Long-Term Study of PROSPERA on Intergenerational Occupational Mobility

Yaschine, Iliana; Vargas-Chanes, Delfino; Huffman, Curtis; Carreno, Hiram; Hernández, Ulises Reyes; Mendoza, Tlacaelel

doi:10.1596/1813-9450-8999

“…Thanks to this system, we know that POP did have significant positive impacts on the human capital of the beneficiary families. In spite of these results, the evidence does not show results in improving school-based learning of the beneficiaries, as measured by standardized tests (Yaschine, 2019).…”

Section: Education Programs That Have Proven Effective and Their Chal...mentioning

confidence: 84%

“…The food component was addressed by providing cash transfers to families, subject to attendance to health consultations and educational sessions. These transfers represented one-third of the average monetary income of families living in extreme poverty (Yaschine, 2019).…”

Section: Education Programs That Have Proven Effective and Their Chal...mentioning

confidence: 99%

“…In 2004 it reached 5 million rural, semi-urban, and urban families; in 2010 the figure rose to 6 million; and in 2017 to 6.6 million, amounting to a total of 27 million people distributed in 114 thousand localities. According to CONEVAL (Yaschine, 2019), this figure only covers 63 percent of the potential target population, since the number of people in poverty has been increasing during the last few decades.…”

Section: Education Programs That Have Proven Effective and Their Chal...mentioning

confidence: 99%

“…The main source of information for this section is the book published by the CONEVAL in 2019 to commemorate the 20 years of Progresa-Oportunidades-Prospera, especially the chapter written by IlianaYaschine (2019) on the history of the program.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

2022

View full text Add to dashboard Cite

The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

show abstract

“…Progresa-Oportunidades-Prospera, 1997-2019 13 The Education, Health, and Nutrition Program (Progresa) was launched in August 1997, under President Zedillo's administration, with two objectives: 1) to improve the welfare of families by increasing their purchasing power, and 2) to develop the human capital of its members, mainly children and young people, in order to improve their future welfare and income. Underlying the design of Progresa was the conviction that investment in human capital (education, health, and food) was the best way to break the cycle of poverty (Rodríguez, 2019;Yaschine, 2019).…”

Section: Education Programs That Have Proven Effective and Their Chal...mentioning

confidence: 99%

11. India

Novak¹

2022

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries

0

View full text Add to dashboard Cite

The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

show abstract

7. Financing Education at the Bottom of the Pyramid

Al-Samarrai¹,

Benveniste²

2022

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries

View full text Add to dashboard Cite

The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

show abstract

Long-Term Study of PROSPERA on Intergenerational Occupational Mobility

Cited by 6 publications

References 28 publications

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

11. India

7. Financing Education at the Bottom of the Pyramid

Contact Info

Product

Resources

About