Suchergebnisse

Skills and economic transformation in Africa -- Developing universal foundational skills in Sub-Saharan Africa -- Building skills for the school to work transition (technical, vocational education and training, tvet) -- Building skills for productivity in Sub-Saharan Africa through higher education -- Addressing skill gaps of out-of-school youths and adults: continuous and remedial education and training.

Abstract
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries, we characterize the evolution of gender gaps in low- and middle-income countries between 1960 and 2010. We document five facts. First, women are more educated today than 50 years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys attain high levels of education. Most countries with large, current gender gaps in educational attainment have low levels of male educational attainment, and many also perform poorly on other measures of development such as life expectancy and GDP per capita. Fifth, in the youngest cohorts, women have more education than men in some regions of the world. Although gender gaps in educational attainment are diminishing in most countries, the empirical evidence does not support the hypothesis that reducing the gender gap in schooling consistently leads to smaller gender gaps in labor force participation.

PR ; IFPRI3; ISI; CRP2; Capacity Strengthening; E Building Resilience; F Strengthening institutions and governance ; DSGD; PIM ; CGIAR Research Program on Policies, Institutions, and Markets (PIM)

How does a locally-managed conditional cash transfer program impact trust in government? On the one hand, delivering monetary benefits and increasing interactions with government officials (elected and appointed) may increase trust. On the other hand, it can be difficult for citizens to know to whom to attribute a program and reward with greater trust. Further, imposing paternalistic conditions and possibly prompting citizens to experience feelings of social stigma or guilt, could reduce trust. We answer this question by exploiting the randomized introduction of a locally-managed transfer program in Tanzania in 2010. Our analysis reveals that cash transfers can significantly increase trust in leaders. This effect is driven by large increases in trust in elected leaders as opposed to appointed bureaucrats. Perceptions of government responsiveness to citizens' concerns and honesty of leaders also rise, and these improvements are largest where there are more village meetings at baseline. One of the central roles of village meetings is to receive and share information with village residents, providing some evidence on the value of a high-information environment for generating trust in government. We also find that records from school and health committees are more readily available in treatment villages. Notably, while stated willingness of citizens to participate in community development projects rises, actual participation in projects and the likelihood of voting do not. Overall, the results suggest little reason to worry that local management of a conditional cash transfer program reduces trust in government or the quality of governance—especially in high-information settings. ; IFPRI3; ISI; IFPRIOA; CRP2; 5 Strengthening Institutions and Governance; Capacity Strengthening ; DSGD; PIM ; PR ; CGIAR Research Program on Policies, Institutions, and Markets (PIM)