Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda

This paper explores the short and medium term impacts of unconditional cash transfers on school-related choices for children of beneficiary households in Rwanda. We draw on an independent evaluation of the Concern Worldwide Graduation Programme, which supported beneficiaries with monthly cash transfers and livelihood training. Our study finds that the programme enabled poor households to overcome income constraints and, consequently, allowed them to make investments in education. However, since school attendance already exceeded 80 percent at baseline due to the government’s focus on universal access to basic education, the programme was unable to induce additional educational access. Thus, for children who remain out of school, income effects and policy efforts were found to be ineffective.The research on which this paper is based was commissioned by Concern Worldwid

Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives longitudinal study

This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at age 1 and age 5, focusing specifically on the complementarities of maternal education with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected strong association of maternal education with a reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to early life interventions, in this case antenatal care, are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits

Uncertainty in educational and career aspirations: Gender differences in young people

Drawing upon data from 2 British age cohorts born in 1970 and 1990, this chapter examines gender and socio-historical differences regarding uncertainty in the educational and career aspirations of young people. Despite differences in the age of assessment and measurement, findings suggest that similar background characteristics are associated with uncertain aspirations in the 2 age cohorts. Males were more uncertain of their educational aspirations than were females. Uncertainty was also associated with growing up in a relatively disadvantaged family, with parents who do did not expect their children to continue in education, as well as with low academic attainment, low levels of school motivation and lack of belief in one’s own ability. However, findings indicated differences in the associated outcomes of uncertain aspirations between the 2 age cohorts. In the earlier born cohort, young people with uncertain aspirations were more likely to be not in education, employment or training (NEET), while there were no differences in NEET due to uncertain aspirations in the later born cohort. The findings point towards a female advantage regarding certainty in aspirations as well as a prolonged period of career exploration in the later born cohort

Understanding the external social benefits of education in Ethiopia: A contextual analysis using young lives

This paper explores social benefits, or externalities, of education in Ethiopia. Enrolment has expanded rapidly across all phases of formal education, yet there is limited evidence of its potential externalities in this context. This paper draws on the Young Lives study which provides longitudinal data on the lives of children over the past two decades. Using data from Young Lives’ older cohort of survey respondents, our results show that young people who participated in education beyond secondary level were more likely to engage in community action and to voluntarily give to community organizations or political groups than young people with lower levels of education. These results show the potential externalities of education. Importantly, the paper situates empirical analyses and results in the socio-cultural realities within and beyond the education sector in Ethiopia. The paper thus provides a deeper and contextually relevant understanding for the existence of social benefits and the potential enhancement of these through formal education

Handbook on Measuring Equity in Education

RLOsThe Sustainable Development Goals (SDGs) provide the mandate for a strong focus on equity in education, aiming to ensure that the most disadvantaged children and young people have the same opportunities as others. SDG 4 demands an inclusive and equitable quality education for everyone, leaving no one behind. The challenge now is to provide the robust evidence, driven by solid data, which will enable the effective monitoring of progress on educational equity. With data currently available for less than one-half of the global indicators needed to track progress towards SDG 4, it is time to rise to that challenge. This Handbook sets out, in practical terms, how this can be achieved. Produced by the UNESCO Institute for Statistics (UIS), in collaboration with FHI 360 Education Policy and Data Centre, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, it provides all those involved in the measurement of educational equity with not only the key conceptual frameworks but also the practical tools to do the job. With countries under pressure to deliver data on an unprecedented scale, the Handbook also recognises that no country can do this alone, making a strong case for greater cooperation and support across governments, donors and civil society

Education and civic engagement: A comparative study of the benefits of post-compulsory education in England and Germany

This paper examines the role of different types of post-compulsory education in determining civic engagement (political interest and election participation) in England and Germany. The educational systems of England and Germany provide ideal comparators for investigating the social benefits of education, in particular those that accrue from vocational education. The paper uses two longitudinal panel surveys, the British Household Panel Survey and the German Socio-Economic Panel for empirical purposes. Contrary to our expectations, our findings revealed few differences between the two countries: the level of political interest is the same for youth who had a vocational degree as those without any further qualifications, in both England and Germany. Similarly, greater levels of interest in politics were observed in adulthood for youth who had achieved academic qualifications in both countries. Likewise voting behaviour in particular was associated with the achievement of academic qualifications in Germany and to some extent with the achievement of mixed vocational and academic qualifications in England.This research was funded by the Economic and Social Research Council under grant ES/J021326/1