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Probably the best economics blog (previously) in South Sudan
Updated: 2 days 18 hours ago
"This viewpoint infuriates some critics of economics, to the extent that it earned the famous nickname of “the dismal science”. Too few people know the context in which Thomas Carlyle hurled that epithet: it was in a proslavery article, first published in 1849, a few years after slavery had been abolished in the British empire. Carlyle attacked the idea that “black men” might simply be induced to work for pay, according to what he sneeringly termed the “science of supply and demand”. Scorning the liberal views of economists, he believed Africans should be put to work by force."That's Tim Harford.
Wikipedia has more:
"However, the full phrase "the dismal science" first occurs in Carlyle's 1849 tract entitled Occasional Discourse on the Negro Question, in which he was arguing for the reintroduction of slavery as a means to regulate the labor market in the West Indies: Not a "gay science," I should say, like some we have heard of; no, a dreary, desolate and, indeed, quite abject and distressing one; what we might call, by way of eminence, the dismal science. It was "dismal" in "find[ing] the secret of this Universe in 'supply and demand,' and reducing the duty of human governors to that of letting men alone." Instead, the "idle Black man in the West Indies" should be "compelled to work as he was fit, and to do the Maker's will who had constructed him.""In which case I'm proud to be dismal.
Teacher absenteeism is a huge problem in developing countries, wasting up to a quarter of all spending on primary education in developing countries.
The 2014 Education for All Global Monitoring Report, which was launched in London last week, puts the problem mainly down to the low pay and poor working conditions of teachers.
"While teacher absenteeism and engagement in private tuition are real problems, policy-makers often ignore underlying reasons such as low pay and a lack of career opportunities. ... Policy-makers need to understand why teachers miss school. In some countries, teachers are absent because their pay is extremely low, in others because working conditions are poor. In Malawi, where teachers’ pay is low and payment often erratic, 1 in 10 teachers stated that they were frequently absent from school in connection with financial concerns, such as travelling to collect salaries or dealing with loan payments. High rates of HIV/AIDS can take their toll on teacher attendance."The report includes this chart, showing that in a handful of countries teachers earn below $10 a day (which they have decided is not enough to live on).
Which seems jarring when the same week there was a conference on the economics of education in developing countries, where much of the literature is focused exactly on this issue of teacher absenteeism, and finds very little evidence that low pay is the main factor (as opposed to, say, weak or non-existent systems of accountability). In India it is well documented that whereas absenteeism is roughly similar in public and private schools, teachers in public schools are paid more than 5 times as much as private school teachers.
(See for example this chart from data from Singh 2013, or similar from Kremer et al 2005, Alcazar et al 2006 in Peru, or African data here)
Harry Patrinos of the World Bank writes:
"There is very little evidence that higher salaries lead to better attendance, however. Contract teachers have the same or higher absence rates. Compared to public school teachers, though, private school teachers are absent less, even though contract and private school teachers alike take home much less pay than their regular civil service public school teacher counterparts."As little as teachers might make in some countries, they are still doing well relative to most other people. In many countries public primary school teachers are the 1%.
I thought I'd take a quick look at the data presented in the GMR and see what those teacher salaries are presented as a % of GDP. In OECD countries, average teacher salary is roughly around the same level as GDP per capita. In African countries, the average teacher salary is 3 - 4 times GDP per capita.
Karthik Muralidharan summarised the state of public schools in India as facing two problems; governance and pedagogy. This probably generalises to much of the developing world. What this GMR comes across as doing is focusing almost entirely on the pedagogy problem, and sweeping the governance problem under the carpet (receiving roughly 10 pages attention out of a 300 page report). Perhaps this is a welcome counterbalance to prominent World Bank research which focuses much more on the governance problem. But really shouldn't a major flagship state of the sector report aspire to properly tackle both? Of course fixing the pedagogy problem means working with teachers to improve their capabilities and not demonising them or calling them all lazy slackers. But neither can we just ignore the reality of skiving on a massive scale (or: Don't hate the player, hate the game).
I'm trying to write a pithy summary or pick a smart quote from Abhijeet Singh's new blog about malnutrition up on Ideas for India but it's hard not to just be deeply depressed when thinking about malnutrition. We apparently live in the 21st Century where flying robots and self-driving cars are real things, yet we aren't collectively bothered enough to do anything about the 8,000 children who starve to death every single day (three million a year). And that's partly because as humans we're more interested in what is interesting than what is true or what is important. 8,000 children starving to death everyday is just something that happens. It isn't new or counterintuitive or surprising.
So Abhijeet's paper is interesting and tells us something different, which should be applauded really just for finding a new angle to bring some attention to one of the most important but dull outrageous injustices there are. The conventional wisdom is that stunting in the first thousand days of life is irreversible. Abhijeet presents evidence to the contrary that giving children a meal every day at age 5 can fully make up for malnutrition due to a drought at age 1. So the policy conclusion is what - don't write-off malnourished children after a thousand days? Or how about maybe how on earth are we still letting children starve in the first place? Enjoy your lunch.
Apparently not what developing country policy-makers want to know about. Jeffrey Hammer has a fairly damning report from the recent IGC conference in Lahore on the World Bank blog. The IGC funds research by many of the world's top development economists, and apparently none of them are answering the kind of policy questions that were posed at the conference by the Chief Minister of Punjab, Pakistan (a state of more than 100 million people). He wanted to know about how to allocate resources across sectors (which requires value for money and cost-benefit analysis, not just impact evaluation), and how to raise more revenues. What he got was precisely identified studies on the impact of policy tweaks, without any costing. "The Chief Minister posed serious questions that have traditionally been the bread and butter of the economics profession. Unfortunately, we are not even trying to answer them any more. The specific question was “Should I put more money into transport? Infrastructure (power, roads, water)? Law and order? Social services? Or what? And where am I going to get the money?” What questions could be more solidly part of the core of economics than these? Unfortunately none of these were even remotely the focus of the “evidence-based” policy making discussed. Almost all of the cases analyzed were single, simple policy “tweaks” that were, first of all, isolated from the broader market context in which they occurred and, second, had no conception of opportunity cost – what we would have to give up to pursue these things?"
A series of youtube interviews profiling the careers of 6 development economists; Angela Ambroz (IGC, former ODI fellow & JPAL), Luca Pellerano (OPM and IFS), Peter D'Souza (DFID), Sarah Lilley (Save the Children), Henry Mphwanthe (ODI fellow), and Aarushi Bhatnagar (Phd student and World Bank consultant).