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  • 1
    Book
    Book
    Women's education in developing countries : barriers, benefits, and policies (1993)
    Baltimore u.a. :Johns Hopkins Univ. Press,
    Details
    ISBN: 0-8018-4534-3
    Language: English
    Pages: XIII, 337 S. : graph. Darst.
    Edition: 1. printing
    Series Statement: 〈〈A〉〉 World Bank book
    DDC: 376.9/09172/4
    RVK:
    MS 8400
    RVK:
    DH 1009
    RVK:
    MH 10285
    RVK:
    MS 3000
    Keywords: Démocratisation de l'enseignement - Pays en voie de développement ; Femmes - Éducation - Aspect économique - Pays en voie de développement ; Femmes - Éducation - Pays en voie de développement ; Meisjes ; Onderwijs ; Países subdesarrollados - Igualdad de oportunidades en la educación ; Países subdesarrollados - Mujeres - Educación - Aspectos económicos ; Vrouwen ; Entwicklungsländer ; Erziehung ; Frau ; Unterricht ; Educational equalization ; Women Education ; Economic aspects ; Women Education ; Frauenbildung. ; Mädchenbildung. ; Bildung. ; Frau. ; Entwicklungsländer. ; Aufsatzsammlung ; Frauenbildung ; Mädchenbildung ; Frauenbildung ; Bildung ; Frau
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    HU Berlin
  • 2
    Online Resource
    Online Resource
    Timing and duration of exposure in evaluations of social programs (2008)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 4686
    Parallel Title: King, Elizabeth M Timing and duration of exposure in evaluations of social programs
    Keywords: Policy sciences Evaluation ; Policy sciences Evaluation
    Abstract: "Impact evaluations aim to measure the outcomes that can be attributed to a specific policy or intervention. Although there have been excellent reviews of the different methods that an evaluator can choose in order to estimate impact, there has not been sufficient attention given to questions related to timing: How long after a program has begun should one wait before evaluating it? How long should treatment groups be exposed to a program before they can be expected to benefit from it? Are there important time patterns in a program's impact? Many impact evaluations assume that interventions occur at specified launch dates and produce equal and constant changes in conditions among eligible beneficiary groups; but there are many reasons why this generally is not the case. This paper examines the evaluation issues related to timing and discusses the sources of variation in the duration of exposure within programs and their implications for impact estimates. It reviews the evidence from careful evaluations of programs (with a focus on developing countries) on the ways that duration affects impacts. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/20/2009 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    More than schooling : understanding gender differences in the labor market when measures of skill are available (2018)
    Washington, D.C. : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 89 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8588
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Gunewardena, Dileni More Than Schooling: Understanding Gender Differences in the Labor Market When Measures of Skill are Available
    Keywords: Graue Literatur
    Abstract: This paper uses measures of cognitive and noncognitive skills in an expanded definition of human capital to examine how schooling and skills differ between men and women and how those differences relate to gender gaps in earnings across nine middle-income countries. The analysis finds that post-secondary schooling and cognitive skills are more important for women's earnings at the lower end and middle of the earnings distribution, and that men and women have positive returns to openness to new experiences and risk-taking behavior and negative returns to hostile attribution bias. Especially at the lower end of the earnings distribution, women are disadvantaged not so much by having lower human capital than men, but by institutional factors such as wage structures that reward women's human capital systematically less than men's
    DOI: 10.1596/1813-9450-8588
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Promotion with and without learning : effects on student enrollment and dropout behavior (2008)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 4722
    Parallel Title: King, Elizabeth M Promotion with and without learning
    Keywords: Dropouts ; Promotion (School) ; Dropouts ; Promotion (School)
    Abstract: "Many educators and policymakers have argued for lenient grade promotion policy - even automatic promotion - in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peers' ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allows a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/18/2009 , Also available in print.
    URL: Volltext
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Life expectancy at birth and lifetime education and earnings (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 66 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9418
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Hoque, Mohammad Mainul Life Expectancy at Birth and Lifetime Education and Earnings
    Keywords: Graue Literatur
    Abstract: Exploiting cross-birth cohort and cross-country variation from a pool of 188 household surveys from 111 countries, this paper measures how life expectancy at birth affects lifetime education and earnings. On average, individuals add one year of schooling for every 8.3 years of increased life expectancy at birth. Lifetime earnings increase by 1.7 percent per year of added life expectancy at birth. The estimates imply that rising life expectancy at birth explains 75 percent of the increase in average years of schooling worldwide for birth cohorts between 1922 and 1987 and 38 percent of the increase in average gross domestic product per capita in the 20th century
    DOI: 10.1596/1813-9450-9418
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Women's education in developing countries : barriers, benefits, and policies (1993)
    Baltimore : Published for the World Bank [by] the Johns Hopkins University Press
    Details
    ISBN: 0801845343
    Language: English
    Pages: Online-Ressource (xiii, 337 p) , ill , 24 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    DDC: 376.9/09172/4
    Keywords: Educational equalization ; Women Economic aspects Education ; Women Education ; Educational equalization ; Women Economic aspects Education ; Women Education
    Note: "World Bank book , Includes bibliographical references and indexes
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    Gender disparity in South Asia : comparisons between and within countries (1998)
    Washington, DC : World Bank, Development Research Group, Poverty and Human Resources
    Details
    Language: English
    Pages: Online-Ressource (50 p) , ill , 28 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    Series Statement: Policy research working paper 1867
    Parallel Title: Filmer, Deon Gender disparity in South Asia
    Keywords: Children Cross-cultural studies Mortality ; Children Mortality ; Children Mortality ; Sex discrimination against women Cross-cultural studies ; Sex discrimination against women ; Sex discrimination against women ; Children Cross-cultural studies Mortality ; Children Mortality ; Children Mortality ; Sex discrimination against women Cross-cultural studies ; Sex discrimination against women ; Sex discrimination against women
    Note: "January 1998"--Cover , Includes bibliographical references (p. 28-29)
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 8
    Book
    Book
    Change in the status of women across generations in Asia (1986)
    Santa Monica, Calif. : Rand
    Details
    ISBN: 083300753X
    Language: English
    Pages: XV, 92 S. : graph. Darst
    Series Statement: Rand 3399
    Series Statement: R
    Series Statement: Rand : R 3399-RF
    Series Statement: R
    DDC: 305.4/2/095
    Keywords: Frauen ; Frauenbildung ; Weibliche Arbeitskräfte ; Pakistan ; Indonesien ; Philippinen ; Graue Literatur ; Graue Literatur
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    GBV
    KOBV
  • 9
    Online Resource
    Online Resource
    Economic freedom, human rights, and the returns to human capital : an evaluation of the Schultz hypothesis (2010)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (45 p)
    Edition: 2010 World Bank eLibrary
    Parallel Title: Montenegro, Claudio E Economic freedom, human rights, and the returns to human capital
    Abstract: According to T.W. Schultz, the returns to human capital are highest in economic environments experiencing unexpected price, productivity, and technology shocks that create "disequilibria." In such environments, the ability of firms and individuals to adapt their resource allocations to shocks becomes most valuable. In the case of negative shocks, government policies that mitigate the impact of the shock will also limit the returns to the skills of managing risk or adapting resources to changing market forces. In the case of positive shocks, government policies may restrict access to credit, labor, or financial markets in ways that limit reallocation of resources toward newly emerging profitable sectors. This paper tests the hypothesis that the returns to skills are highest in countries that allow individuals to respond to shocks. Using estimated returns to schooling and work experience from 122 household surveys in 86 developing countries, this paper demonstrates a strong positive correlation between the returns to human capital and economic freedom, an effect that is observed throughout the wage distribution. Economic freedom benefits those workers who have attained the most schooling as well as those who have accumulated the most work experience
    DOI: 10.1596/1813-9450-5405
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    Incentives and Teacher Effort : Further Evidence from a Developing Country (2013)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (45 p)
    Edition: 2013 World Bank eLibrary
    Parallel Title: Dang, Hai-Anh H Incentives and Teacher Effort
    Abstract: Few would contest that teachers are a very important determinant of whether students learn in school. Yet, in the face of compelling evidence that many students are not learning what they are expected to learn, how to improve teacher performance has been the focus of much policy debate in rich and poor countries. This paper examines how incentives, both pecuniary and non-pecuniary, influence teacher effort. Using school survey data from Lao PDR, it estimates new measures of teacher effort, including the number of hours that teachers spend preparing for classes and teacher provision of private tutoring classes outside class hours. The estimation results indicate that teachers increase effort in response to non-pecuniary incentives, such as greater teacher autonomy over teaching materials, and monitoring mechanism, such as the existence of an active parent-teacher association and the ability of school principals to dismiss teachers. Methodologically, the paper provides a detailed derivation of a simultaneous ordinary least squares-probit model with school random effects that can jointly estimate teacher work hours and tutoring provision
    DOI: 10.1596/1813-9450-6694
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
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