success of expanding schooling to now focus the same dedication, energy, resources, and creativity on learning. Innovation in close partnership with our developing-country colleagues, whose voices must be heard on the systemic challenges, will be critical to the success of this next phase."―Alice Albright, CEO of the Global Partnership for Education
"With abundant data, experience, and clear thinking, Pritchett makes a compelling case for why more of the same won't cut it anymore, how we need to think deeply about how change happens and who can drive it, and why we need to be suspicious of experts and blueprints."―Rakesh Rajani, founder and head of Twaweza
"Lant Pritchett's recommendations will disappoint both orthodox economists and orthodox educators since they do not reinforce any of the standard recipes. But those willing to be convinced by Pritchett's logic and the particular blend of caring and impishness that characterizes his writing will be justifiably alarmed, then enlightened, and finally filled with hope. I urge all my colleagues to read it immediately."―Luis Crouch, chief technical officer, International Development Group
"With his unique voice, full of data and analogies (after all, what book on education reform also mentions snakes, spiders, and elephants?), Lant Pritchett will make people rethink what they know (or think they know) about education, schooling, and learning."―Elizabeth King, director of education, World Bank
"Lant Pritchett's pathbreaking and courageous work exposes the scandal of education policy which contents itself with achieving quantitative targets on student enrollment even when no real education is happening. Pritchett documents convincingly the problem of missing education, while offering constructive alternatives to the unacceptable complacency of the status quo. Nobody reading this book will ever think about education the same way again."―William Easterly, professor of economics, New York University
About the Author
Lant Pritchett is a senior fellow at the Center for Global Development and professor of the practice of international development at Harvard's Kennedy School of Government (on leave).
Most helpful customer reviews
13 of 13 people found the following review helpful.
When schooling fails to educate
By Amazon Customer
I bought this book by accident, intending to buy Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life - which I still have not bought. Sigh. One click ordering.
It turns out to have been a happy accident, as this book gave a convincing and entirely unexpected perspective on the education challenge. As there is no review as yet, I thought to write one.
The basic thesis of the book is that education systems in the developing world are heartbreakingly bad at educating their students. The problem is the staggering dysfunction of the education systems themselves. Individual teachers or school principals can achieve remarkable results, but they are all too rare lone heroes who achieve success despite the systems they are chained to.
The author supplies a tsunami of data to show just how bad developing world education systems are and that neither money, nor more years in school, nor more teacher skill will significantly improve outcomes. To give just two of the many sad examples in the book, in some systems it is only by fifth grade that half of the students can answer a single digit carry math question like 8+9, while only 35% can identify a triangle among four basic shapes. In question after question, the results are depressingly alike. Even after years in the classroom, students haven't learned basic things that their peers in the developed world would have learned years earlier.
Meanwhile, that same school systems that can't teach single digit addition by fifth grade have elaborate, boldly produced developed country standard curricula with detailed learning sub objectives in areas such as fifth grade decimal math. It would be funny were it not so tragic.
The book argues that developing country school systems don't aim for actual education outcomes, but instead for the much easier challenge of creating the appearance of a good system with detailed curricula, professional teacher training etc. etc. However, this is but the form rather than the substance of effective education. In reality, students are warehoused in buildings laughably labelled 'schools', as if putting a 'school' label on four walls and a roof makes it so. No wonder the students stay away in droves.
While the problems are all too stark and well substantiated, the solutions are less obvious. The book is convincing that immediately obvious solutions, such as money, teacher training or more years in school, won't produce the kinds of improvements required. Instead, there need to be fundamental changes in how education systems are held accountable. The book points to tantalizing examples of success that suggest what solutions could work, even at far less cost than what is being spent now. Giving local communities much more control of elements like the hiring and firing of teachers and principals would help. Also, having education systems that force badly performing schools to fail, creating space for new schools.
Improving education outcomes is critical to people in underdeveloped countries achieving real gains in their standard of living in their own countries. The book is an important examination of the extent of the challenge and possible ways to resolve it.
4 of 4 people found the following review helpful.
Why doing more of the same won't improve learning
By MBTan
If you’ve been working on reforming education in developing countries for 10, 20 or 30 years and are banging your head because so little is changing, because so many of our trusted solutions don’t have the desired effects, because children lack the skills they need, this book is for you.
Lant Pritchett grapples with the pressing global challenge of millions of children who go to school but learn very little. That schooling does not translate into learning, particularly in developing countries, is clear. But what infuriates Pritchett is that too many leaders pursue the same tired solutions, focused on increasing resources and other inputs, or mimic the success of others without understanding its deeper drivers. With abundant data, experience and clear thinking, Pritchett makes a compelling case for why more of the same old trusted solutions don’t cut it any more, how we need to think deeply about how change happens and who can drive it, and why we need to suspicious of experts and blueprints.
So what is to be done? Pritchett makes a compelling case for the need to radically change our approach to education reform. This is where this book gets interesting. Pritchett’s catalogue of what’s worked, his identification of six traits of success and his comparison of (centralized) spider systems with (nimble, decentralized) starfish systems is fresh, thoughtful and provocative. It’s a passionate, personal and well informed take that will make readers stop and think differently. I hope that government officials, donors and activists will read this book; it could help them put the billions expended each year to better use, and set millions of young people on a more assured path to thrive in the world.
-- Rakesh Rajani, Tanzania
2 of 2 people found the following review helpful.
Superb analysis of a vitally important subject for the welfare ...
By Christopher Clague
Superb analysis of a vitally important subject for the welfare of developing countries. Pritchett combines economic theory, psychological insights, and organizational theory with intimate knowledge of schooling in the developing world.
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