Daniel Gilligan
Director, Poverty, Gender, and Inclusion Unit, IFPRI
Dan Gilligan is Director of the Poverty, Gender, and Inclusion Unit at the International Food Policy Research Institute (IFPRI). His research addresses the global challenges of poverty, food insecurity and malnutrition. Much of his research is based on rigorous impact evaluations of large-scale programs in social protection, humanitarian assistance, nutrition, education and agriculture to improve their effectiveness and to examine the economics and intrahousehold gender dynamics that shape their impacts. He has conducted more than 25 impact evaluations in Sub-Saharan Africa, South Asia and Latin America. From 2013 to 2016, he was Adjunct Professor in the McCourt School of Public Policy at Georgetown University. He is a member of the Board of The Micronutrient Forum. His research has been featured in The New York Times, the Economist, The Atlantic online, and in blogs at VoxDev, the World Bank, and The Guardian. He holds a PhD in Agricultural and Resource Economics from the University of Maryland.
Recent work by Daniel Gilligan
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Can cash and therapy work in conflict settings?
A randomised evaluation of a cash and psychological intervention in Ethiopia shows that the joint intervention is needed to improve both mental health and economic outcomes, but the effectiveness of the combined intervention is attenuated by active c...
Published 15.04.26
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Can simpler, cheaper graduation programmes still deliver?
A randomised evaluation of a lower-cost graduation-style programme in rural Ethiopia finds modest gains in savings and livestock income but no sustained improvements in consumption or food security, suggesting that smaller transfers and lighter suppo...
Published 25.03.26
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Do ultra-poor graduation programmes build resilience against droughts? Evidence from rural Ethiopia
A relatively light-tough graduation model serves to buffer households - and women in particular - from the adverse effects of drought in Ethiopia
Published 23.02.24
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What happens when you incentivise primary education in Uganda
Incentives that hold teachers accountable for achievement can increase education attainment when paired with adequate instructional resources
Published 12.08.19