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2. Heterogeneous impacts of school fee elimination in Tanzania: gender and colonial infrastructure
- Author:
- Roxana Elena Manea and Pedro Naso
- Publication Date:
- 11-2021
- Content Type:
- Working Paper
- Institution:
- Centre for International Environmental Studies, The Graduate Institute (IHEID)
- Abstract:
- In this study, we investigate the impacts of the 2002 elimination of primary school fees in Mainland Tanzania. We explore how the magnitude of these effects depends on gender and the size of early investments in the educational infrastructure of Tanganyika. We use the 2002 and 2012 census waves as well as historical information on the location of schools in the late 1940s, and conduct a difference-in-differences analysis. We find that exposure to an average of 1.7 years of free primary education has reduced the proportion of people who have never attended primary education by 6.8 percentage points. The benefits of fee removal have been significantly larger for females compared to males, and females from districts where the size of investments in education was relatively larger during colonial rule have been the greatest beneficiaries.
- Topic:
- Education, Infrastructure, Colonialism, Gender, and Schools
- Political Geography:
- Africa and Tanzania
3. Working to Empower Girls in Nigeria: Highlights of the Educating Nigerian Girls in New Enterprises (ENGINE) Program
- Author:
- Jeni Klugman, Jennifer Parsons, and Tatiana Melnikova
- Publication Date:
- 05-2018
- Content Type:
- Special Report
- Institution:
- Georgetown Institute for Women, Peace and Security (GIWPS)
- Abstract:
- The Coca-Cola Company, together with the UK Department for International Development and local partners, undertook a multifaceted effort to educate and economically empower marginalized Nigerian girls, who face significant social and cultural barriers to realizing their potentials. The program offered training, mentoring, and support to girls aged 16-19 in four Nigerian states who were out of school or at risk of dropping out of school or facing an early marriage. An important component involved efforts to shift traditional norms among community leaders and others, to help open up opportunities for girls. This report from Georgetown’s Institute for Women, Peace and Security – which reviewed evaluations of the program – concluded that the results were encouraging on a number of fronts. More than 10,000 out-of-school participants (out of 13,024) were linked to employment as a result of the program, with more than half joining the Coca-Cola value chain. Program participants were more likely to run their own business or manage a business, hold a savings account, and report higher levels of self confidence and better knowledge of the skills required to run a small business compared to non-participants. “The results highlight the potential to empower girls, even in very challenging circumstances, with the support of partners that deliberately address overlapping constraints,” said Dr. Jeni Klugman, managing director of the Georgetown Institute for Women, Peace and Security. “We also welcome the focus on rigorous evaluation of the program, to better understand what works, as well as persistent constraints.” The Educating Nigerian Girls in New Enterprises (ENGINE) program is part of The Coca-Cola Company’s 5by20 program, designed to leverage the company’s resources and reach to empower five million female entrepreneurs along its value chain by 2020. “Women and girls are a central pillar in global development,” said Ambassador Melanne Verveer, executive director of the Georgetown Institute for Women, Peace and Security. “Many companies, including The Coca-Cola Company, have been playing leadership roles to improve the status of women, to accelerate economic opportunities, and to enhance sustainable development.” The ENGINE program ran from 2014-2016 and involved multiple partners: The Coca-Cola Company, Nigerian Bottling Company, Mastercard Foundation, Nike Foundation, and the UK Department for International Development’s Girls’ Education Challenge. Mercy Corps led the implementation of ENGINE, with support from Girl Effect Nigeria, d.light solar social enterprise, Action Health Incorporated, Community Action for Popular Participation, and Society for Women and Development and the Empowerment of Nigeria. Reports and data were collected by Preston Health Care Consulting Ltd.
- Topic:
- Development, Education, Women, Girls, Empowerment, and Schools
- Political Geography:
- Africa and Nigeria
4. Consequences Of School Resources For Educational Achievement
- Author:
- Joseph Ishaku
- Publication Date:
- 06-2017
- Content Type:
- Working Paper
- Institution:
- Centre for the Study of the Economies of Africa (CSEA)
- Abstract:
- This paper examines the determinants of educational achievement in a developing country context, Burkina Faso. We deviate from the extant literature by constructing an aggregate index of school quality from the observable school resources. Also, we account for school choice constraints, faced by children especially in rural areas, as it relates to the geographical inequalities in the distribution of quality schools. These treatments provide an unbiased estimates of the relevance of school resources for academic performance. The empirical approach is based on a two-stage procedure that accounts for supply constraints in school choice.
- Topic:
- Development, Economics, Education, and Schools
- Political Geography:
- Africa and Burkina Faso
5. Estimating Returns to Education in Zambia
- Author:
- Chrispin Mphuka and Joseph Simumba
- Publication Date:
- 12-2012
- Content Type:
- Working Paper
- Institution:
- Zambia Institute for Policy Analysis and Research (ZIPAR)
- Abstract:
- This paper estimates private returns to schooling among individuals aged 25 to 40 years old residing in Zambia in 2010. Using Instrumental Variable (IV) approach based on Two-Stage Least Squares (2SLS) and Generalised Method of Moments (GMM), we estimate average returns to schooling in the order of 15.1 percent. Proximity to primary and secondary school as well as per capita household educa- tion expenditure at district level in 1991 served as instruments. These instruments correspond to the period when the wage earners in the 2010 Living Conditions and Monitoring Survey (LCMS) were in school. These results provide important infor- mation on incentives regarding accumulation of human capital, e¢ ciency of resource allocation in the education sector and the distributional consequences of di¤erences in human capital.
- Topic:
- Education, Human Capital, Schools, and Resource Allocation
- Political Geography:
- Africa and Zambia
6. Resource mobilisation and fundraising in basic schools: A case study of Copperbelt and North-Western province
- Author:
- Malunga Syacumpi
- Publication Date:
- 04-2012
- Content Type:
- Working Paper
- Institution:
- Zambia Institute for Policy Analysis and Research (ZIPAR)
- Abstract:
- Like many other countries, Zambia removed a major barrier to access to primary education when it abolished user fees for Grades 1–7 in 2002. The resulting fall in basic schools’ income, however, has not been relieved by adequate government resources trickling down through the complex school funding system. In an attempt to address their funding problems, some schools have adopted fundraising ventures as a way of supplementing government resources. The successes and practicability of implementation of such ventures remain to be seen. There is a lack of information about the adequacy of such measures and no institutional framework to guide their implementation. This study explores the range of resource mobilisation and fundraising activities adopted by basic schools. It looks into how basic schools are raising funds and how these funds are being utilised based on a sample of 30 basic schools (15 each from Copperbelt and North-Western provinces). The research was conducted through questionnaires with head teachers and school accountants/bursars as well as interviews conducted at the provincial and district level.
- Topic:
- Education, Resource Management, Public Finance, and Schools
- Political Geography:
- Africa and Zambia