Many of the measures on quantifying progress by countries towards reducing income inequality have focused on indices that measure trends in inequality over time (Gini coefficient for example) and compare countries without considering the differences between their socioeconomic structures.

However, these indices do not paint the complete picture about how countries are performing, especially when compared to one other in achieving Sustainable Development Goals and what policies and investments may be needed to support them. This research project will provide an alternative measurement of income inequality by taking into account the developing countries’ structural or predetermined conditions (mineral assets, type of institutions etc.) in assessing their progress towards reducing inequality and the impacts of climate change. 

The project focuses on the following objectives: 

1. Firstly, it will compare each country with its potential to reduce income inequalities by measuring the scope for improvement for each country at every year. This will allow a better understanding of the key factors that hinder a country’s effort and performance in reducing inequalities and of the policy and investments that are needed to tackle inequalities more efficiently.
2. Secondly, it will investigate how climate – temperature, precipitation and extreme weather events– influence the efficiency of countries in combining inputs to reduce inequality.
3. Thirdly, it will look at adaptation or intensification effects across regions, particularly in LDCs and SIDS and will identify the needed scale of investments.

Building on a panel database on 145 countries, including countries from Least Developed Countries (LDCs) and Small Island Developing States (SIDS) from 2000-2020, the project will use a stochastic frontier approach, an economic modelling technique, to estimate feasible frontiers for income inequality for each country and year.

You will find below the different research papers related to this project:

• Reducing Inequalities Despite Climate change? Rethinking Progress Towards Reducing Income Inequalities and the Impact of Climate Change in Developing Countries

While there is mounting evidence that the Covid-19 pandemic has increased socioeconomic inequality, there is still a need to understand the exact channels of impact and what role the policy response has played in different contexts. It is also necessary for governments to be clear about the efficiency of the type of policies they have implemented throughout this period, in terms of the redistributive and/or regressive effect both from an inequality and poverty perspective. Indeed, we know that the amount of additional social spending (excluding health) implemented during the pandemic reached almost 3% of GDP in Colombia and only 0,2% in Mexico. However, research has not yet demonstrated whether the redistributive policies introduced by the Mexican and Colombian governments in response to the Covid-19 crisis have had any positive effect on the distribution of economic and social resources in these two countries.

The project will seek to understand what has been the redistributive impact of social and fiscal policy in Mexico and Colombia, in the context of the policies implemented during the Covid-19 pandemic.

This research project will be conducted as follows: 

1. Using the framework of the Commitment to Equity (CEQ) methodology, an analysis aiming to differentiate what has been the progressivity or regressivity of the policies implemented during the Covid-19 pandemic will be conducted. This analysis will take into account the main beneficiary groups of these policies and will include a comparison between the budget amount and the efficiency of the policies identified in terms of inequality and poverty reduction.  
2. A desktop analysis of the decision-making will also be carried out to understand how the redistributive effects of the policies implemented were envisaged by the governments. 

The results of this project are presented in the following research paper: Promoting a More Progressive Approach - Evaluating the Impact of Social and Fiscal Policies in Mexico and Colombia amidst the Covid-19 Pandemic (2025)

This research paper analyzes the redistributive impact of some fiscal policies and social programmes (direct taxes and transfers) before and after the pandemic Crisis in Mexico and Colombia, following the CEQ methodology. 

Download the paper

Climate change education (CCE) encompasses school and out-of-school activities that: teach skills and knowledge about climate change mitigation (such as sustainable lifestyles) and adaptation (such as disaster risk reduction); promote safe and sustainable learning spaces; actively engage communities as agents of change; and strengthen collaboration between policy makers and researchers in education and climate. It can take different forms (laboratory activities, school projects, etc.).

Despite the growing number of scientific studies on CCE, the concrete effects of these educational interventions remain uncertain. This is why, following a call for research proposals, AFD has selected two projects for systematic reviews of the existing literature and its main gaps: 

1. The first project focuses on the effects of climate change education on the knowledge, attitudes and behaviours of schoolchildren and their entourage; it is carried out by a team of researchers from the departments of psychology and natural sciences of the University of Rosario in Colombia.
2. The second focuses on the effects of climate change education on behaviour and norms; it is led by a team of researchers from the Groupe d’Analyse et de Théorie Economique (GATE-CNRS) and the Department of Experimental Economics at the University of Rosario in Colombia.

The study conducted by the University of Rosario analyses the impacts of climate change education according to the type of intervention (“traditional”, immersive, innovative teaching activities, etc.) and the strategies mobilized (based on knowledge, habits, emotions…). It aims to assess the effects of these different interventions on the knowledge, attitudes and behaviours of preschool and school-age children and their entourage, with a focus on their sociodemographic characteristics. 

The study led by GATE-CNRS examines the impact of climate change education on the behaviours and the social norms that shape behaviors and expectations  of children and young adults within society, through the prism of behavioral sciences. It aims to identify educational activities and content that promote changes in social norms, as well as possible cognitive biases and cultural and normative barriers. This systematic review will be supplemented by a research experiment conducted by GATE-CNRS.

Both research projects are based on systematic reviews, namely rigorous and reproducible syntheses of the results of all existing original studies answering the same research question, which makes it possible to identify, select, evaluate and summarize primary studies, data and research findings on this issue.

The study led by the University of Rosario adopts the PIO (Population, Intervention, Results) methodology, which helps in the formulation of the research question and the realization of bibliographic research. A comparative analysis is then conducted to assess the effects of education on different populations (for example, younger students versus older students, etc.).

The study conducted by GATE-CNRS uses the PICO (Population, Intervention, Comparison, Result) approach, in which a comparative analysis allows to evaluate the most popular, effective or reliable types of interventions from a methodological point of view, behaviours and social norms, with a focus on intervention contexts. An experimental study conducted in France and Colombia will then aim to fill some gaps observed in the literature by testing two hypotheses: 

1. immersive educational activities are more effective than traditional activities in inducing pro-environmental behaviours and normative changes;
2. the level of adherence to norms and civic engagement in both countries result in a different propensity to engage.

Each of the two research projects resulted in a “Policy Dialogue” publication, presented at COP28, as well as a research paper published in the collections of Editions Agence française de développement. The project of the GATE-CNRS team will also give rise to a second research paper presenting the results of the field experiment.

A webinar from the “Research Conversations” series, held in April 2025 to present the latest findings, is available for replay (in French with English subtitles):

The two systematic literature reviews highlight gaps in research on climate change education, but also some promising results for this area of intervention.

The study conducted by the University of Rosario highlights, among other things, the omission of the gender equality lens, the difficulties in analyzing the effectiveness of long-term interventions, and the fact that research focuses more on the effects on knowledge than on behaviour. The study also highlights that the most relevant interventions are those that mobilize innovative pedagogies, that are based on information drawing on personal experiences, and that generate positive emotions, while those based on negative emotions can have counterproductive effects.

The study led by the GATE-CNRS finds that the types of intervention are very diverse. Projects based on concrete activities, those that combine several types of interventions and those that involve several stakeholders (teachers, students, etc.) lead to more convincing results. The study also highlights the very small amount of work that focuses on social norms; the fact that this research is conducted mainly in high-income countries and in urban areas; and that it focuses on recycling and waste behaviours, easily observable, neglecting behaviours with a greater impact on climate (transport, etc.).

The results of the experimental study are expected by the end of 2025.

• Dr. Cecilia Poggi, Research Officer, AFD
• Dr. Linda Zanfini, Research Officer, AFD
• Dr. Benjamin Quesada, Associate Professor, Earth System Science Director, Research Group Leader "Interactions Climate-Ecosystems" (ICE), University of Rosario (Colombia)
• Dr. Fabio Galeotti, CNRS researcher at the Groupe d’Analyse et de Théorie Economique Lyon St-Etienne (GATE), Head of the 'Experimental economics' research group at GATE (France)