Latest blogs

Catching up with Marie Gaarder, 3ie’s new executive director

On 1 February 2020, Marie Gaarder took over as 3ie’s new executive director. She sat down for a quick interview on her new role, challenges and opportunities in the evaluation sector, the persistent gaps in evidence, and what 3ie has planned in the coming year.

What gets youths into jobs around the world? Train them in a skill

Worldwide, young people are three times more likely to be unemployed than adults, according to data from the International Labor Organization (ILO). Even among employed youth, many work bad jobs for painfully low wages.

Dhanyavaad aur alvida from Manny Jimenez

In his last blog, Manny Jimenez, 3ie's outgoing executive director looks back at his five-year tenure and recounts some of his best experiences at 3ie and in India. Following this blog, Ruth Levine (on behalf of 3ie's Board of Commissioners) has written a note thanking Manny for his service and his myriad contributions to 3ie. She also extends a warm welcome to 3ie's new executive director, Marie Gaarder.

How to read a systematic review: A quick guide for policy practitioners

Here at 3ie, we're big supporters of systematic reviews, which combine evidence from multiple different studies addressing the same type of research question. This strategy provides stronger evidence than relying on a single case, where idiosyncratic issues can affect program outcomes.

Building evidence culture within government: the Ugandan case

When we work with our government partners to encourage evidence generation and use, we draw on our experiences from success cases we know well. Uganda is a particularly important case, where 3ie supported the evaluations of several flagship government programmes and contributed to capacity development.

What works to help students learn? Teach the teachers. Feed the students

More than half of kids in the world are not meeting minimum proficiency levels in reading or math, even though a majority of them of them are already in school, according to UNESCO. This data shows that the issue discussed in last week's blog post—how to get kids into classrooms— is only one part of the problem.

Group think – taking stock of the evidence on group-based livelihood programmes

Mobilizing the poor in low-income countries into groups to deliver livelihoods interventions has become a favoured approach in the development community to address poverty.

What works to improve school enrollment and attendance? Cash

In 2018, one in six of the world's school-aged children — more than 258 million kids —were not in school, according to UNESCO. And as that data shows, progress in increasing attendance has slowed dramatically, with the proportion of children who do not attend primary school barely budging in the last decade.

Launching a campaign- 2020 hindsight: what works in development?

Today we are launching, at 3ie, a yearlong social media campaign called ‘2020 Hindsight: What Works in Development.’ For our non-American readership, let me briefly explain where the idiom ‘Hindsight is 20/20’ comes from. 20/20 vision is a term used to express that you can see clearly at 20 feet what should normally be seen at that distance.

External validity: policy demand is there but research needs to boost supply

A randomised controlled trial (RCT) in a Northern district of Uganda finds that the young adults who receive cash transfers use it to buy more food for their families, football shirts, and airtime for their mobile phones, compared to those in control areas. Would the pattern be the same if young adults in central Uganda are given cash transfers? Would the findings replicate if the cash transfers were given to young women in Senegal? This stylised example points to the crucial question of generalisability of program impacts to other contexts – commonly referred to as external validity.

About

Evidence Matters is 3ie’s blog. It primarily features contributions from staff and board members. Guest blogs are by invitation.

3ie publishes blogs in the form received from the authors. Any errors or omissions are the sole responsibility of the authors. Views expressed are their own and do not represent the opinions of 3ie, its board of commissioners or supporters.

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