How to interpret the growing phenomenon of private tutoring : human capital deepening, inequality increasing, or waste of resources ?

Private tutoring is now a major component of the education sector in many developing countries, yet education policy too seldom acknowledges and makes use of it. Various criticisms have been raised against private tutoring, most notably that it exacerbates social inequalities and may even fail to improve student outcomes. This paper surveys the literature for evidence on private tutoring-the extent of the tutoring phenomenon, the factors that explain its growth, and its cost-effectiveness in improving student academic performance. It also presents a framework for assessing the efficiency and equity effects of tutoring. It concludes that tutoring can raise the effectiveness of the education system under certain reasonable assumptions, even taking into account equity concerns, and it offers guidance for attacking corruption and other problems that diminish the contributions of the tutoring sector.Teaching and Learning,Tertiary Education,Education For All,Primary Education,

School Access, Resources, and Learning Outcomes: Evidence from a Non-formal School Program in Bangladesh

This study reports evidence from an unusual policy intervention – The Reaching Out of School Children (ROSC) project – in Bangladesh where school grants and education allowances are offered to attract hard-to-reach children to schools comprised of a single teacher and a classroom. The operating unit cost of these schools is a fraction of that of formal primary schools. We use panel data to investigate whether ROSC schools are effective in raising enrolment and learning outcomes. Our findings suggest that there is a modest impact on school participation: ROSC schools increase enrolment probability between 9 and 18% for children in the two age cohorts 6-8 and 6-10. They perform as well as non-ROSC schools in terms of raising test scores, and even have positive impacts on academically stronger students. There is also strong evidence of positive externalities on non-ROSC schools in program areas. These results point to the effectiveness of a new model of non-formal primary schools that can be replicated in similar settings.non-formal school, impact evaluation, multiple treatments, learning outcomes

International aid and financial crises in donor countries

The global financial crisis has already led to sharp downturns in the developing world. In the past, international aid has been able to offset partially the effects of crises that began in the developing world, but because this crisis began in the wealthy countries, donors may be less willing or able to increase aid in this crisis. Not only have donor-country incomes fallen, but the cause of the drop -- the banking and financial-sector crisis -- may exacerbate the effect on aid flows because of its heavy fiscal costs. This paper estimates how donor-country banking crises have affected aid flows in the past, using panel data from 24 donor countries between 1977 and 2007. The analysis finds that banking crises in donor countries are associated with a substantial additional fall in aid flows, beyond any income-related effects, perhaps because of the high fiscal costs of crisis and the debt hangover in the post-crisis periods. In most specifications, aid flows from crisis-affected countries fall by an average of 20 to 25 percent (relative to the counterfactual) and bottom out only about a decade after the banking crisis hits. In addition, the results confirm that donor-country incomes are robustly related to per-capita aid flows, with an elasticity of about 3. Because all donor countries are being hit hard by the current global recession, and several have also suffered banking-sector crises, there are reasons to expect that aid could fall by a significant amount (again, relative to the counterfactual) in the coming years -- just when aid may be most clearly justified to help smooth exogenous shocks to developing countries.Economic Conditions and Volatility,Labor Policies,Debt Markets,Development Economics&Aid Effectiveness,Banks&Banking Reform

Identifying Catch-Up Trajectories in Child Growth: New Methods with Evidence from Young Lives

Definitions of catch-up growth in anthropometric outcomes among young children vary across studies. This paper distinguishes between catch-up in the mean of a group toward that of a healthy reference population versus catch-up within the group, associated with a narrowing of the outcome distribution. In contrast to conventional empirical approaches based on dynamic panel models, the paper shows how catch-up can be tested via a latent growth framework. Combined with a flexible estimator incorporating individual-specific intercepts and slopes, this enables between- and within-group forms of catch-up to be tested in a unified setting. The application of the proposed approach reveals significant differences in the nature, extent, and drivers of catch-up growth across the four Young Lives countries (Ethiopia, India, Peru, and Vietnam). In addition, the paper shows how conclusions about catch-up are sensitive to the way in which anthropometric outcomes are expressed

Using repeated cross-sections to explore movements in and out of poverty

Movements in and out of poverty are of core interest to both policymakers and economists. Yet the panel data needed to analyze such movements are rare. In this paper, the authors build on the methodology used to construct poverty maps to show how repeated cross-sections of household survey data can allow inferences to be made about movements in and out of poverty. They illustrate that the method permits the estimation of bounds on mobility, and provide non-parametric and parametric approaches to obtaining these bounds. They test how well the method works on data sets for Vietnam and Indonesia where we are able to compare our method to true panel estimates. The results are sufficiently encouraging to offer the prospect of some limited, basic, insights into mobility and poverty duration in settings where historically it was judged that the data necessary for such analysis were unavailable.Rural Poverty Reduction,Regional Economic Development,Statistical&Mathematical Sciences,Achieving Shared Growth

Does global warming worsen poverty and inequality? An updated review

We offer an updated and comprehensive review of recent studies on the impact of climate change, particularly global warming, on poverty and inequality, paying special attention to data sources as well as empirical methods. While studies consistently find negative impacts of higher temperature on poverty across different geographical regions, with higher vulnerability especially in poorer Sub-Saharan Africa, there is inclusive evidence on climate change impacts on inequality. Further analyzing a recently constructed global database at the subnational unit level derived from official national household income and consumption surveys, we find that temperature change has larger impacts in the short term and more impacts on chronic poverty than transient poverty. The results are robust to different model specifications and measures of chronic poverty and are more pronounced for poorer countries. Our findings offer relevant inputs into current efforts to fight climate change

School access, resources, and learning outcomes: Evidence from a non-formal school program in Bangladesh

This study reports evidence from an unusual policy intervention - The Reaching Out of School Children (ROSC) project - in Bangladesh where school grants and education allowances are offered to attract hard-to-reach children to schools comprised of a single teacher and a classroom. The operating unit cost of these schools is a fraction of that of formal primary schools. We use panel data to investigate whether ROSC schools are effective in raising enrolment and learning outcomes. Our findings suggest that there is a modest impact on school participation: ROSC schools increase enrolment probability between 9 and 18% for children in the two age cohorts 6-8 and 6-10. They perform as well as non-ROSC schools in terms of raising test scores, and even have positive impacts on academically stronger students. There is also strong evidence of positive externalities on non-ROSC schools in program areas. These results point to the effectiveness of a new model of non-formal primary schools that can be replicated in similar settings

Does hotter temperature increase poverty and inequality? Global evidence from subnational data analysis

Despite a vast literature documenting the harmful effects of climate change on various socioeconomic outcomes, little evidence exists on the global impacts of hotter temperature on poverty and inequality. Analysis of a new global panel dataset of subnational poverty in 134 countries finds that a one-degree Celsius increase in temperature leads to a 9.1 percent increase in poverty, using the US$1.90 daily poverty threshold. A similar increase in temperature causes a 1.4 percent increase in the Gini inequality index. The paper also finds negative effects of colder temperature on poverty and inequality. Yet, while poorer countries—particularly those in South Asia and Sub-Saharan Africa—are more affected by climate change, household adaptation could have mitigated some adverse effects in the long run. The findings provide relevant and timely inputs for the global fight against climate change as well as the current policy debate on the responsibilities of richer countries versus poorer countries

The First Record of Metaphire Birmanica (Rosa, 1888) in Vietnam, with Notes on Several Earthworm Species

The Amynthas and Metaphire species recorded in Vietnam have been rechecked based on original descriptions and preserved specimens. As a result, Metaphire birmanica (Rosa, 1888) is recorded in Vietnam for the first time. The species is recognized by having three pairs of spermathecal pores in 5/6/7/8, male pores in xviii, presence of copulatory pouches, no genial markings, and manicate intestinal caeca. In addition, three species have been rechecked and re-assigned to different genera, namely Amynthas tripidoporophoratus (Thai & Nguyen, 1993) comb. nov., Metaphire dranfocana (Do & Huynh, 1993) comb. nov., Metaphire anhumalatana (Thai & Huynh, 1993) comb. nov

What explains Vietnam's exceptional performance in education relative to other countries? Analysis of the 2012, 2015, and 2018 PISA Data

Despite being the poorest or second poorest participant, Vietnam outperformed all other developing countries, and many wealthier countries, on the 2012, 2015, and 2018 PISA assessments. We investigate Vietnam's strong performance, evaluating several possible explanations for this apparent exemplary achievement. After correcting for potentially non-representative PISA samples, including bias from Vietnam's large out-of-school population, Vietnam remains a large positive outlier conditional on its income. Possible higher motivation of, and coaching given to, Vietnamese students can at most only partly explain Vietnam's performance. The child-, household- and school-level variables in the PISA data explain little of Vietnam's strong PISA performance relative to its income level. At most, they explain about 30% of Vietnam's exceptional performance in math and reading. Further research is needed to understand the exceptional performance of Vietnamese students