Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
Filter
  • English  (7)
  • Chaudhury, Nazmul  (4)
  • Cunningham, Wendy  (3)
  • Washington, D.C : The World Bank  (7)
  • Florence : Firenze University Press
  • Education  (7)
  • 1
    Online Resource
    Online Resource
    An Assessment of Gender Gaps in Liberia through a Women's Empowerment Lens (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2190
    Keywords: Education ; Empowerment Factors ; Gender and Development ; Gender and Economics ; Gender and Education ; Gender and Health ; Gender Equality ; Gender Gap ; Health ; Labor ; Labor and Employment Law ; Law and Development ; Women's Empowerment
    Abstract: Advancing gender equality by strengthening women's empowerment is essential for improving development outcomes in Liberia. This report draws on existing literature and data review, as well as new qualitative evidence collected in Liberia. It shows that despite some progress, significant gender gaps still hold back the individual well-being of half of the population. Although abject poverty is part of the story, formal and informal institutions that shift the balance of decision-making power and access to resources away from women also disempower. Eliminating institutional and resource constraints and strengthening women's ability to make choices to improve their lives can leverage women's skills and talents and enhance their contributions to a more prosperous and sustainable Liberia. This report is grounded in the concepts underlying women's and girls' empowerment - namely, a process whereby women and girls who have been denied the ability to make choices and realize them acquire such an ability. The analysis is focused on identifying the constraints Liberian women face in achieving better outcomes in education, health, and productive employment, through the lens of the three pillars of empowerment: context, resources, and agency
    DOI: 10.1596/40333
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    The Demand for Digital and Complementary Skills in Southeast Asia (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (63 pages)
    Parallel Title: Erscheint auch als Cunningham, Wendy The Demand for Digital and Complementary Skills in Southeast Asia
    Keywords: Analog Employment ; Analog Skills ; Cognitive Skills ; Digital Divide ; Digital Skills ; Digital Workplace ; Education ; Employment ; ICT in The Workplace ; Information and Communication Technologies ; Jobs ; Labor Force Survey of Digital Skills ; Labor Markets ; Occupational Skills ; Poverty Reduction ; Skills Development and Labor Force Training ; Socioemotional Skills ; Technology in Low and Middle-Income Countries
    Abstract: As the economies of Southeast Asia continue adopting digital technologies, policy makers increasingly ask how to prepare the workforce for emerging labor demands. However, little is known about the skills that workers need to adapt to these changes. Skills profiles in low- and middle-income countries are typically derived from data collected in the United States, which is known to inaccurately reflect their occupational skills. This paper uses online job postings data from Malaysia to identify the digital, cognitive, and socioemotional skills required for digital and non-digital occupations. The skills profiles for each occupation are then merged with labor force survey data from Cambodia, Malaysia, Thailand, and Vietnam to sketch skills profiles of the workforces in these countries. Using descriptive statistics and linear probability model regressions, the paper finds evidence that highly digital occupations require not only digital skills, but also cognitive and socioemotional skills. Similarly, virtually all occupations, regardless of the digital intensity of the job, require some basic or intermediate digital skills. Pairwise correlations and a factor analysis confirm the complementarity between digital skills and different subsets of cognitive and socioemotional skills. The data also confirm that, even with the excitement about the digital revolution, the bulk of employment in Southeast Asia is in low- (around two-thirds) or medium-digital (around one-third) occupations. Only between 1 and 5 percent of jobs are highly digital in the four countries studied. These findings suggest that as education and training systems adapt to teach basic digital skills, they will need to continue to foster cognitive and socioemotional skills
    DOI: 10.1596/1813-9450-10070
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Poisoning The Mind : Arsenic Contamination And Cognitive Achievement of Children (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (25 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Asadullah, Mohammad Niaz Poisoning The Mind
    Keywords: Achievement of Children ; Cognitive skills ; Education ; Education for All ; Educational participation ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Learning ; Learning outcomes ; Population Policies ; Primary data ; Reading ; School survey ; Schooling ; Secondary school ; Tertiary Education ; Urban Solid Waste Management ; Achievement of Children ; Cognitive skills ; Education ; Education for All ; Educational participation ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Learning ; Learning outcomes ; Population Policies ; Primary data ; Reading ; School survey ; Schooling ; Secondary school ; Tertiary Education ; Urban Solid Waste Management ; Achievement of Children ; Cognitive skills ; Education ; Education for All ; Educational participation ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Learning ; Learning outcomes ; Population Policies ; Primary data ; Reading ; School survey ; Schooling ; Secondary school ; Tertiary Education ; Urban Solid Waste Management
    Abstract: Bangladesh has experienced the largest mass poisoning of a population in history owing to contamination of groundwater with naturally occurring inorganic arsenic. Continuous drinking of such metal-contaminated water is highly cancerous; prolonged drinking of such water risks developing diseases in a span of just 5-10 years. Arsenicosis-intake of arsenic-contaminated drinking water-has implications for children's cognitive and psychological development. This study examines the effect of arsenicosis at school and at home on cognitive achievement of children in rural Bangladesh using recent nationally representative school survey data on students. Information on arsenic poisoning of the primary source of drinking water-tube wells-is used to ascertain arsenic exposure. The findings show an unambiguously negative and statistically significant correlation between mathematics score and arsenicosis at home, net of exposure at school. Split-sample analysis reveals that the effect is only specific to boys; for girls, the effect is negative but insignificant. Similar correlations are found for cognitive and non-cognitive outcomes such as subjective well-being, that is, a self-reported measure of life satisfaction (also a direct proxy for health status) of students and their performance in primary-standard mathematics. These correlations remain robust to controlling for school-level exposure
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Social Interactions And Student Achievement In A Developing Country : An Instrumental Variables Approach (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (9 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Asadullah, Mohammad Niaz Social Interactions And Student Achievement In A Developing Country
    Keywords: Business School ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Graduation rate ; Human Development ; Industry ; Learning ; Learning outcomes ; Literature ; Papers ; Primary Education ; School quality ; Student Achievement ; Tertiary Education ; Water Resources ; Water and Industry ; Business School ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Graduation rate ; Human Development ; Industry ; Learning ; Learning outcomes ; Literature ; Papers ; Primary Education ; School quality ; Student Achievement ; Tertiary Education ; Water Resources ; Water and Industry ; Business School ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Graduation rate ; Human Development ; Industry ; Learning ; Learning outcomes ; Literature ; Papers ; Primary Education ; School quality ; Student Achievement ; Tertiary Education ; Water Resources ; Water and Industry
    Abstract: This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Madrasas And Ngos : Complements Or Substitutes? (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (22 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Asadullah, Mohammad Niaz Madrasas And Ngos
    DDC: 370
    Keywords: Curriculum ; Education ; Education for All ; Education sector ; Education services ; Effective Schools and Teachers ; Female Education ; Female enrollment ; Gender ; Gender and Education ; Human Development ; Primary Education ; Primary schools ; Reading ; Schooling ; Schools ; Tertiary Education ; Curriculum ; Education ; Education for All ; Education sector ; Education services ; Effective Schools and Teachers ; Female Education ; Female enrollment ; Gender ; Gender and Education ; Human Development ; Primary Education ; Primary schools ; Reading ; Schooling ; Schools ; Tertiary Education ; Curriculum ; Education ; Education for All ; Education sector ; Education services ; Effective Schools and Teachers ; Female Education ; Female enrollment ; Gender ; Gender and Education ; Human Development ; Primary Education ; Primary schools ; Reading ; Schooling ; Schools ; Tertiary Education
    Abstract: There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level dataset on student enrollment in secondary schools and madrasas, the authors demonstrate that the presence of madrasas is positively associated with secondary female enrollment growth. Such feminization of madrasas is therefore unique and merits careful analysis. The authors test the effects of the Bangladesh Rural Advancement Committee primary schools on growth in female enrollment in madrasas. The analysis deals with potential endoegeneity by using data on number of the number of school branches and female members in the sub-district. The findings show that madrasas that are located in regions with a greater number of Bangladesh Rural Advancement Committee schools have higher growth in female enrollment. This relationship is further strengthened by the finding that there is, however, no effect of these schools on female enrollment growth in secular schools
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Conditional Cash Transfers And Female Schooling : The Impact of The Female School Stipend Program On Public School Enrollments In Punjab, Pakistan (2007)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (37 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Chaudhury, Nazmul Conditional Cash Transfers And Female Schooling
    Keywords: Adults ; Education ; Education ; Education Reform and Management ; Education System ; Education for All ; Effective Schools and Teachers ; Female Children ; Female Education ; Female Enrollment ; Female Schooling ; Female Students ; Gender ; Gender Disparity ; Gender and Education ; Literacy ; Primary Education ; Private Secondary Schoo ; Secondary Education ; Tertiary Education ; Adults ; Education ; Education ; Education Reform and Management ; Education System ; Education for All ; Effective Schools and Teachers ; Female Children ; Female Education ; Female Enrollment ; Female Schooling ; Female Students ; Gender ; Gender Disparity ; Gender and Education ; Literacy ; Primary Education ; Private Secondary Schoo ; Secondary Education ; Tertiary Education ; Adults ; Education ; Education ; Education Reform and Management ; Education System ; Education for All ; Effective Schools and Teachers ; Female Children ; Female Education ; Female Enrollment ; Female Schooling ; Female Students ; Gender ; Gender Disparity ; Gender and Education ; Literacy ; Primary Education ; Private Secondary Schoo ; Secondary Education ; Tertiary Education
    Abstract: Instead of mean-tested conditional cash transfer (CCT) programs, some countries have implemented gender-targeted CCTs to explicitly address intra-household disparities in human capital investments. This study focuses on addressing the direct impact of a female school stipend program in Punjab, Pakistan: Did the intervention increase female enrollment in public schools? To address this question, the authors draw on data from the provincial school censuses of 2003 and 2005. They estimate the net growth in female enrollments in grades 6-8 in stipend eligible schools. Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD), and regression-discontinuity design (RDD) indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average program impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9 percent in female enrollment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the subprovincial level, the results corroborate evidence of the impact using school census data
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    Youth Well-Being In Brazil : An Index For Cross-Regional Comparisons (2007)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (36 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Leon, Joana Severo Youth Well-Being In Brazil
    Keywords: Adolescent Health ; Adolescents ; Age ; Aids ; Birth Weight ; Childhood To Adulthood ; Children ; Children and Youth ; Cigarette Smoking ; Education ; Families ; Gender ; Gender and Health ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Human Rights ; Illicit Drug Use ; Mortality ; Mortality Rate ; Population Policies ; Primary Education ; Youth and Government ; Adolescent Health ; Adolescents ; Age ; Aids ; Birth Weight ; Childhood To Adulthood ; Children ; Children and Youth ; Cigarette Smoking ; Education ; Families ; Gender ; Gender and Health ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Human Rights ; Illicit Drug Use ; Mortality ; Mortality Rate ; Population Policies ; Primary Education ; Youth and Government ; Adolescent Health ; Adolescents ; Age ; Aids ; Birth Weight ; Childhood To Adulthood ; Children ; Children and Youth ; Cigarette Smoking ; Education ; Families ; Gender ; Gender and Health ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Human Rights ; Illicit Drug Use ; Mortality ; Mortality Rate ; Population Policies ; Primary Education ; Youth and Government
    Abstract: This study constructs three indices to measure how well Brazil's young people are surviving their transition to adulthood. Youth development is difficult to quantify because of the multi-dimensionality of youth behavior. Most monitoring use individual indicators in specific sectors, making it difficult to track overall progress. The study adapts to the Brazilian case a methodology developed by Duke University to measure the well-being of U.S. children and youth. It uses readily available data to construct three indices for each Brazilian state based on 36 indicators encompassing the health, behavior, school performance, institutional connectedness, and socioeconomic conditions. The indices conclude that young people in the states of Santa Catarina and the Federal District are doing particularly well and those in Alagoas and Pernambuco are the worst off. While these rankings are expected to continue into the next generation, young people in other states have a brighter (Espiritu Santo) or more dismal (Rio Grande de Sul, Tocatins) future due to underinvestment in today's children. Still others (Rio de Janeiro) are underutilizing their resources so their young citizens are in a worse situation than they could be if the state were to invest more. The hope is that the methodology can be used in Brazil as it has been used in the United States to estimate the indices annually, thus allowing policymakers, young people, and society to track the well-being of youth in each state over time
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
Close ⊗
This website uses cookies and the analysis tool Matomo. More information can be found here...