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Author: Michael Lokshin
Publisher: World Bank Publications
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
February 2001 An analysis of a field survey to investigate household decisions about schooling in rural Pakistan suggests that hiring more female teachers and providing more primary schools for girls closer to villages will improve the chances of rural Pakistani girls entering school and staying enrolled. Human capital investments in Pakistan are performing poorly: school enrollment is low, the high school dropout rate is high, and there is a definite gender gap in education. Sawada and Lokshin conducted field surveys in 25 Pakistani villages and integrated their field observations, economic theory, and econometric analysis to investigate the sequential nature of education decisions--because current outcomes depend not only on current decisions but also on past decisions. Their full-information maximum likelihood estimate of the sequential schooling decision model reveals important dynamics affecting the gender gap in education, the effects of transitory income and wealth, and intrahousehold resource allocation patterns. They find, among other things, that in rural Pakistan: * There is a high educational retention rate, conditional on school entry, and that male and female schooling progression rates become comparable at higher levels of education. * A household's human and physical assets and changes in its income significantly affect children's education patterns. Birth order affects siblings' competition for resources. * Serious supply-side constraints on village girls' primary education suggest the importance of supply-side policy interventions in Pakistan's rural primary education--for example, providing more girls' primary schools close to villages and employing more female teachers. This paper--a product of Poverty and Human Resources, Development Research Group--is part of a larger effort in the group to study the role of gender in the context of the household, institutions, and society. The authors may be contacted at
[email protected] or
[email protected].
Author: Michael Lokshin
Publisher: World Bank Publications
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
February 2001 An analysis of a field survey to investigate household decisions about schooling in rural Pakistan suggests that hiring more female teachers and providing more primary schools for girls closer to villages will improve the chances of rural Pakistani girls entering school and staying enrolled. Human capital investments in Pakistan are performing poorly: school enrollment is low, the high school dropout rate is high, and there is a definite gender gap in education. Sawada and Lokshin conducted field surveys in 25 Pakistani villages and integrated their field observations, economic theory, and econometric analysis to investigate the sequential nature of education decisions--because current outcomes depend not only on current decisions but also on past decisions. Their full-information maximum likelihood estimate of the sequential schooling decision model reveals important dynamics affecting the gender gap in education, the effects of transitory income and wealth, and intrahousehold resource allocation patterns. They find, among other things, that in rural Pakistan: * There is a high educational retention rate, conditional on school entry, and that male and female schooling progression rates become comparable at higher levels of education. * A household's human and physical assets and changes in its income significantly affect children's education patterns. Birth order affects siblings' competition for resources. * Serious supply-side constraints on village girls' primary education suggest the importance of supply-side policy interventions in Pakistan's rural primary education--for example, providing more girls' primary schools close to villages and employing more female teachers. This paper--a product of Poverty and Human Resources, Development Research Group--is part of a larger effort in the group to study the role of gender in the context of the household, institutions, and society. The authors may be contacted at
[email protected] or
[email protected].
Author: Yasayuki Sawada
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Human capital investments in Pakistan are performing poorly; school enrollment is low, the high school dropout rate is high, and there is a definite gender gap in education. The authors conducted field surveys in 25 Pakistani villages and integrated their field observations, economic theory, and econometric analysis to investigate the sequential nature of education decisions--because current outcomes depend not only on current decisions but also on past decisions. Their full-information maximum likelihood estimate of the sequential schooling decision model reveals important dynamics affecting the gender gap in education, the effects of transitory income and wealth, and intrahousehold resource allocation patterns. They find, among other things, that in rural Pakistan: 1) There is a high educational retention rate, conditional on school entry, and that male and female schooling progression rates become comparable at higher levels of education. 2) A household's human and physical assets and changes in its income significantly affect children's education patterns. Birth order affects siblings' competition for resources. 3) Serious supply-side constraints on village girls' primary education suggest the importance of supply-side policy interventions in Pakistan's rural primary education--for example, providing more girls' primary schools close to villages and employing more female teachers.
Author: Yasuyuki Sawada
Publisher:
ISBN:
Category :
Languages : en
Pages : 31
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Book Description
An analysis of a field survey to investigate household decisions about schooling in rural Pakistan suggests that hiring more female teachers and providing more primary schools for girls closer to villages will improve the chances of rural Pakistani girls entering school and staying enrolled.Human capital investments in Pakistan are performing poorly: school enrollment is low, the high school dropout rate is high, and there is a definite gender gap in education. Sawada and Lokshin conducted field surveys in 25 Pakistani villages and integrated their field observations, economic theory, and econometric analysis to investigate the sequential nature of education decisions - because current outcomes depend not only on current decisions but also on past decisions.Their full-information maximum likelihood estimate of the sequential schooling decision model reveals important dynamics affecting the gender gap in education, the effects of transitory income and wealth, and intrahousehold resource allocation patterns. They find, among other things, that in rural Pakistan:- There is a high educational retention rate, conditional on school entry, and that male and female schooling progression rates become comparable at higher levels of education.- A household's human and physical assets and changes in its income significantly affect children's education patterns. Birth order affects siblings' competition for resources.- Serious supply-side constraints on village girls' primary education suggest the importance of supply-side policy interventions in Pakistan's rural primary education - for example, providing more girls' primary schools close to villages and employing more female teachers.This paper - a product of Poverty and Human Resources, Development Research Group - is part of a larger effort in the group to study the role of gender in the context of the household, institutions, and society. The authors may be contacted at
[email protected] or
[email protected].
Author: Ghazala Mansuri
Publisher:
ISBN:
Category : Education attainment
Languages : en
Pages : 52
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Book Description
"Inequalities in access to education pose a significant barrier to development. It has been argued that this reflects, in part, borrowing constraints that inhibit private investment in human capital by the poor. One promise of the recent proposals to open international labor markets to allow for the temporary economic migration of low-skilled workers from developing to industrial countries is its potential impact on human capital accumulation by the poor. The large remittance flows from migrants to their communities of origin underscores this aspect of migration. However, migration can also transform expectations of future employment and induce changes in household structure that can exert an independent effect on the private returns to investment in human capital. The author explores the relationship between temporary economic migration and investment in child schooling. A key challenge is to deal appropriately with selection into migration. She finds that the potential positive effects of temporary economic migration on human capital accumulation are large. Moreover, the gains are much greater for girls, yielding a very substantial reduction in gender inequalities in access to education. Significantly, though, the gains appear to arise almost entirely from the greater resource flows to migrant households. The author cannot detect any effect of future migration prospects on schooling decisions. More significantly, she does not find any protective effect of migration-induced female headship on schooling outcomes for girls. Rather, female headship appears to protect boys at the cost of girls. "--World Bank web site.
Author: Cynthia B. Lloyd
Publisher:
ISBN:
Category : School enrollment
Languages : en
Pages : 52
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Book Description
Author: Hui Zhang
Publisher: Taylor & Francis
ISBN: 1000374564
Category : Business & Economics
Languages : en
Pages : 283
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Book Description
Drawing from global insights and the education supply and demand theory, this book investigates migrant children’s education in China, as well as the educational financial policies, which serves as both a background and possible solutions. From a comparative perspective, the education fiscal policies regarding issues with migrant/immigrant students and inequality in the United States and Europe were first examined, before comprehensive theoretical framework is constructed to evaluate the government and public schools’ input and migrant children’s educational demand in China. Their school choices, academic performances, educational choices and impact factors from the perspectives of class, gender, society and family are then discussed in depth. By tracing back to previous fiscal policies regarding migrant children in China and local policies in Beijing, Shanghai, Guangzhou and Shenzhen, the author further interrogates the existing challenges, possible strategies and solutions. This book will appeal to scholars of education economics, education policy, educational equality and those who're generally interested in Chinese education and society.
Author: Yasuyuki Sawada
Publisher:
ISBN:
Category : Electronic book
Languages : en
Pages :
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Book Description
Author: José Canals-Cerdá
Publisher: World Bank Publications
ISBN:
Category : Education
Languages : en
Pages : 49
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Book Description
Author: Maureen A. Lewis
Publisher: CGD Books
ISBN:
Category : Business & Economics
Languages : en
Pages : 260
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Book Description
Girls have achieved remarkable increases in primary schooling over the past decade, yet millions are still not in school. In their previous book, Inexcusable Absence, Maureen A. Lewis and Marlaine E. Lockheed reported the startling new finding that nearly threequarters of the girls who are not in school belong to ethnic, religious, linguistic, racial, or other minorities. In this companion volume, they further analyze the determinants of school enrollment, completion, and learning in seven countries: the highly heterogeneous populations of Laos, China, Pakistan, India, and Guatemala and the homogeneous populations of Bangladesh and Tunisia. The authors find that in ethnically and linguistically diverse populations, minority groups --minority girls in particular -- lag significantly behind the majority population in school attendance, while highly homogeneous populations like Bangladesh and Tunisia have successfully integrated girls into school on a par with boys. By increasing understanding about the major impediments to universal primary education, Exclusion, Gender and Education provides valuable new knowledge to those who are working to bring gender equity to the education systems of poor countries.
