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Michelle Kaffenberger

Michelle Kaffenberger

Director of Evidence Translation

Michelle Kaffenberger is the Director of Evidence Translation for the What Works Hub for Global Education, University of Oxford, and a Senior Fellow with the McCourt School of Public Policy, Georgetown University. Michelle conducts research and leads innovative evidence synthesis and translation efforts focused on making research on improving foundational learning actionable for policymakers and practitioners. She provides strategic leadership and management to the evidence translation team and workstreams and contributes to cross-programme learning, strategic partnerships, and policy engagement.

Previously, Michelle was Deputy Director of Research and Research Fellow with the RISE Programme at the University of Oxford, where she conducted research on improving education system alignment for learning, and led strategy, programmatic and research activities. Michelle has also served as Senior Research Advisor with the World Bank, helping launch a new global partnership for social protection system reform. She has consulted for and advised bilateral and multilateral organisations, major philanthropic donors, non-governmental organisations, and private sector actors. Her research has been covered by the Economist, Financial Times, CNN, and national newspapers in Kenya, Tanzania, and Indonesia (among others).

Michelle began her career establishing a new base of operations for an international nonprofit in Darjeeling, India. She holds a PhD in Global Development from the University of East Anglia, an MA in Development Economics from Vanderbilt University, and a BA in Political Science from Ohio University. Michelle is based in Washington, DC.

Related resources

Blog

Universal foundational learning could unlock $196 trillion in GDP
23 January 2026

Brad Wong, Bryce Everett, Michelle Kaffenberger and Victoria Egbetayo

Cross-country, Global
This blog explores how a new insight note models the transformative economic and social impacts of achieving near-universal foundational literacy. Read more

Insight note

Achieving universal foundational learning could increase global GDP by $196 trillion over 20 years
19 January 2026

Michelle Kaffenberger, Brad Wong, Bryce Everett and Victoria Egbetayo

Cross-country, Global
This study models the global impacts of achieving universal foundational learning, defined as 90% of children able to read at minimum proficiency by age 10, across 114 countries between 2031 and 2050. The analysis projects major benefits on economic growth, tax revenue generation, education, employment, health and gender equality. Read more

Working paper

Core components of teaching at the right level
14 January 2026

Michelle Kaffenberger, Noam Angrist, Yue-Yi Hwa, Heather Leigh Kayton, Matthew Jukes and Jonathan Stern

This working paper unpacks the black box of proven teaching at the right level programmes into a set of ‘core components’ by systematically combining multiple sources of rigorous evidence with implementer insights. Read more

Podcast

Prioritizing and improving foundational learning
21 November 2025

Michelle Kaffenberger

Cross-country
In this FreshEd podcast, Michelle Kaffenberger discusses how to strengthen foundational learning in low- and middle-income countries, highlighting evidence-based strategies and system-level change. This episode was recorded at the Development and Education Conference in Melbourne, Australia. Read more

Blog

Ensuring education policy translates into practice: the role of the middle tier in government
18 November 2025

Bea Ani-Asamoah, Clio Dintilhac, Noam Angrist, Michelle Kaffenberger, Felicity Burgess, Joe DeStefano and James Wilkinson

Cross-country
This blog introduces the Middle Tier Implementation Research Initiative, a  partnership between Brink, the What Works Hub for Global Education and the Gates Foundation that aims to bring the middle tier into focus. Read more

Blog

Scale, sustainability and supporting the system: reflections on maximising impact when resources are tight
20 October 2025

Noam Angrist, Rachel Hinton, Dhir Jhingran, Michelle Kaffenberger, Anustup Nayak, Armando Ali, Marla Spivack, Jonathan Stern, Titus Syengo, Cath Elliston, Rebecca Trupin and Swathi Attavar

Cross-country
Challenges around foundational learning have persisted for decades, but new fiscal pressures have brought added urgency to the task of improving education outcomes. Alongside the 2025 UKFIET conference in Oxford, experts from our Community of Practice working across the global education sector shared their reflections. Read more

Blog

From design to delivery: Scaling structured pedagogy in government systems
3 October 2025

Kholosa Nonkenge, Stephen Taylor, Dhir Jhingran, Michelle Kaffenberger, Veerangna Kohli and Swathi Attavar

Evidence use
The first What Works Hub for Global Education Community of Practice webinar, brought together South Africa’s Department of Basic Education (DBE) and India’s Language and Learning Foundation (LLF), on the theme of implementing structured pedagogy at scale integrated in government systems. Read more

Blog

Doing more with less: Why foreign aid should prioritise foundational learning now
3 September 2025

Noam Angrist, Pia Britto, Stefan Dercon, Michelle Kaffenberger, Dean Karlan and Ben Piper

Global, General
Cuts to global education funding will forgo at least $100 billion in lifetime earnings. Supporting national governments to leverage domestic financing to improve foundational learning should be a priority for the development assistance that remains, given that evidence-based education solutions offer huge returns. Read more

Synthesis brief

The benefits of foundational learning to individuals and society: a review of the evidence
13 May 2025

Michelle Kaffenberger, Sarah Melville and Madhuri Agarwal

Evidence translation, Literature review
This brief reviews the limited but growing evidence on learning achievements, particularly foundational learning achievements, and later individual and societal outcomes. Read more

Blog

5 insights from a survey on stakeholders’ evidence needs
22 April 2025

Madhuri Agarwal, Michelle Kaffenberger and Lily Kilburn

Evidence translation, General
This blog highlights five takeaways from the new insight note, ‘Demand-driven evidence to improve foundational learning: insights from a stakeholder survey’, which explores the education topics stakeholders consider most important. Read more

Discover more

Young female student with notebook. Photo by Apex 360, Unsplash.

What we do

Our work will directly affect up to 3 million children, and reach up to 17 million more through its influence.

Teacher sits on the floor with group of students. Photo by Husniati Salma, Unsplash.

Who we are

A group of strategic partners, consortium partners, researchers, policymakers, practitioners and professionals working together.

Children reading. Photo by Andrwe Ebrahim, Unsplash.

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