Suchergebnisse

This paper provides quasi-experimental evidence on the long-term causal effect of increases in human capital on participation in agriculture. We use variation in male educational attainment generated by Indonesia's Sekolah Dasar INPRES program, one of the largest ever school building programs. Consistent with the first evaluation [Duflo, 2001], we find that males exposed to a higher program intensity have improved measures of human capital as adults. We then show that treated cohorts are more likely to be employed outside of agriculture–particularly in industry–and less likely to be agricultural workers. Then, exploiting variation in exposure across adjacent districts, we demonstrate that higher INPRES intensity in neighboring districts decreases non-agricultural employment and earnings, consistent with cross-district spillovers mediating the total impacts. Together, the results suggest that government investment in human capital can have profound effects on the rural economy and may help to accelerate shifts away from agriculture. ; Non-PR ; IFPRI1; 4 Transforming Agricultural and Rural Economies; CRP2; CRP4 ; PHND; PIM; A4NH ; CGIAR Research Program on Policies, Institutions, and Markets (PIM); CGIAR Research Program on Agriculture for Nutrition and Health (A4NH)

Economic resilience requires future-oriented decision-making around income generation and protection in case of shocks. However, poverty is highly correlated with poor mental health, limiting forward-looking decision-making, thus perpetuating poverty. In this paper, we estimate the impacts of Mali's national cash transfer program, Filets Sociaux (Jigis-émèjiri), on measures of psychological well-being, cognition, and time preferences. We find that receiving the program improved household decision-makers' perceptions of economic and food security and reduced their self-reported anxiety. While cognitive function was not a ected, recipients of the transfers experienced greater self-esteem and a modest increase in a measure of patience. Consistent with reduced stress, higher self-esteem, and increased patience, the program also increased investments in productive assets. Results suggest that, in addition to cash transfers providing the economic resources to support investments in the future, they may also build psychological resources for supporting these investments. ; Non-PR ; IFPRI1; CRP2; 5 Strengthening Institutions and Governance ; PHND; PIM ; CGIAR Research Program on Policies, Institutions, and Markets (PIM)

In low-income countries, primary school students often fall far below grade level and primary dropout rates remain high. Further, in some countries, educators encourage their weaker students to drop out before reaching the end of primary school. These educators hope to avoid the negative attention that authorities direct to a school when its students perform poorly on the primary leaving exams that governments use to certify primary completion and eligibility for secondary school. We report the results of an experiment in rural Uganda that sought to reduce dropout rates in grade six and seven by offering bonus payments to grade six teachers that rewarded each teacher for the performance of each of her students relative to comparable students in other schools. Teachers responded to this Pay for Percentile (PFP) incentive system in ways that raised attendance rates two school years later from .56 to .60. These attendance gains were driven primarily by outcomes in treatment schools that provide textbooks for grade six math students, where two-year attendance rates rose from .57 to .64. In these same schools, students whose initial skills levels prepared them to use grade six math texts enjoyed significant gains in math achievement. We find little evidence that PFP improved attendance or achievement in schools without books even though PFP had the same impact on reported teacher effort in schools with and without books. We conjecture that teacher effort and books are complements in education production and document several results that are consistent with this hypothesis.

In low-income countries, primary school students often fall far below grade level and primary dropout rates remain high. Further, in some countries, educators encourage their weaker students to drop out before reaching the end of primary school. These educators hope to avoid the negative attention that authorities direct to a school when its students perform poorly on the primary leaving exams that governments use to certify primary completion and eligibility for secondary school. We report the results of an experiment in rural Uganda that sought to reduce dropout rates in grade six and seven by offering bonus payments to grade six teachers that rewarded each teacher for the performance of each of her students relative to comparable students in other schools. Teachers responded to this Pay for Percentile (PFP) incentive system in ways that raised attendance rates two school years later from .56 to .60. These attendance gains were driven primarily by outcomes in treatment schools that provide textbooks for grade six math students, where two-year attendance rates rose from .57 to .64. In these same schools, students whose initial skills levels prepared them to use grade six math texts enjoyed significant gains in math achievement. We find little evidence that PFP improved attendance or achievement in schools without books even though PFP had the same impact on reported teacher effort in schools with and without books. We conjecture that teacher effort and books are complements in education production and document several results that are consistent with this hypothesis. ; IFPRI5; ISI; CRP2; Capacity Strengthening; 5 Strengthening Institutions and Governance ; PIM; PHND ; Non-PR ; CGIAR Research Program on Policies, Institutions, and Markets (PIM)