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The digital agriculture revolution holds a promise to build an agriculture and food system that is efficient, environmentally sustainable, and equitable, one that can help deliver the Sustainable Development Goals. Unlike past technological revolutions in agriculture, which began on farms, the current revolution is being sparked at multiple points along the agrifood value chain. The change is driven by the ability to collect, use, and analyze massive amounts of machine-readable data about practically every aspect of the value chain, and by the emergence of digital platforms disrupting existing business models. All this allows for drastically reduced transaction costs and pervasive information asymmetries that plague the agrifood system. The success of the digital transformation, however, is not guaranteed as the risks it brings are numerous, including those related to data governance and inadequate competition within and between digital platforms. What's Cooking: Digital Transformation of the Agrifood System investigates how digital technologies can accelerate the transformation of the agrifood system by increasing efficiency on the farm; improving farmers' access to output, input, and financial markets; strengthening quality control and traceability; and improving the design and delivery of agriculture policies. It also identifies a key role for the public sector in maximizing the benefits of this process while minimizing its risks, through enabling an innovation ecosystem featuring open datasets, digital platforms, digital entrepreneurship, digital payment systems, and digital skills and encouraging equitable technology adoption.

Digital Divide --- Digital Platforms --- Digital Technologies --- Efficiency --- Environmental Sustainability --- Equity --- Food System --- Information Asymmetries --- Innovation Ecosystem --- Transaction Costs

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Mexico's compensatory education program provides extra resources to primary schools that enroll disadvantaged students in highly disadvantaged rural communities. One of the most important components of the program is the school-based management intervention known as AGEs. The impact of the AGEs is assessed on intermediate school quality indicators (failure, repetition and dropout), controlling for the presence of the conditional cash transfer program. Results prove that school-based management is an effective measure for improving outcomes, based on an over time difference-in-difference evaluation. Complementary qualitative evidence corroborates the veracity of such findings.

Curriculum --- Curriculum Development --- Disability --- Disadvantaged Students --- Education --- Education for All --- Educational Reform --- Effective Schools and Teachers --- Information Asymmetries --- Learning --- Learning Environment --- Learning Outcomes --- Literature --- Papers --- Primary Education --- Research --- School --- School Quality --- Schools --- Secondary Education --- Social Protections and Labor --- Student --- Student Learning --- Teacher --- Teachers --- Tertiary Education --- Training --- University

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This paper estimates the effect of school-based management on student performance in the Philippines using the administrative dataset of all public schools in 23 school districts over a 3-year period, 2003-2005. The authors test whether schools that received early school-based management interventions (training in school-based management and direct funding for school-based reforms) attained higher average test scores than those that did not receive such inputs. The analysis uses school-level overall composite test scores (comprising all subject areas tested) and test scores in three separate subject areas: English, math, and science. Their preferred estimator, difference-in-difference with propensity score matching, shows that the average treatment effect of participation in school-based management was higher by 1.5 percentage points for overall composite scores, 1.2 percentage points for math scores, 1.4 percentage points for English scores, and 1.8 percentage points for science scores. These results suggest that the introduction of school-based management had a statistically significant, albeit small, overall positive effect on average school-level test scores in 23 school districts in the Philippines. The paper provides a first glimpse of the potential for school-based management in an East Asian context based on available administrative data. The authors suggest that the next order of research is to answer policy-related questions regarding the reforms: what aspects of the reform lead to desired results; are there differential effects across subpopulations; and what are the potential downsides to the reforms? The Philippines is embarking on a nation-wide implementation of school-based management and the authors recommend that mechanisms for rigorous evaluations be advanced simultaneously. Such evaluations should not only provide more accurate estimates of the effectiveness of the reforms, but also help answer policy-related questions regarding design and implementation of those reforms in different socio-cultural contexts.

Curriculum --- Curriculum design --- Curriculum development --- Education --- Education For All --- Education sector --- Educational planning --- Educational quality --- Employment --- Information asymmetries --- Learning --- Literature --- Papers --- Primary Education --- Researchers --- Schools --- Secondary Education --- Student achievement --- Student population --- Teacher --- Teacher training --- Teachers --- Teaching and Learning --- Tertiary Education --- Textbooks --- University department

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This paper reviews different econometric methodologies to assess the relationship between financial development and growth. It illustrates the identification problem, which is at the center of the finance and growth literature, using the example of a simple Ordinary Least Squares estimation. It discusses cross-sectional and panel instrumental variable approaches to overcome the identification problem. It presents the time-series approach, which focuses on the forecast capacity of financial development for future growth rates, and differences-in-differences techniques that try to overcome the identification problem by assessing the differential effect of financial sector development across states with different policies or across industries with different needs for external finance. Finally, it discusses firm-level and household approaches that allow analysts to dig deeper into the channels and mechanisms through which financial development enhances growth and welfare, but pose their own methodological challenges.

Access to Finance --- Debt Markets --- Economic development --- Economic growth --- Economic Theory and Research --- External finance --- Finance and Financial Sector Development --- Financial development --- Financial institutions --- Financial sector development --- Information asymmetries --- International Bank --- Macroeconomics and Economic Growth --- Payment services --- Poverty Reduction --- Pro-Poor Growth --- Science and Technology Development --- Statistical and Mathematical Sciences --- Transaction costs

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This paper estimates the effect of school-based management on student performance in the Philippines using the administrative dataset of all public schools in 23 school districts over a 3-year period, 2003-2005. The authors test whether schools that received early school-based management interventions (training in school-based management and direct funding for school-based reforms) attained higher average test scores than those that did not receive such inputs. The analysis uses school-level overall composite test scores (comprising all subject areas tested) and test scores in three separate subject areas: English, math, and science. Their preferred estimator, difference-in-difference with propensity score matching, shows that the average treatment effect of participation in school-based management was higher by 1.5 percentage points for overall composite scores, 1.2 percentage points for math scores, 1.4 percentage points for English scores, and 1.8 percentage points for science scores. These results suggest that the introduction of school-based management had a statistically significant, albeit small, overall positive effect on average school-level test scores in 23 school districts in the Philippines. The paper provides a first glimpse of the potential for school-based management in an East Asian context based on available administrative data. The authors suggest that the next order of research is to answer policy-related questions regarding the reforms: what aspects of the reform lead to desired results; are there differential effects across subpopulations; and what are the potential downsides to the reforms? The Philippines is embarking on a nation-wide implementation of school-based management and the authors recommend that mechanisms for rigorous evaluations be advanced simultaneously. Such evaluations should not only provide more accurate estimates of the effectiveness of the reforms, but also help answer policy-related questions regarding design and implementation of those reforms in different socio-cultural contexts.

Curriculum --- Curriculum design --- Curriculum development --- Education --- Education For All --- Education sector --- Educational planning --- Educational quality --- Employment --- Information asymmetries --- Learning --- Literature --- Papers --- Primary Education --- Researchers --- Schools --- Secondary Education --- Student achievement --- Student population --- Teacher --- Teacher training --- Teachers --- Teaching and Learning --- Tertiary Education --- Textbooks --- University department