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  • 1
    Online Resource
    Online Resource
    What Did You Do All Day ? : Maternal Education and Child Outcomes (2009)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (42 p)
    Edition: 2009 World Bank eLibrary
    Parallel Title: Andrabi, Tahir What Did You Do All Day ?
    Abstract: 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
    DOI: 10.1596/1813-9450-5143
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  • 2
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    Online Resource
    Do Value-Added Estimates Add Value ? : Accounting for Learning Dynamics (2009)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (42 p)
    Edition: 2009 World Bank eLibrary
    Parallel Title: Andrabi, Tahir Do Value-Added Estimates Add Value ?
    Abstract: 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
    DOI: 10.1596/1813-9450-5066
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  • 3
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    Online Resource
    U.S. and Them : the Geography of Academic Research (2009)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (38 p)
    Edition: 2009 World Bank eLibrary
    Parallel Title: Das, Jishnu U.S. and Them
    Abstract: Using a database of 76,046 empirical economics papers published between 1985 and 2004 in the top 202 economics journals, the authors report two associations. First, per-capita research output on a given country increases with the country's per capita gross domestic product (GDP). Regressions controlling for data availability and quality in the country, indicators of governance and the use of English yield an estimated research-GDP elasticity of 0.37; surprisingly, the United States (US) is not an outlier in the production of empirical research. Second, papers written about the US are far more likely to be published in the top five economics journals, even after the quality of research has been partially controlled for through fixed-effects for the authors' institutional affiliations; the estimates suggest that papers on the US are 2.6 percentage points more likely to be published in the top-five journals. This is a large effect because only 1.5 percent of all papers written about countries other than the US are published in the top-five journals. The authors speculate about the interpretations of these facts, and invite further analysis and additions to the public release of the database that accompanies this paper
    DOI: 10.1596/1813-9450-5152
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  • 4
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    Online Resource
    Are you being served? : new tools for measuring service delivery (2008)
    Washington, D.C : The World Bank
    Details
    ISBN: 0821371851 , 082137186X , 9780821371855 , 9780821371862
    Language: English
    Pages: Online-Ressource (xxv, 423 p) , ill , 23 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    DDC: 362.1
    Keywords: Data Collection methods ; Developing Countries ; Educational surveys ; Health Services Research methods ; Health facilities Quality control ; Measurement ; Medical care Quality control ; Measurement ; Quality Assurance, Health Care economics ; Quality Assurance, Health Care methods ; Quality assurance Measurement ; Data Collection methods ; Developing Countries ; Educational surveys ; Health Services Research methods ; Health facilities Quality control ; Measurement ; Medical care Quality control ; Measurement ; Quality Assurance, Health Care economics ; Quality Assurance, Health Care methods ; Quality assurance Measurement ; Data Collection ; Developing Countries ; methods ; Educational surveys ; Health Services Research ; Health facilities ; Medical care ; Quality Assurance, Health Care ; Quality Assurance, Health Care ; Quality assurance
    Description / Table of Contents: Qualitative research to prepare quantitative analysis: absenteeism among health workers in two African countries -- Use of vignettes to measure the quality of health care -- Client satisfaction and the perceived quality of primary health care in Uganda -- Health facility and school surveys in the Indonesia family life surveys -- Collecting data from service providers within the living standards measurement study -- Sharing the gain: some common lessons on measuring service delivery.
    Description / Table of Contents: Introduction: why measure service delivery? -- Assessment of health facility performance: an introduction to data and measurement issues -- An introduction to methodologies for measuring service delivery in education -- Administrative data is a study of local inequality and project choice: issues of interpretation and relevance -- What may be learned from project monitoring data? lessons from a nutrition program in Madagascar -- Program impact and variation in the duration of exposure -- Tracking public money in the health sector in Mozambique: conceptual and practical challenges -- Public expenditure tracking survey in a difficult environment: the case of Chad -- Lessons from school surveys in Indonesia and Papua New Guinea -- Assessment of health and education services in the aftermath of a disaster -- Ukraine school survey: design challenges, poverty linkages, and evaluation opportunities
    Note: Includes bibliographical references and index
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  • 5
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    Online Resource
    Mental Health Patterns And Consequences : Results From Survey Data In Five Developing Countries, Volume 1 of 1 (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (29 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Das, Jishnu Mental Health Patterns And Consequences
    Keywords: Anxiety ; Depression ; Health Monitoring and Evaluation ; Health care ; Health indicators ; Health outcomes ; Health, Nutrition and Population ; Mental ; Mental Health ; Mental illness ; Morbidity ; Public health ; Anxiety ; Depression ; Health Monitoring and Evaluation ; Health care ; Health indicators ; Health outcomes ; Health, Nutrition and Population ; Mental ; Mental Health ; Mental illness ; Morbidity ; Public health ; Anxiety ; Depression ; Health Monitoring and Evaluation ; Health care ; Health indicators ; Health outcomes ; Health, Nutrition and Population ; Mental ; Mental Health ; Mental illness ; Morbidity ; Public health
    Abstract: The social and economic consequences of poor mental health in the developing world are presumed to be significant, yet are largely under-researched. The authors argue that mental health modules can be meaningfully added to multi-purpose household surveys in developing countries, and used to investigate this relationship. Data from nationally representative surveys in Bosnia and Herzegovina, Indonesia, and Mexico, along with special surveys from India and Tonga, show similar patterns of association between mental health and socioeconomic characteristics across countries. Individuals who are older, female, widowed, and report poor physical health are more likely to report worse mental health outcomes. Individuals living with others with poor mental health are also significantly more likely to report worse mental health themselves. In contrast, there is little observed relationship between mental health and poverty or education, common measures of socio-economic status. The results instead suggest that economic and multi-dimensional shocks such as illness or crisis can have a greater impact on mental health than overall levels of poverty. This may have important implications for social protection policy. The authors also find significant associations between poor mental health and lowered labor force participation (especially for women) and higher frequency visits to health centers, suggesting that poor mental health can have significant economic consequences for households and the health system. Finally, the paper discusses how measures of mental health are distinct from general subjective welfare measures such as happiness and indicate useful directions of future research
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  • 6
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    Online Resource
    The Quality of Medical Advice In Low-Income Countries (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (38 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Das, Jishnu The Quality of Medical Advice In Low-Income Countries
    Keywords: Clinics ; Health Monitoring and Evaluation ; Health Systems Development and Reform ; Health outcomes ; Health, Nutrition and Population ; Intervention ; Medicines ; Nutrition ; Patient ; Patients ; Primary Health Care ; Vaccination ; Workers ; Clinics ; Health Monitoring and Evaluation ; Health Systems Development and Reform ; Health outcomes ; Health, Nutrition and Population ; Intervention ; Medicines ; Nutrition ; Patient ; Patients ; Primary Health Care ; Vaccination ; Workers ; Clinics ; Health Monitoring and Evaluation ; Health Systems Development and Reform ; Health outcomes ; Health, Nutrition and Population ; Intervention ; Medicines ; Nutrition ; Patient ; Patients ; Primary Health Care ; Vaccination ; Workers
    Abstract: This paper provides an overview of recent work on quality measurement of medical care and its correlates in four low and middle-income countries-India, Indonesia, Tanzania, and Paraguay. The authors describe two methods-testing doctors and watching doctors-that are relatively easy to implement and yield important insights about the nature of medical care in these countries. The paper discusses the properties of these measures, their correlates, and how they may be used to evaluate policy changes. Finally, the authors outline an agenda for further research and measurement
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  • 7
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    Online Resource
    India Shining And Bharat Drowning : Comparing Two Indian States To The Worldwide Distribution In Mathematics Achievement (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (54 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Das, Jishnu India Shining And Bharat Drowning
    Keywords: Achievement ; Education ; Educational Sciences ; Human development ; Learning ; Mathematics ; Primary Education ; Private schools ; Schools ; Secondary Education ; Secondary education ; Secondary schooling ; Secondary schools ; Secondary students ; Teaching and Learning ; Tertiary Education ; Achievement ; Education ; Educational Sciences ; Human development ; Learning ; Mathematics ; Primary Education ; Private schools ; Schools ; Secondary Education ; Secondary education ; Secondary schooling ; Secondary schools ; Secondary students ; Teaching and Learning ; Tertiary Education ; Achievement ; Education ; Educational Sciences ; Human development ; Learning ; Mathematics ; Primary Education ; Private schools ; Schools ; Secondary Education ; Secondary education ; Secondary schooling ; Secondary schools ; Secondary students ; Teaching and Learning ; Tertiary Education
    Abstract: This paper uses student answers to publicly released questions from an international testing agency together with statistical methods from Item Response Theory to place secondary students from two Indian states -Orissa and Rajasthan -on a worldwide distribution of mathematics achievement. These two states fall below 43 of the 51 countries for which data exist. The bottom 5 percent of children rank higher than the bottom 5 percent in only three countries-South Africa, Ghana and Saudi Arabia. But not all students test poorly. Inequality in the test-score distribution for both states is next only to South Africa in the worldwide ranking exercise. Consequently, and to the extent that these two states can represent India, the two statements "for every ten top performers in the United States there are four in India" and "for every ten low performers in the United States there are two hundred in India" are both consistent with the data. The combination of India's size and large variance in achievement give both the perceptions that India is shining even as Bharat, the vernacular for India, is drowning. Comparable estimates of inequalities in learning are the building blocks for substantive research on the correlates of earnings inequality in India and other low-income countries; the methods proposed here allow for independent testing exercises to build up such data by linking scores to internationally comparable tests
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  • 8
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    Online Resource
    Patient Satisfaction, Doctor Effort, And Interview Location : Evidence From Paraguay (2006)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (20 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Das, Jishnu Patient Satisfaction, Doctor Effort, And Interview Location
    Keywords: Aged ; Clinics ; Gender ; Gender and Health ; General Practice ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health Systems Development and Reform ; Health, Nutrition and Population ; Hospitals ; Interview ; Knowledge ; Measurement ; Medicines ; Nursing ; Observation ; Aged ; Clinics ; Gender ; Gender and Health ; General Practice ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health Systems Development and Reform ; Health, Nutrition and Population ; Hospitals ; Interview ; Knowledge ; Measurement ; Medicines ; Nursing ; Observation ; Aged ; Clinics ; Gender ; Gender and Health ; General Practice ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health Systems Development and Reform ; Health, Nutrition and Population ; Hospitals ; Interview ; Knowledge ; Measurement ; Medicines ; Nursing ; Observation
    Abstract: To examine the relationship between patient satisfaction and doctor performance, the authors observed 2,271 interactions between 292 doctors and their patients in 98 clinics and hospitals in Paraguay and conducted an exit-survey with the same patients as they left the clinic. For a subsample of 64 facilities they also interviewed patients who visited the facility within the last week. There are three patterns in the data: (1) Patient satisfaction is positively correlated with doctor effort, measured as a combination of time spent, questions asked, and examinations performed after controlling for observed doctor and patient characteristics; (2) However, accounting for unobserved doctor characteristics dramatically reduces the level of significance and size of correlation between effort and satisfaction, showing that much of the positive relationship is driven by these unobserved doctor-specific factors; and (3) Reported satisfaction is significantly lower for patients interviewed at home compared with those interviewed at the clinic. This leads the authors to conclude that even if patient satisfaction reflects some aspects of the doctor's performance, unobserved heterogeneity combined with survey biases limit the widespread applicability of patient satisfaction as an indicator of doctor performance
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  • 9
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    Online Resource
    Learning Levels And Gaps In Pakistan (2006)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (47 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Das, Jishnu Learning Levels And Gaps In Pakistan
    DDC: 370
    Keywords: Adult Literacy ; Adult Literacy Rate ; Children ; Curriculum ; Education ; Education for All ; Effective Schools and Teachers ; Enrollment ; Formal Schooling ; Gender ; Gender and Education ; Girls ; Groups ; Human Development ; Knowledge ; Learning ; Literacy ; Net Enrol ; Primary Education ; Secondary Education ; Tertiary Education ; Adult Literacy ; Adult Literacy Rate ; Children ; Curriculum ; Education ; Education for All ; Effective Schools and Teachers ; Enrollment ; Formal Schooling ; Gender ; Gender and Education ; Girls ; Groups ; Human Development ; Knowledge ; Learning ; Literacy ; Net Enrol ; Primary Education ; Secondary Education ; Tertiary Education ; Adult Literacy ; Adult Literacy Rate ; Children ; Curriculum ; Education ; Education for All ; Effective Schools and Teachers ; Enrollment ; Formal Schooling ; Gender ; Gender and Education ; Girls ; Groups ; Human Development ; Knowledge ; Learning ; Literacy ; Net Enrol ; Primary Education ; Secondary Education ; Tertiary Education
    Abstract: The authors report on a survey of primary public and private schools in rural Pakistan with a focus on student achievement as measured through test scores. Absolute learning is low compared with curricular standards and international norms. Tested at the end of the third grade, a bare majority had mastered the K-I mathematics curriculum and 31 percent could correctly form a sentence with the word "school" in the vernacular (Urdu). As in high-income countries, bivariate comparisons show that higher learning is associated with household wealth and parental literacy. In sharp contrast to high-income countries, these gaps decrease dramatically in a multivariate regression once differences between children in the same school are looked at. Consequently, the largest gaps are between schools. The gap in English test scores between government and private schools, for instance, is 12 times the gap between children from rich and poor families. To contextualize these results within a broader South Asian context, the authors use data from public schools in the state of Uttar Pradesh in India. Levels of learning and the structure of the educational gaps are similar in the two samples. As in Pakistan, absolute learning is low and the largest gaps are between schools: the gap between good and bad government schools, for instance, is 5 times the gap between children with literate and illiterate mothers
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  • 10
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    Online Resource
    A Dime A Day : The Possibilities And Limits of Private Schooling In Pakistan (2006)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (35 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Andrabi, Tahir A Dime A Day
    DDC: 370
    Keywords: Privatschule ; Pakistan ; Children ; Education ; Education Reform and Management ; Education for All ; Educational Outcomes ; Effective Schools and Teachers ; Enrollment ; Fees ; Gender ; Gender Disparities ; Gender and Education ; Investment ; Knowledge ; Participation ; Primary Education ; Primary Education ; Primary Schools ; Private School ; Private Schools ; Secondary Education ; Tertiary Education ; Children ; Education ; Education Reform and Management ; Education for All ; Educational Outcomes ; Effective Schools and Teachers ; Enrollment ; Fees ; Gender ; Gender Disparities ; Gender and Education ; Investment ; Knowledge ; Participation ; Primary Education ; Primary Education ; Primary Schools ; Private School ; Private Schools ; Secondary Education ; Tertiary Education ; Children ; Education ; Education Reform and Management ; Education for All ; Educational Outcomes ; Effective Schools and Teachers ; Enrollment ; Fees ; Gender ; Gender Disparities ; Gender and Education ; Investment ; Knowledge ; Participation ; Primary Education ; Primary Education ; Primary Schools ; Private School ; Private Schools ; Secondary Education ; Tertiary Education
    Abstract: 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
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