The Impact of Adult Mortality and Parental Deaths on Primary Schooling in North-Western Tanzania

Mortality of parents and other adults due to the African AIDS epidemic could reduce children's primary schooling by reducing households' ability to pay fees, raising the opportunity cost of children's time, and leaving orphaned children with guardians who care less about their education than would their parents. This study measures the impact of adult deaths and orphan status on primary school attendance and hours spent at school using a panel household survey from north-western Tanzania, an area hard-hit by the AIDS epidemic. Attendance was delayed for maternal orphans and children in poor households with a recent adult death; there was no evidence that children 7-14 dropped out of primary school due to orphan status or adult deaths. However, among children already attending, school hours were significantly lower in the months prior to an adult death in the household and seemed to recover following the death. In addition, girls sharply reduced their hours in school immediately after losing a parent. Improvements in school quality and better access to secondary education would improve outcomes for all children, including those affected by adult AIDS mortality. Beyond that, public policy needs to focus on the special schooling constraints faced by children affected by adult deaths, both in terms of increased opportunity costs of their time and the psychological impacts, with an eye to how they might be mitigated and at what cost.     

The Impact of the AIDS Epidemic on Teachers in Sub-Saharan Africa

This is the first of two articles that consider the impact of the AIDS epidemic on the education sector in sub-Saharan Africa. Teachers are regularly singled out as being particularly vulnerable to HIV infection and as such they are considered to be a ' high-risk group'. However, this study presents recent evidence from high HIV prevalence countries in eastern, central and southern Africa that suggests that this is not the case. Teacher mortality rates are considerably lower than those for the adult population as a whole. Furthermore, while demographic projections show AIDS-related mortality for teachers increasing very sharply during the next 5-10 years, teacher mortality rates are in fact declining in a number of high prevalence countries mainly as a result of behaviour change and the increasing availability of anti-retroviral drugs. The second article critically reviews the available evidence on the impact of the epidemic on the education of orphans and other directly affected children.     

Impact of Shocks on Labour and Schooling Outcomes and the Role of Public Work Programmes in Rural India

The effectiveness of the National Rural Employment Guarantee Scheme (NREGS) on rural labour market dynamics in India has been widely debated in the literature. However, the impact of the NREGS on non-agricultural labour market and children schooling outcomes in reference to exogenous rainfall shock is unclear from the existing literature. This paper exploits the Indian National Sample Survey and rainfall measures from the precipitation archive of the University of Delaware to investigate the role of the NREGS in the labour market and schooling outcomes of children during shocks. Using a difference-in-differences methodology, we focus on disaggregated shock specification and find a shock-cushioning pattern for the NREGS during negative shocks. However, there is an excess demand for labour during positive shock periods resulting from exposure to the NREGS. The implication is that the excess informal labour market opportunity translates to a reduction in school engagement for children. These findings summarily distinguish the role of the NREGS during positive and negative shocks respectively.     

Unbalanced Development: The Origin of Korea's Self-Employment Problem from a Comparative Perspective

Full-day schooling was introduced in Vietnam to deal with the lack of instructional time in primary education compared to international standards. Yet full-day schooling could impact educational inequality by filling the gap in instructional time between children from different family backgrounds, given that well-off families tend to offset the lack of instructional time with private tutoring. This paper draws on data from the 2011–2012 Young Lives School Survey to investigate whether the massive rollout of full-day schooling in recent years could improve equality of opportunity in Vietnam. First, it examines the variation in instructional time and school resources between pupils with and without full-day schooling from different social backgrounds. It then investigates the learning progress associated with full-day schooling across social backgrounds. The paper suggests that full-day schooling has not narrowed the inequality of opportunity in learning achievement at this stage of its implementation.     

Virtuous Interactions in Removing Exclusion: The Link between Foreign Market Access and Access to Education

We outline a methodology which aims to give an answer to the widespread demand of impact analyses by regulators or by funding agencies which need to evaluate the current and past performance of development projects and may lack time series evidence. We devise a retrospective panel data approach to evaluate the dynamics of the effects of fair trade affiliation on the schooling decisions of a sample of Thai organic rice producers across the past 20 years. We find that the probability of school enrolment in families with more than two children is significantly affected by fair trade affiliation years. We try to ascertain whether our finding is robust to endogeneity of producers' choices of local cooperative affiliation and adoption of organic techniques. The significant difference between pre- and post-fair trade affiliation performance documents that fair trade participation generates a significant break in the schooling decisions of affiliated households.     

Schooling Costs and Child Work in Rural Pakistan

A conventional argument in the child–labour debate is that improvements in access to schools are an effective way to reduce the labour force participation of children. It is argued that schooling competes with economic activity in the use of children's time, and enhanced access to schools, interpretable as reduction in schooling costs, may raise school attendance at the expense of child labour. In this article, we draw a distinction between child labour within the household (intra-household) and child work in the labour market (extra-household), and examine the separate effects of schooling costs upon these two types of child labour in rural Pakistan. Consistent, at least in part, with our theoretical framework, we find that extra-household child labour and schooling costs are positively related whereas intra-household child labour is insensitive to changes in the costs of schooling. Our results suggest that reduction in schooling costs will have limited success in the abatement of child labour in rural Pakistan.     

Girl Power: Stipend Programs and the Education of Younger Siblings

We examine the effects of the schooling of girls on the education of their younger siblings. To examine the causal effect of the education of older children on their younger siblings, we use the introduction of a gender-targeted conditional cash transfer program – the Female Secondary School Stipend Program (FSSSP) in Bangladesh. We find that an additional year of schooling of older siblings increases schooling of their younger siblings by 0.13 years. The stipend program accounts for about a 10 per cent increase in the schooling of younger siblings. The results suggest that stipend programs can bring both short- and long-term gains, not only via direct benefits to affected children, but also via indirect benefits to their siblings.     

The Impact of Microcredit on Child Education: Quasi-experimental Evidence from Rural China

Abstract

This article assesses causal effects of formal microcredit on children’s educational outcomes by using household panel data (2000 and 2004) in north-west rural China. The unobservables between borrowers and non-borrowers are controlled in static and dynamic regression-discontinuity designs. The static analysis reveals significant positive impact of microcredit on schooling years in 2000 only, and no influence on academic performance for either wave. The dynamic analysis shows progressive treatment effects on both longer schooling years and higher average scores. Formal microcredit improves education in the longer term compared to the short term, and hence may help relaxing the grip of educational poverty traps.     

The Impact of AIDS on the Botswana Civil Service: A Case Study of the Police and Prison Services

That HIV/AIDS has had an enormous impact on southern Africa in general, and in Botswana in particular, is not in doubt. Numerous studies have documented certain aspects of the problem—high HIV prevalence rates, increasing numbers of orphans and vulnerable children, declining average life expectancy, and a high number of deaths among adults during their most productive years. Scholars have engaged in speculation about the possible impacts that this disease might have on social relationships, economic growth and development, and governance in both the near and the long terms. But these studies are only forecasts of possible futures, not data driven analyses. This study closely examines data available from two agencies in the Botswana civil service, the police and prisons services in an effort to assess, albeit indirectly, any impact that the HIV/AIDS crisis may have had on the workforce. Although the AIDS epidemic in the country as a whole was reflected in the experience of these services, neither agency suffered the devastating effects some feared.     

The Determinants of Collective Coproduction: The Case of Secondary Schools in Russia

ABSTRACT

This research focuses on parents’ participation in their children’s education via self-organizing through non-profit organizations (NPOs). The aim of this article is to uncover the factors which have an impact on Russian parenting organizations participating in collective coproduction in schooling. Quantitative analysis revealed three groups of explanatory variables: a) the “economic” variables, namely GRP per capita and poverty rate; b) a “high status” of a school; and c) variables capturing the “federal district effect” on the probability of collective coproduction. Results of the quantitative analysis highlight the significant discrepancies in regional conditions for emerging NPOs in coproduction in schooling.     

Gender Differences in Land Inheritance,Schooling and Lifetime Income: Evidence from the Rural Philippines

This article examines the difference in lifetime incomes arising from parental preferences in the allocation of land inheritance and investments in schooling between sons and daughters in the rural Philippines. Sons are preferred with respect to land inheritance, receiving 0.15 additional hectares of land, while daughters are treated more favourably in schooling investments, receiving 1.5 more years of schooling. However, differences in both current and life-cycle incomes between sons and daughters are insignificant. This suggests that Filipino parents allocate intergenerational transfers to equalise incomes among their children, without sacrificing efficiency.     

Education and Freedom of Choice: Evidence from Arranged Marriages in Vietnam

Abstract

Using household data from Vietnam, we provide evidence on the effects of education on freedom of spouse choice. We use war disruptions and spatial indicators of schooling supply as instruments. The point estimates indicate that a year of additional schooling reduces the probability of an arranged marriage by about 14 percentage points for an individual with eight years of schooling. We also estimate bounds on the effect of education on arranged marriage when exclusion restrictions are violated locally (the lower bound is six to seven percentage points). The impact of education is strong for women, but significantly weaker for men.     

‘Girls Don’t Become Craftsmen’: Determinants and Experiences of Children’s Work in Gemstone Polishing in Jaipur

This paper explores the determinants and valuations of children’s work and schooling choices drawing on primary mixed-methods research in the gemstone polishing industry of Jaipur, India. In addition to economic and demographic factors, the gendered expectations of children’s futures shapes their work and schooling outcomes. For boys, work is additionally driven by the need to acquire training for future employment and wages, and simultaneously complements, and competes with formal schooling. They can work at workshops, acquire higher skills, and can aspire to become skilled craftsmen whereas girls work at home on low-skill activities mainly to supplement household income.     

Girl Farm Labour and Double-shift Schooling in The Gambia: The Paradox of Development Intervention

This article examines the intensification of Gambian girls’ domestic and farm labour contributions as a result of the introduction of double-shift schooling. Drawing on fieldwork among female farmers and their daughters in Brikama the article puts forth the following arguments: doubleshift schooling facilitates the intensification and increased appropriation of surplus value from girls’ household and farm labour because girls are more readily able to meet gendered labour obligations that are central to the moral economy of the household and to the demands of agrarian production; secondly, double-shift schooling highlights the paradoxical nature of development intervention where, on the one hand, legislation and policy call for a reduction in child labour by increasing access to school and, on the other, neo-liberal educational policy serves to facilitate the intensification of girls’ domestic and farm labour. This paper maintains that the intensification of girls’ workmust be placed within a wider context where children’s — particularly girls — cheap, flexible and/or unremunerated labour is central to the functioning of local and global processes of accumulation.     

Educated Mothers,Well-Fed and Healthy Children? Assessing the Impact of the 1980 School Reform on Dietary Diversity and Nutrition Outcomes of Zimbabwean Children

We scrutinise the causal influence of schooling on child dietary diversity and nutrition in Zimbabwe using the exogenous variability in schooling prompted by the 1980 education policy, a natural trial fitting a fuzzy regression discontinuity design. We established that a one-year of learning promotes dietary diversity and nutrition even after accounting for plausible mediating factors. Also, education is more liable to impact dietary practices and nutrition through improvements in health knowledge, literacy, wealth and prenatal care utilisation. These findings suggest that promoting schooling access to girls in resource-poor nations might have far-reaching implications on feeding practices and consequently child nutrition.     

Parental Preferences for Nutrition of Boys and Girls: Evidence from Africa

This article models the determinants of pre-school age malnutrition in Africa using the Demographic Health Surveys. By examining the differences in the impact of mother's and father's education on the nutrition of boys and girls, we draw inferences from our reduced-form equations regarding the existence of non-unified preferences. In a bargaining framework, women with more schooling are able to earn more, which improves their fallback position. Thus, we test whether mother's schooling has a larger impact on daughter's than son's nutrition, and whether father's education favors son's nutrition. Using classical testing criteria, we generally find that preferences of fathers and mother differ in regard to the health of boys and girls.     

The role of education in facilitating risk-taking and innovation in agriculture

The impact of education on farmers' attitudes toward endogenous risk (measured using an attitude survey instrument) is estimated with household data from rural Ethiopia. Education of the household head is found to decrease risk-aversion. Next, the effects of education and risk attitudes on technology adoption are estimated. Schooling encourages farmers to adopt innovations, whereas risk-aversion reduces the probability of adoption. Thus, we find that schooling encourages innovation, a potentially risky undertaking, not only directly but also indirectly, through its effect upon attitudes toward risk. To the extent that educated farmers are early innovators and are copied by those with less schooling (as other research on the same data has shown), the reduction of riskaversion not only has private benefits for those with education but also may have externality benefits.     

The Changing Determinants of Schooling Investments: Evidence from Villages in the Philippines, 1985–89 and 2002–04

This paper aims to explore the changing determinants of child progress through school over the last two decades using unique long-term household-panel data from four villages in the Philippines. In a regime of low income in the late 1980s, income from farming is the most important source of funds to finance child schooling. As households shift away from farm to non-farm activities and their children pursue higher education, non-farm income and revenues from pawning of land have emerged as main sources of schooling funds in the early 2000s. In this process, farm income has lost its prime importance as a determinant of schooling investments among rural households.     

Heterogeneity in returns to schooling: Econometric evidence from Ethiopia

This paper investigates whether returns to schooling in Ethiopia vary across the wage distribution of individuals. To do so, it adopts an instrumental variables quantile regression framework that allows for both endogeneity of schooling resulting from unmeasured ability, and possible heterogeneity in the impact of schooling. The empirical estimates indicate that education contributes more to the earnings of individuals at a lower end of the income distribution.     

Gender Parity and Schooling Choices

Abstract

We examine the determinants of gender differences in schooling choices using data on 290,000 secondary school applicants in Ghana. Over a quarter of female students choose home economics as their preferred field of study compared to two per cent of males. We find that schooling choices vary significantly with academic performance and educational norms. Higher performing female students and those from districts with a history of gender parity in educational attainment are less likely to choose home economics. Differences across geographic areas account for more of the variation in schooling choices than observable individual, family, and school-level characteristics can explain.