Trevor Lewis reflects on the launch of a new Primary Care Learning Collaborative

Originally posted on CHMI's blog, this piece was authored by R4D Senior Program Associate Trevor Lewis.

What Did We Learn at the Africa Skills Development Conference?

Two days before our international participants were due to travel to Nairobi, Kenya for the ISESE Africa Skills Development Conference, I woke up to the headlines: “Flights suspended after fire destroys Jomo Kenyatta International Airport terminal.” Our team had planned for all sorts of logistical hurdles from visa hiccups to yellow fever vaccines, but we had not anticipated that the international terminal to the gateway of East Africa would be destroyed.

ISESE Competition: Improving the quality and relevance of middle school in Senegal

The Innovative Secondary Education for Skills Enhancement (ISESE) Competition blog series features the winners, runners-up and five additional models that have been selected due to their innovation, impact, sustainability and potential for replication in Africa and Asia. This is Part 2 of our 10-part series.

Beyond 2015: Continuing and complementing the GMR

At 10 years, the Education for All Global Monitoring Report is now on the map as an indispensable tool for the international education community. I am proud to have played a small role in this – and one that was so enjoyable, if very demanding. Managing the GMR was one of the best jobs I have had.

VIDEO: Tapping student leaders to help address teacher absenteeism in Uganda

Uganda made education a human right for its citizens. In one typical rural district of Uganda almost half of all teachers were absent on any given school day, denying children their right to an education.

The return of U.S. support for UNESCO should have some strings attached

Given the way that UNESCO has handled the cut in United States funding, the potential implications for UNESCO’s future – and thus for education worldwide – are discouraging indeed. So discouraging in fact that the United States should think carefully about the terms on which it might re-engage financially.

The changing face of international finance for education

There is a dangerous perception that, of all the Millennium Development Goals (MDGs), those for education are closest to success.

While there is some truth to that, and the expansion of enrolment in developing countries since 2000 has been unprecedented, momentum has recently been lost and the increased rates of enrolment are now declining. More importantly, this focus on enrolment masks a much bigger problem that the very success has itself created, which is that children in many developing countries are simply not learning even though they are in school.

From the GMR to UNESCO to Education at Results for Development

That title describes my own career over the last decade, during which I have been Director of the Education for All Global Monitoring Report, Assistant Director-General for Education at UNESCO and now Managing Director for Education at Results for Development, where we are dedicated to unlocking solutions to tough development challenges that prevent people in low- and middle-income countries from realizing their potential.

A quest for questions in education

I first realized the absolute value of education – and more critically, the learning that occurs inside the classroom – while I was working with SMEs and entrepreneurs in sub-Saharan Africa.

Reflections on Development

I have worked in development for 40 years. The first 30 were at the World Bank where I worked in a number of different sectors and geographical regions, in operational and policy work. The last 10 years have been in teaching and research, which has give me a chance to reflect on the broader issues of development and what I learned over the previous 30 years. I also have been advising a number of developing countries on their development policies and programs.