This paper uses a unique micro panel dataset of Brazilian students to investigate the impact of working while in school on learning outcomes. The potential endogeneity is addressed through the use of difference-in-difference and instrumental variable estimators.
... Voir la suite A negative effect of working on learning outcomes in math and Portuguese is found. The effects of child work range from 3 to 8 percent of a standard deviation decline in test score, which represents a loss of about a quarter to a half of a year of learning on average.
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Document de travail de recherche sur les politiques WPS6904 JUN 01, 2014
Emerson, Patrick M.; Ponczek, Vladimir; Portela Souza, Andre
The objective of the Early Childhood Development Education for Floating Villages Project for Cambodia is to improve access to quality Early Childhood Care and Development (ECCD) services through community and home-based programs for 0 to 5-year-olds, particularly for those from disadvantaged background, in the targeted areas.
... Voir la suite Negative impacts include: dust, air quality, water quality, waste management, asbestos management, and loss of ecology. Mitigation measures include: suppress dust during pneumatic drilling by ongoing water spraying and/or installing dust screen enclosures at site; during operations the engine covers of generators, air compressors and other powered mechanical equipment should be closed, and equipment placed as far away from residential areas as possible; mineral construction wastes will be separated from general refuse, organic, liquid and chemical wastes by on-site sorting and stored in appropriate containers; if the building is a designated historic structure, very close to such a structure, or located in a designated historic district, notify and obtain approval/permits from local authorities and relevant Ministries and address all construction activities in line with local and national legislation; and temporarily storage on site of all hazardous or toxic substances will be in safe containers labeled with details of composition, properties and handling information.
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This report presents a comprehensive diagnostic assessment of Bulgaria's workforce development (WfD) policies and institutions. The results are based on a new World Bank tool designed for this purpose, SABER-WfD.
... Voir la suite SABER-WfD is part of the World Bank's initiative on Systems Approach for Better Education Results (SABER) whose aim is to provide systematic assessment and documentation of the policy and institutional factors that influence the performance of key areas of national education and training systems. The SABER-WfD tool encompasses initial, continuing and targeted vocational education and training that are offered through multiple channels and focuses largely on programs at the secondary and post-secondary levels.
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This is a statement by Mr. Anthony Lake, Executive Director at the eighty-ninth meeting of the Development Committee held on April 12, 2014. Five years after the global financial crisis, the economic outlook is brightening: growth is picking up in both developing countries and high-income economies.
... Voir la suite But inequalities and poverty persist in all countries. Over a billion people continue to live on less than $1.25 a day. Inequalities within and between countries are growing, thereby threatening economic development and poverty reduction efforts. Children are among the most vulnerable to the effects of poverty and inequalities. Investing in them in particular in the most vulnerable is a strategic way to build a brighter future for all, and for generations to come.
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Cash transfer programs are widely used in settings where child labor is prevalent. Although many of these programs are explicitly implemented to improve children's welfare, in theory their impact on child labor is undetermined.
... Voir la suite This paper systematically reviews the empirical evidence on the impact of cash transfers, conditional and unconditional, on child labor. The authors find no evidence that cash transfer interventions increase child labor in practice. On the contrary, there is broad evidence that conditional and unconditional cash transfers lower both children's participation in child labor and hours worked and cushion the effect of economic shocks that may lead households to use child labor as a coping strategy. Boys experience particularly strong decreases in economic activities, girls in household chores. The findings underline the usefulness of cash transfers as a relatively safe policy instrument to improve child welfare, but also point to knowledge gaps, for instance regarding the interplay between cash transfers and other interventions, that should be addressed in future evaluations to provide detailed policy advice.
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Document de travail de recherche sur les politiques WPS6826 MAR 01, 2014
Research from the United States shows that gaps in early cognitive and noncognitive abilities appear early in the life cycle. Little is known about this important question for developing countries.
... Voir la suite This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, the paper uses the same measure of receptive language ability for all five countries. It finds important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where panel data to follow children over time exists, there are few substantive changes in scores once children enter school. These results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on the measure of cognitive development.
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Document de travail de recherche sur les politiques WPS6779 FEB 01, 2014
This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment.
... Voir la suite The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.
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Document de travail de recherche sur les politiques WPS6794 FEB 01, 2014
This is a statement by Ms. Geeta Rao Gupta, Deputy Executive Director of UNICEF, at the eighty-eighth meeting of the Development Committe held on October 12, 2013.
... Voir la suite She starts describing briefly about as the development committee meets, global economic prospects remain subdued. Inequalities continue to affect all dimensions of human life, while fragility and conflict still undermine the well-being of too many. Children everywhere remain among the most vulnerable. At the same time, we know that healthy and prosperous economies start with healthy children born to healthy women. The aim of eradicating extreme poverty by 2030 is important for children as they bear a disproportionate risk of being extremely poor. Children are also over-represented in the bottom 40 per cent of the population in the majority of developing countries. Improving the well-being of children today leads to more prosperous generations in the future. A growing body of evidence shows that a substantial degree of poverty persists across generations. Fragile and conflict-affected states have the longest and hardest way to go in achieving development goals. It is estimated that by 2025 five-sixths of the world's poor will live in Africa, a continent suffering from some of the most intractable conflicts. UNICEF welcomes the World Bank Group strategy's emphasis on partnering with the United Nations in fragile and conflict-affected states. As fragilities arise and global economic indicators fluctuate, our collective commitment to child rights and well-being should not waver.
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This brief summarizes the results of a gender impact evaluation study, Can Conditional Cash Transfer (CCT) programs serve as safety nets in keeping children at school and from working when exposed to shocks?
... Voir la suite , Conducted the program started in 1997 and still exists today in Sri Lanka. The study observed that Income shocks on poor households are known to induce parents to take their children out of school and send them to work when other risk-coping instruments are insufficient. CCT programs, where the condition is on school attendance, have been shown to be effective in increasing educational achievements and reducing child work. Shocks are highly prevalent and children have irregular periods of school enrollment. Children who are taken out of school are less likely to re-enroll.
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This brief summarizes the results of a gender impact evaluation study, entitled Children's schooling and work in the presence of a conditional cash transfer program in rural Colombia, conducted between 2001 and 2003 in Colombia.
... Voir la suite The study observed the impact of familias en accion, a conditional cash transfer program implemented in rural areas in Colombia since 2002, on school enrolment and child labor on the child level. The program increased enrollment rates of 14 to 17 year old children substantially, between 5 and 7 percentage points. It also increased the already high enrollment rates of 8 to 13 year old children by between 1 and 3 percentage points. The impacts on child labor are greatest for younger children, whose domestic work decreased by 10 to 13 point but participation in income-generating work did not change significantly. Funding for the study derived from the Inter-American Development Bank (IDB).
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This brief summarizes the results of a gender impact evaluation study, entitled Does child labour displace schooling? Evidence on behavioral responses to an enrollment subsidy, conducted between 1995 and 1996, in Bangladesh.
... Voir la suite The study observed that the subsidy increases schooling, but its effect on child labour is ambiguous. The subsidy increased schooling by far more than it reduced child labour. Substitution effects helped protect current incomes from the higher school attendance induced by the subsidy. Substitution effects helped protect current incomes from the higher school attendance induced by the subsidy. The reduction in the incidence of child labour by boys (girls) represents about one quarter (eighth) of the increase in their school enrollment rate.
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This brief summarizes the results of a gender impact evaluation study, entitled Does money matter? : the effects of cash transfers on child health and development in rural Ecuador, conducted in 2003 in Ecuador.
... Voir la suite The study observed the impact of government-run cash transfer program targeted to poor mothers in rural Ecuador on the health and development of their children on the child level. Relatively modest unconditional cash transfers raised the hemoglobin levels of the poorest children, improved fine motor control, improved cognitive outcomes, and led to a reduction in reported behavioral problems. Program effects on cognitive development were generally larger for girls than boys, and for children with more highly-educated mothers but differences by child gender are not big, and are precisely estimated. The implied program effects are much larger than will be expected from the cross-sectional elasticities of outcomes with respect to expenditures for households in the control group. The findings suggest that these gains may have been accomplished though better nutrition and the use of de-worming medication, although not through the use of growth monitoring check-ups and better parenting. Funding for the study derived from the Center for Economic and Policy Studies at Princeton University, the Government of Ecuador, and The World Bank.
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This brief summarizes the results of a gender impact evaluation study, entitled Early childhood development through an integrated program : evidence from the Philippines, conducted in 1999 in Philippines.
... Voir la suite The study observed the impact of early childhood development (ECD) to control a variety of observed characteristics measured at the municipality, barangay, household, and child level and unobserved fixed characteristics, with differential impacts by age of children and duration of exposure to the program on the child level. For children exposed to the program there is a statistically significant positive impact on outcomes related to child cognitive, social, motor skills, language development, and short term nutritional status. The program impacts tend to increase with duration. Younger children experienced greater impacts. Funding for the study derived from the National Institutes of Health or Fogarty International Center, National Institute of Child Health and Human Development (NICHD), Office of Behavioral and Social Science Research, the Global Development Network, the Department of Social Welfare and Development of the Government of the Philippines, the World Bank Research Support Budget, and NICHD postdoctoral training fellowship at the University of Michigan.
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This brief summarizes the results of a impact evaluation study, entitled Educational and health impacts of two school feeding schemes, conducted between 2006 and 2007 in Burkina Faso.
... Voir la suite The study observed the impact of two school feeding schemes on health and education outcomes for children from low-income households in northern rural Burkina Faso on the student level. Among children between 6 and 15 years, new enrollment increased by 6.2 percent overall and by 5.6 percent for girls in villages which were randomly selected to receive take home rations (THR). New enrollment for girls increased by 5 percent in villages that received school meals. While both interventions were successful in increasing new enrollment, the impact is confined to younger children. There is no evidence that THR targeting girls crowds out boys registration. There was a significant gain in test scores for girls in school meals villages and these gains are confined to older girls in school meals villages (13 to 15 years old). There was no significant impact overall on boys, but there was a negative and statistically significant effect on older boys in the school meals villages. There was no discernible impact on cognitive outcomes. Overall, results suggest the program had no impact on boys' attendance and leads to relatively lower attendance among girls. Overall, the interventions did not eliminate child labor, but instead altered the allocation of child labor (especially among girls) away from productive activities and more toward domestic activities which the children may be more able to combine with school activities. For children between 6 and 60 months who were not in school, THR have increased weight-for-height by 0.33 standard deviations and weight-for-age by 0.38 standard deviations. Overall, both programs improved enrollment with THR having positive spillovers onto younger children, and results also suggest that food redistribution within the household tend to favor boys over girls. Funding for the study derived from the Spanish Impact Evaluation Fund.
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Fiche 81309 AUG 14, 2013
Kazianga, Harounan; de Walque, Damien; Alderman, Harold
Using a panel survey, this paper investigates how the increase in food prices in Pakistan in 2008-2010 affected children's school enrollment and labor.
... Voir la suite The causal identification relies on geographical variations in the price of food (wheat). The results show that the negative impacts of food price increase on school enrollment differ by gender, economic status, and the presence of siblings. The negative effects on school do not directly correspond to the increase in child labor because the transition from being idle to labor activity or from school to being idle are significant, particularly among the poor girls. The results also show that children in households with access to agricultural land are not affected by higher food prices. The analyses reveal a more dynamic picture of the impact of food price increase on child status and contribute to broader policy discussion to mitigate the impact of crises on children's education.
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Document de travail de recherche sur les politiques WPS6566 AUG 01, 2013
Over the past decade Indonesia has experienced economic growth, reduced poverty, and continued progress towards many of the Millennium Development Goals (MDGs).
... Voir la suite However, for poor families, national economic improvements have brought only modest gains in health and education. Poverty and the lack of related opportunities continue to challenge the development, school readiness, and educational progress of many of Indonesia's children. International evidence underscores the importance of the early years and the value of early intervention as a tool to mitigate the negative effects of poverty on children's short-and long-term outcomes. Working together, the Government of Indonesia and the World Bank created the Early Childhood Education and Development (ECED) project to: increase integrated ECED service delivery through community-driven mechanisms in targeted poor communities; develop a sustainable system for ECED quality; and establish effective program management, monitoring, and evaluation. To reach these objectives, project teams implemented multiple activities, including ECED policy development and capacity-building efforts at central and local levels of government, sensitization about the importance of ECED within villages, training of community members to serve as ECED teachers, and monitoring and evaluation of project activities.
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Over the past decade Indonesia has experienced economic growth, reduced poverty, and continued progress towards many of the Millennium Development Goals (MDGs).
... Voir la suite However, for poor families, national economic improvements have brought only modest gains in health and education. Poverty and the lack of related opportunities continue to challenge the development, school readiness, and educational progress of many of Indonesia's children. International evidence underscores the importance of the early years and the value of early intervention as a tool to mitigate the negative effects of poverty on children's short-and long-term outcomes. Working together, the Government of Indonesia and the World Bank created the Early Childhood Education and Development (ECED) project to: increase integrated ECED service delivery through community-driven mechanisms in targeted poor communities; develop a sustainable system for ECED quality; and establish effective program management, monitoring, and evaluation. To reach these objectives, project teams implemented multiple activities, including ECED policy development and capacity-building efforts at central and local levels of government, sensitization about the importance of ECED within villages, training of community members to serve as ECED teachers, and monitoring and evaluation of project activities.
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Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of Early Childhood Education and Development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives.
... Voir la suite The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. ECED services are privately provided in multiple formats intended to cater to distinct age groups, and several different government ministries regulate the services. These arrangements underscore the continuing challenges in coordinating services and ensuring high quality across service providers. This book uses Indonesian data to answer five questions with significance for research, policy, and practice within and beyond Indonesia: (1) shat does global evidence tell us about the importance of ECED, and what policies and programs has Indonesia implemented to promote ECED?; (2) what is the pattern of development among young children in poor villages in Indonesia, and how is that development linked with their families' characteristics and the ECED services typically available to them?; (3) what were the processes and challenges of implementing a community-driven ECED project across 50 poor districts in Indonesia?; (4) what can be learned from the short-term results of a randomized evaluation of the project's impact on childrens development?; and (5) what insights can be derived from this body of research to inform future policies and practices in Indonesia and beyond? With support from the World Bank and other development partners, the government has provided new early childhood services in 6,000 poor communities across 50 districts in the country. The lessons from this experience are focused in this book.
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Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of Early Childhood Education and Development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives.
... Voir la suite The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. ECED services are privately provided in multiple formats intended to cater to distinct age groups, and several different government ministries regulate the services. These arrangements underscore the continuing challenges in coordinating services and ensuring high quality across service providers. This book uses Indonesian data to answer five questions with significance for research, policy, and practice within and beyond Indonesia: (1) shat does global evidence tell us about the importance of ECED, and what policies and programs has Indonesia implemented to promote ECED?; (2) what is the pattern of development among young children in poor villages in Indonesia, and how is that development linked with their families' characteristics and the ECED services typically available to them?; (3) what were the processes and challenges of implementing a community-driven ECED project across 50 poor districts in Indonesia?; (4) what can be learned from the short-term results of a randomized evaluation of the project's impact on childrens development?; and (5) what insights can be derived from this body of research to inform future policies and practices in Indonesia and beyond? With support from the World Bank and other development partners, the government has provided new early childhood services in 6,000 poor communities across 50 districts in the country. The lessons from this experience are focused in this book.
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Publication 78484 JUN 11, 2013
Hasan, Amer; Hyson, Marilou; Chang, Mae Chuanglais
This report is a case study of the Early Childhood Education and Care (ECEC) project 'a good start: scaling-up access to quality services for young Roma children' (hereafter, 'A Good Start' or 'AGS'), implemented by local partner organizations of the Roma Education Fund.
... Voir la suite It follows the companion report 'toward an equal start: closing the Early Learning Gap for Roma Children in Eastern Europe' (World Bank, 2012), which provided an assessment of the preschool and early learning gap between Roma and their non-Roma neighboring children using the UNDP/World Bank/EC regional Roma survey (2012) data. The objective of this report is to learn from the practical experiences by the AGS project and thus to provide practical insights for policy makers and program managers designing Early childhood and care services promoting inclusion of Roma children and their families. The annex at the end of this case study provides an overview of some other practical resources. By no means a comprehensive list, it includes information on early childhood education and care training materials and projects, which have been designed to benefit young Roma children, as well as examples of information on tools and methodologies to improve the quality of ECEC for minority or other disadvantaged children more generally. REF, in collaboration with its international partners, has also developed several useful resources based specifically on the AGS experience. These include (i) case studies that were developed to explain the different methods used to help the children and their families, (ii) 'a teacher's guide to good practices in inclusive early childhood services', and (iii) a 'good practice guide to data collection.
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Document de travail 83117 JUN 11, 2013
Asenov, Rosen; Jasarevic, Marijana; Laat, Joost de; Kits, Barbara