JOB: Research Assistant on Global Education Policy

I’m hiring a full-time research assistant based in London, for more details see the Ark website here.

 

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Research and evidence are at the heart of EPG’s work. We have:

• Collaborated with JPAL on a large-scale field experiment on school accountability in Madhya Pradesh, India
• Commissioned a randomized evaluation by IPA of Liberia’s public-private partnership in primary schooling
• Led a five-year randomized trial of a school voucher programme in Delhi
• Helped the Ugandan National Examinations Bureau create new value-added measures of school performance
• Commissioned scoping studies of non-state education provision in Kenya and Uganda 

Reporting to the Head of Research and Evaluation, the Research Assistant will contribute to EPG’s work through a mixture of background research, data analysis, writing, and organizational activities. S/he will support and participate in ongoing and future academic research projects and EPG project monitoring and evaluation activities.

The role is based in Ark’s London office with some international travel.

The successful candidate will perform a range of research, data analysis, and coordination duties, including, but not limited to, the following: 

• Conduct literature and data searches for ongoing research projects.
• Organize data, provide descriptive statistics, and run other statistical analysis using Stata and preparing publication quality graphics
• Collaborate with EPG’s project team to draft blogs, policy briefs, and notes on research findings.
• Support EPG’s project team in the design and implementation of project monitoring and evaluation plan
• Provide technical support and testing on the development of value-added models of school quality
• Coordination and update of the EPG/GSF research repository
• Organise internal research and policy seminars
• Perform other duties as assigned. 

The successful candidate will have the following qualifications and skills: 

• Bachelor’s (or Master’s) degree in international development, economics, political science, public policy, or a related field.
• Superb written and verbal communication skills.
• Competence and experience conducting quantitative research. Experience with statistical software desired.
• Familiarity with current issues, actors and debates in global education
• Proven ability to be a team player and to successfully manage multiple and changing priorities in a fast-paced, dynamic environment, all while maintaining a good sense of humor.
• Outstanding organization and time management skills, with an attention to detail.
• Essential software skills: Microsoft Office (specifically Excel) and Stata
• Experience working in developing country contexts or international education policy -- a plus
• Experience designing or supporting the implementation of research evaluations and interpreting data -- a plus
• Fluency or advanced language capabilities in French -- a plus

 

Why is there no interest in kinky learning?

Just *how* poor are *your* beneficiaries though? In the aid project business everybody is obsessed with reaching the *poorest* of the poor. The ultra poor. The extreme poor. Lant Pritchett has criticised extensively this arbitrary focus on getting people above a certain threshold, as if the people earning $1.91 a day (just above the international poverty line) really have substantively better lives than those on $1.89 (just below). Instead he argues we should be focusing on economic growth and lifting the whole distribution, with perhaps a much higher global poverty line to aim at of around $10–15 a day, roughly the poverty line in rich countries.

Weirdly, we have the opposite problem in global education, where it is impossible to get people to focus on small incremental gains for those at the bottom of the learning distribution. Luis Crouch gave a great talk at a RISE event in Oxford yesterday in which he used the term ‘cognitive poverty’ to define those at the very bottom of the learning distribution, below a conceptually equivalent (not yet precisely measured) ‘cognitive poverty line’. Using PISA data, he documents that the big difference between the worst countries on PISA and middling countries is precisely at the bottom of the distribution - countries with better average scores don’t have high levels of very low learning (level 1 and 2 on the PISA scale), but don’t do that much better at the highest levels.

But when people try and design solutions that might help a whole bunch of people get just across that poverty line, say from level 1 or 2 to level 3 or 4 (like, say, scripted lessons), there is dramatic push-back from many in education. Basic skills aren’t enough, we can’t just define low-bar learning goals, we need to develop children holistically with creative problem solving 21st century skills and art lessons, and all children should be taught by Robin Williams from Dead Poet’s Society.

Why have global poverty advocates been so successful at re-orientating an industry, but cognitive poverty advocates so unsuccessful?