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Articles by Larry G. Cooley
What to do when it's not the right time to scale
Sometimes, it is just not the right moment to scale even the most promising education innovation. This is painful to confront. Plans are made, staff hired, stakeholders engaged. There’s an important problem to be solved, and you have identified and tested an innovation proven to create positive change in response to the problem. You’re ready to work hard to expand its impact to help more people. But suddenly everything changes.
Funders' role in scaling education innovation
Editor's note: The authors would like to acknowledge and thank Molly Curtiss Wyss and Johannes Linn for their input. Education systems have been quick to teach about innovation and painfully slow to innovate in the way we teach. Our research suggests that the problem does not reflect a lack of promising new practices but rather a failure to scale most of those improvements. Fortunately, that has begun in recent years to change; however, we believe much more can, and must, be done.
Millions Learning
The Millions Learning project at the Center for Universal Education focuses on scaling quality education innovations and initiatives for all children and youth. Now in its second phase, Millions Learning is conducting two separate, large-scale initiatives: The Real-time Scaling Labs (RTSL), in collaboration with local institutions and governments in a number of countries.
Digital technology and African smallholder agriculture: Implications for public policy
COVID-19 has exacerbated challenges to Africa’s food and agriculture sector and to its millions of smallholder farmers. At the same time, the pandemic has accelerated innovative efforts to develop and deploy the transformative power of digital technology to address these problems in ways that leapfrog past practices and traditional solutions.
Designing for scale: A worksheet for developing a scaling strategy in education
Suddenly talk of scaling and systems change in education seems to be popping up everywhere—and for good reason. Progress toward key educational goals has stalled or even regressed, and education systems have been slow to adopt and integrate disruptive change.
Planning for scale: The Education Scalability Checklist
Editor's Note: This blog is the first in a series of education scaling-related resources. Given the mismatch between massive educational challenges and resources that are stretched paper thin, it is essential to make the most out of every dollar invested by parents, schools, NGOs, and governments. This requires a sound understanding of impact—how effective an intervention is—not only in the aggregate, but in a variety of contexts and for a range of audiences, including the most marginalized.
Developing countries can respond to COVID-19 in ways that are swift, at scale, and successful
The COVID-19 crisis presents the world with a huge challenge: Everyone and everything is affected, and the response has to be both quick and global. While it is first and foremost a health crisis, it is also an education crisis, an employment and economic crisis, a crisis of hunger and a poverty and, in some countries, a crisis of governance and political stability. According to World Bank estimates, the global impacts will be profound and long-lasting.
Scalable solutions in fragile states
By 2030, an estimated 80 percent of the world’s extreme poor will live in “fragile states” where violent conflict is the most concentrated and vulnerability to natural disaster and climate change is on the rise. The current paradigm of promoting economic growth and poverty reduction will not work in the hardest places.
Refining and Scaling Proposals
After the excitement of being selected as semi-finalists, each organization is visiting the MacArthur Foundation for a day to address initial feedback about its proposed solution, determine how to attract broader attention to its project, and think about how to further strengthen its proposal. During the semi-finalist phase of 100&Change, MacArthur is placing special emphasis on each proposal’s quality, credibility, impact, and scale.
Larry G. Cooley - morning-times.com: Obituaries
Larry G. Cooley, 69, of 331 Chemung St., Sayre, Pa., passed away Monday, Jan. 11, 2016 at St. Elizabeth Medical Center, Utica, N.Y., following a motor vehicle accident. Larry was born in Sayre on November 5, 1946, the son of Reed M. Cooley and Eleanor L. Swain Cooley. He was a graduate of Sayre High School class of 1965 and was a proud member of the undefeated Sayre Redskins Football team. Following high school, Larry served in the U.S. Army during the Viet Nam War.
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