The Rebirth of Education: Schooling Ain't Learning by Lant PritchettThe Rebirth of Education: Schooling Ain't Learning by Lant Pritchett

The Rebirth of Education: Schooling Ain't Learning

byLant Pritchett

Paperback | October 7, 2013

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Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India's rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic.

The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom's book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one.

Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today's world.

Lant Pritchett is a senior fellow at the Center for Global Development and professor of the practice of international development at Harvard's Kennedy School of Government.
Title:The Rebirth of Education: Schooling Ain't LearningFormat:PaperbackDimensions:288 pages, 9.13 × 6.75 × 0.68 inPublished:October 7, 2013Publisher:Brookings Institution PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1933286776

ISBN - 13:9781933286778

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Editorial Reviews

.Lant Pritchett's pathbreaking and courageous work exposes the scandal of education policy which contents itself with achieving quantitative targets on student enrollment even when no real education is happening. Pritchett documents convincingly the problem of missing education, while offering constructive alternatives to the unacceptable complacency of the status quo. Nobody reading this book will ever think about education the same way again..—William Easterly, professor of economics, New York University