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  • Chaudhury, Nazmul  (4)
  • Washington, D.C : The World Bank  (4)
  • Florence : Firenze University Press
  • Education  (4)
  • 1
    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
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    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)
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    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)
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    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)
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