Types of Research
Much literature discusses the importance of investing in human capital—or “the sum of a population’s health, skills, knowledge, experience, and habits” (World Bank, 2018, p. 42)—to a country’s economic growth. For example, the World Bank reports a “chronic underinvestment” in health and education in Nigeria, noting that investing in human capital has the potential to significantly contribute to economic growth, poverty reduction, and societal well-being (World Bank, 2018). This research brief reports on the evidence linking investment in human capital—specifically, health and education—with changes in economic growth. It reviews the literature for five topic areas: Education, Infectious Diseases, Nutrition, Primary Health Care, and Child and Maternal Health. This review gives priority focus to the countries of Bangladesh, Burkina Faso, Democratic Republic of Congo, Ethiopia, India, Kenya, Madagascar, Nigeria, Rwanda, and Tanzania. For each topic area, we report the evidence in support of a pathway from investing in human capital to economic growth.
Our initial agriculture capacity building search revealed best practices including institutional partnership building, cross-border opportunities such as ‘twinning,’ and views that these practices are most effective when accompanied by appropriate policies and regulatory frameworks to incentivize return on education to home countries. In addition, the literature explained the historical and political context in which some countries successfully built higher educational capacity, suggesting a set of socio-political conditions necessary for a ‘surge’ in capacity building to occur. Our results raised questions about challenges shaping these best practices (e.g. “brain drain” leading to the need for cross-border opportunities) as well as possible approaches to address these underlying issues. To further examine identified challenges from our initial findings, we re-oriented our search to investigate retention strategies, regional or intra-national network capacity building approaches, and whether there is in fact a need for higher education capacity in all countries through comparative advantage or otherwise. This report presents a review of the literature on the best and worst practices for national agricultural capacity building when investing in a country's higher education system or when investing directly in national or relevant global research capacity. We find that several countries have successfully employed a variety of retention, return, and diaspora strategies to build capacity by capitalizing on the feedback loops of international mobility. In addition, several countries in Africa have employed strategies to address the rural-to-urban “brain drain” by prioritizing education of students with post-secondary rural agricultural work experience and strong ties to rural communities in order to return the benefit of this education to local communities. The report discusses these and other strategies as well as analysis related to the ‘whole system effect’ of higher education and subsequent ‘need’ for Higher Agricultural Education (HAE) capacity in all countries.
This literature review examines the returns to tertiary agricultural sciences education, particularly in Sub-Saharan Africa (SSA). We include information from organizations’ program documents and gray literature, including the World Bank, UNESCO, ILO, IFPRI, ASTI, various Ministries of Education, country-specific NARS, and ADBG. We find no calculated rate of return (RoR) to tertiary agricultural science, including in SSA. We do find estimates for the return on tertiary education in general, ranging from 12-30% in SSA, along with qualitative support for the value of agricultural science education. The private value of this education can be somewhat inferred from the unmet demand of African students for agricultural science training in North America, Europe, and Australia, and the private and social value from the demand for educated researchers in NARS and SSAQ labor markets. Educated agricultural scientists are hypothesized to affect agricultural productivity via research and development and their influence on policy. Despite the dearth of quantitative ROR evidence, we do find several articles describing the need for increased higher agricultural education and proposing recommendations toward this aim. In this report, we summarize these qualitative results as evidence of the value of tertiary education.
This brief presents an initial examination of the possibility of using Disability Adjusted Life Years (DALYs) as a way to evaluate agricultural interventions. We review DALYs, their formulation, and the data necessary to compute values. A review of relevant literature suggests that to use DALYs as an evaluative tool, an agricultural intervention must be tied to a specific disease, and from there, impacts on DALYs can be assessed.