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  • 1
    Online Resource
    Online Resource
    The Impact of a Community Development and Poverty Reduction Program on Early Childhood Development in Morocco (2016)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (38 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als El-Kogali, Safaa The Impact of a Community Development and Poverty Reduction Program on Early Childhood Development in Morocco
    Abstract: Participatory community development programs are designed to match government investments with local needs. In Morocco, where issues of inequality and poverty are high on the national agenda, a community development program, the National Initiative for Human Development, targeted high-poverty areas for additional investments. This paper examines whether, in addition to reducing poverty, such programs can also promote human development, specifically early childhood development. Early childhood development forms a critical foundation for later human development and plays a key role in the intergenerational transmission of socioeconomic status. Using panel data on communities just above and below the cutoff for National Initiative for Human Development inclusion in rural areas, regression discontinuity and fixed effect models are applied to identify the impact of the program on economic outcomes and early childhood development. Although the analysis finds some transitory impacts of the program on economic outcomes, it finds no impacts on early childhood development. Reducing inequality and promoting human development through early childhood development is likely to require specific, targeted, and sustained initiatives
    DOI: 10.1596/1813-9450-7671
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    How do small formal and informal firms in the Arab Republic of Egypt compare? (2020)
    [Washington, DC, USA] : World Bank Group, Equitable Growth, Finance and Institutions Practice Group
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 100 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9423
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Krafft, Caroline How do Small Formal and Informal Firms in the Arab Republic of Egypt Compare? An Analysis of Firm Characteristics and Implications for Formalization Efforts
    Keywords: Graue Literatur
    Abstract: Formalizing firms can potentially increase the tax base, expand safety and social protections for workers, create good jobs, and grow the economy. However, the costs and processes of formality may be too challenging for firms, particularly the smallest firms, to bear. Thus, informal firms may not be able to survive the transition to formality and attempts to expand formality may be harmful and counterproductive to job creation and growth. This paper investigates the potential for currently informal firms to formalize in the Arab Republic of Egypt. The paper compares the characteristics and dynamics of micro and small non-agricultural firms by formality and identifies the extent of overlap and potential for formalization. The analysis finds that, beyond firm size, the basic and easily observable characteristics of firms are not closely linked to formality. Firm age, productivity, and owner characteristics such as education are strongly predictive of formality. There is some overlap in the predicted probability of formality between formal and informal firms, suggesting some potential for formalization. The paper develops profiles (groups and clusters) of similar firms to identify those with a higher potential for formalization. In terms of dynamics, new firms tend to be informal and informal firms are more likely to exit (close), but conditional on firm survival, employment growth is similar across formal and informal firms
    DOI: 10.1596/1813-9450-9423
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Inequality of Opportunity in Early Childhood Development in Morocco over Time (2016)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (40 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als El-Kogali, Safaa Inequality of Opportunity in Early Childhood Development in Morocco over Time
    Abstract: Early childhood development is a critical, but often neglected, phase of human development. Shortfalls in early childhood development have historically been a challenge in Morocco, with children facing unequal opportunities to develop because of the circumstances of their birth. This paper examines the roots of inequality in human and economic development in Morocco by focusing on the state of early childhood development, inequality in early childhood development, and trends over time, using several surveys conducted between 2003 and 2012. Large disparities exist in children's chances of healthy early childhood development based on the circumstances of their birth. There have not been consistent improvements in the levels of early childhood development or decreases in inequality over time. This study discusses critical directions for future policy on early childhood development to address the deficits and disparities identified
    DOI: 10.1596/1813-9450-7670
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 4
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    Online Resource
    Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (42 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
    Keywords: Children and Youth ; Early Childhood Development ; Education ; Education Quality ; Home Environment ; Inequality ; Poverty Reduction ; Pre-Primary ; Pre-Primary Child Development Investment ; Primary Education Investment ; School Readiness Indicators ; Social Development ; Socioeconomic Inquality
    Abstract: By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. "Double inequality" is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development
    DOI: 10.1596/1813-9450-10317
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 5
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    Online Resource
    What can we Learn from Pre-Primary Quality Assurance Systems? : Evidence from the Arab Republic of Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (40 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline What can we Learn from Pre-Primary Quality Assurance Systems? Evidence from the Arab Republic of Egypt
    Keywords: Curriculum and Instruction ; Education Policy ; Kindergarten Achievement ; Pre-Primary School ; Primary School Performance ; School Quality Evaluation Tool ; Teacher Quality ; Teacher Training
    Abstract: Quality assurance systems have been implemented or are under development in a number of low- and middle-income countries in an effort to observe the quality of education and deploy targeted measures to improve quality. This paper shares lessons learned on the potential ability of quality assurance systems to observe quality and inform action, drawing on data from a pre-primary quality assurance system in the Arab Republic of Egypt. A nationally representative study of kindergarten classrooms was conducted, using a detailed diagnostic research tool administered by independent enumerators from a data collection firm. A subsample of these kindergarten classrooms was randomly assigned to also be observed through a short quality assurance system tool, half of them by independent enumerators, and the other half by the existing cadre of government kindergarten supervisors. The quality assurance system tool was developed for scale and financial sustainability; thus, it could be administered in roughly one-third of the time of the diagnostic tool, at one-third of the cost. Overall, the results illustrate that at the national level, the quality assurance system tool can identify important areas for improvement, and thus inform broad policy actions. Further, the results are consistent whether an independent data collection firm or a government kindergarten supervisor acted as enumerator, suggesting that quality assurance system data collection efforts can be embedded within ministries of education and implemented in a regular and sustainable manner. At the school and teacher level, however, there were several areas where the quality assurance system data were inconsistent with the diagnostic data. This underscores how quality assurance systems are best used as a formative system, a starting point for quality enhancement, and not as a summative system that directly targets, punishes, or rewards specific schools
    DOI: 10.1596/1813-9450-10482
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
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