In aid we trust : hearts and minds and the Pakistan earthquake of 2005

Winning"hearts and minds"inthe Muslim world is an explicitly acknowledged aim of U.S. foreign policy and increasingly, bilateral foreign aid is recognized as a vehicle towards this end. The authors examine the effect of aid from foreign organizations and on-the-ground presence of foreigners following the 2005 earthquake in Northern Pakistan on local attitudes. They show that four years after the earthquake, humanitarian assistance by foreigners and foreign organizations has left a lasting imprint on population attitudes. Measured in three different ways those living closer to the fault-line report more positive attitudes towards foreigners, including Europeans and Americans; trust in foreigners decreases 6 percentage points for every 10 Kilometers distance from the fault-line. In contrast, there is no association between distance to the fault-line and trust in local populations. Pre-existing differences in socioeconomic characteristics or population attitudes do not account for this finding. Instead, the relationship between trust in foreigners and proximity to the fault-line mirrors the greater provision of foreign aid and foreign presence in these villages. In villages closest to the fault-line, foreign organizations were the second largest providers of aid after the Pakistan army (despite reports to the contrary aid provision by militant organizations was extremely limited, with less than 1 percent of all respondents reporting any help from such organizations). The results provide a compelling case that trust in foreigners is malleable, responds to humanitarian actions by foreigners and is not a deep-rooted function of local preferences.Post Conflict Reconstruction,Corporate Law,Population Policies,Hazard Risk Management,Statistical&Mathematical Sciences

Students today, teachers tomorrow ? identifying constraints on the provision of Education

With an estimated 115 million children not attending primary school in the developing world, increasing access to education is critical. Resource constraints limit the effectiveness of demand-based subsidies. This paper focuses on the importance of a supply-side factor -- the availability of low-cost teachers -- and the resulting ability of the market to offer affordable education. The authors first show that private schools are three times more likely to emerge in villages with government girls'secondary schools (GSS). Identification is obtained by using official school construction guidelines as an instrument for the presence of GSS. In contrast, there is little or no relationship between the presence of a private school and girls'primary or boys'primary and secondary government schools. In support of a supply-channel, the authors then show that, for villages that received a GSS, there are over twice as many educated women and that private school teachers'wages are 27 percent lower in these villages. In an environment with poor female education and low mobility, GSS substantially increase the local supply of skilled women lowering wages locally and allowing the market to offer affordable education. These findings highlight the prominent role of women as teachers in facilitating educational access and resonate with similar historical evidence from developed economies. The students of today are the teachers of tomorrow.Education For All,Primary Education,Tertiary Education,Secondary Education,Teaching and Learning

What did you do all day ? maternal education and child outcomes

Female education levels are very low in many developing countries. Does maternal education have a causal impact on children's educational outcomes even at these very low levels of education? By combining a nationwide census of schools in Pakistan with household data, the authors use the availability of girls'schools in the mother's birth village as an instrument for maternal schooling to address this issue. Since public schools in Pakistan are segregated by gender, the instrument affects only maternal education rather than the education levels of both mothers and fathers. The analysis finds that children of mothers with some education spend 75 minutes more on educational activities at home compared with children whose mothers report no education at all. Mothers with some education also spend more time helping their children with school work; the effect is stronger (an extra 40 minutes per day) in families where the mother is likely the primary care-giver. Finally, test scores for children whose mothers have some education are higher in English, Urdu (the vernacular), and mathematics by 0.24-0.35 standard deviations. There is no relationship between maternal education and mother’s time spent on paid work or housework - a posited channel through which education affects bargaining power within the household. And there is no relationship between maternal education and the mother's role in educational decisions or in the provision of other child-specific goods, such as expenditures on pocket money, uniforms, and tuition. The data therefore suggest that at these very low levels of education, maternal education does not substantially affect a mother's bargaining power within the household. Instead, maternal education could directly increase the mother's productivity or affect her preferences toward children’s education in a context where her bargaining power is low.Education For All,Primary Education,Access&Equity in Basic Education,Early Childhood Development,Youth and Governance

A dime a day : the possibilities and limits of private schooling in Pakistan

This paper looks at the private schooling sector in Pakistan, a country that is seriously behind schedule in achieving the Millennium Development Goals. Using new data, the authors document the phenomenal rise of the private sector in Pakistan and show that an increasing segment of children enrolled in private schools are from rural areas and from middle-class and poorer families. The key element in their rise is their low fees-the average fee of a rural private school in Pakistan is less than a dime a day (Rs.6). They hire predominantly local, female, and moderately educated teachers who have limited alternative opportunities outside the village. Hiring these teachers at low cost allows the savings to be passed on to parents through low fees. This mechanism-the need to hire teachers with a certain demographic profile so that salary costs are minimized-defines the possibility of private schools: where they arise, fees are low. It also defines their limits. Private schools are horizontally constrained in that they arise in villages where there is a pool of secondary educated women. They are also vertically constrained in that they are unlikely to cater to the secondary levels in rural areas, at least until there is an increase in the supply of potential teachers with the required skills and educational levels.Primary Education,Education For All,Tertiary Education,Secondary Education,Teaching and Learning

Do value-added estimates add value ? accounting for learning dynamics

Evaluations of educational programs commonly assume that what children learn persists over time. The authors compare learning in Pakistani public and private schools using dynamic panel methods that account for three key empirical challenges to widely used value-added models: imperfect persistence, unobserved student heterogeneity, and measurement error. Their estimates suggest that only a fifth to a half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, estimates from commonly used value-added models significantly understate the impact of private schools’ on student achievement and/or overstate persistence. These results have implications for program evaluation and value-added accountability system design.Education For All,Tertiary Education,Secondary Education,Primary Education,Teaching and Learning

Religious school enrollment in Pakistan : a look at the data

Bold assertions have been made in policy reports and popular articles on the high and increasing enrollment in Pakistani religious schools, commonly known as madrassas. Given the importance placed on the subject by policymakers in Pakistan and those internationally, it is troubling that none of the reports and articles reviewed based their analysis on publicly available data or established statistical methodologies. The authors of this paper use published data sources and a census of schooling choice to show that existing estimates are inflated by an order of magnitude. Madrassas account for less than 1 percent of all enrollment in the country and there is no evidence of a dramatic increase in recent years. The educational landscape in Pakistan has changed substantially in the past decade, but this is due to an explosion of private schools, an important fact that has been left out of the debate on Pakistani education. Moreover, when the authors look at school choice, they find that no one explanation fits the data. While most existing theories of madrassa enrollment are based on household attributes (for instance, a preference for religious schooling or the household’s access to other schooling options), the data show that among households with at least one child enrolled in a madrassa, 75 percent send their second (and/or third) child to a public or private school or both. Widely promoted theories simply do not explain this substantial variation within households.Teaching and Learning,Public Health Promotion,Health Monitoring&Evaluation,Primary Education,Education Reform and Management,Primary Education,Teaching and Learning,Education Reform and Management,Health Monitoring&Evaluation,Youth and Governance

Do Value-Added Estimates Add Value? Accounting for Learning Dynamics

Evaluations of educational programs commonly assume that what children learn persists over time. The authors compare learning in Pakistani public and private schools using dynamic panel methods that account for three key empirical challenges to widely used value-added models: imperfect persistence, unobserved student heterogeneity, and measurement error. Their estimates suggest that only a fifth to a half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, estimates from commonly used value-added models significantly understate the impact of private schools' on student achievement and/or overstate persistence. These results have implications for program evaluation and value-added accountability system design.

Here Today, Gone Tomorrow? Examining the Extent and Implications of Low Persistence in Child Learning

Learning persistence plays a central role in models of skill formation, estimates of education production functions, and evaluations of educational programs. In non-experimental settings, estimated impacts of educational inputs can be highly sensitive to correctly specifying persistence when inputs are correlated with baseline achievement. While less of a concern in experimental settings, persistence still links short-run treatment effects to long-run impacts. We study learning persistence using dynamic panel methods that account for two key empirical challenges: unobserved student-level heterogeneity in learning and measurement error in test scores. Our estimates, based on detailed primary panel data from Pakistan, suggest that only a fifth to a half of achievement persists between grades. Using private schools as an example, we show that incorrectly assuming high persistence significantly understates and occasionally yields the wrong sign for private schools’ impact on achievement. Towards an economic interpretation of low persistence, we use question-level exam responses as well as household expenditure and time-use data to explore whether psychometric testing issues, behavioral responses, or forgetting contribute to low persistence—causes that have different welfare implications

S6 Kinase: A Compelling Prospect for Therapeutic Interventions

S6 kinase, a member of AGC family of protein kinases and a downstream effector of mTORC1 pathway has over the years found much relevance in maintaining a normal cellular state by virtue of its established role in regulation of cell growth and proliferation. S6 kinase activity has been linked to different cellular processes like glucose homeostasis, translational and transcriptional regulation. Hence any dysregulation in S6K1 leads to the emergence of various pathological conditions like diabetes, cancer and obesity. It is as such S6 kinase has emerged as a potential target for therapeutic interventions employed in curing such diseases. The Present Chapter reviews the regulation of S6K1, its structural organization and functions, besides highlighting its potential to act as an alternative therapeutic target for various cancerous situations exhibiting deranged mTOR signaling so as to overcome the possibility of relapses observed otherwise while using conventional drug

Upping the ante: the equilibrium effects of unconditional grants to private schools

We test for financial constraints as a market failure in education by experimentally allocating unconditional cash grants to either one (L) or to all (H) private schools in a village. Enrollment increases in both treatment arms, but test scores, accompanied by fees, increase only in H. This pattern is consistent with a greater focus on infrastructure in L and teacher remuneration in H. It also follows from a canonical oligopoly model of capacity constraints with endogenous quality. Higher social surplus in H, but greater private returns in L underscores the role of competitive forces for the design of educational subsidies