The Effect of Gender Differences in Primary School Access, Type, and Quality on the Decision to Enroll in Rural Pakistan

Lloyd, Cynthia B.; Mete, Cem; Sathar, Zeba A.

doi:10.1086/427042

Cited by 90 publications

(80 citation statements)

References 20 publications

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“…In Pakistan, Chohan & Qadir (2011);Lloyd et al (2005); and Sawada & Lokshin (2009) all analyzed student dropout based on gender component. According to Lloyd et al (2005) both male and female students' dropout rates increased due to various reasons, including grade retention, as well as arrival in the family of an unwanted birth and enrollment in a government (not private) primary school.…”

Section: Ap and Student Dropout Along Male-female Dividementioning

confidence: 99%

“…According to Lloyd et al (2005) both male and female students' dropout rates increased due to various reasons, including grade retention, as well as arrival in the family of an unwanted birth and enrollment in a government (not private) primary school. Non-grade retention, availability of post-primary schooling, having a mother who attended school and living in a better-off household reduce the probability of dropout.…”

Section: Ap and Student Dropout Along Male-female Dividementioning

confidence: 99%

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Automatic Promotion and Student Dropout: Evidence from Uganda, Using Propensity Score in Difference in Differences Model

Okurut¹

2018

JEL

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The impact of automatic promotion practice on students dropping out of Uganda's primary education was assessed using propensity score in difference in differences analysis technique. The analysis strategy was instrumental in addressing the selection bias problem, as well as biases arising from common trends over time, and permanent latent differences between the treated and control groups. Probit regression results indicate a negative effect on the probability of students dropping out, but only at P3. There seems to be no policy effect at P6. Decomposing the effect incidence along school location shows the policy as having had an effect only on P3 students studying in urban schools; otherwise, there is no effect among students at P3 rural, P6 rural or P6 Urban. In terms of the gender component, automatic promotion appears to have had an effect on P3 male and female students and no effect on either sex at P6.

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Section: Ap and Student Dropout Along Male-female Dividementioning

confidence: 99%

Section: Ap and Student Dropout Along Male-female Dividementioning

confidence: 99%

Automatic Promotion and Student Dropout: Evidence from Uganda, Using Propensity Score in Difference in Differences Model

Okurut¹

2018

JEL

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“…5 Additionally, low enrollment for girls is further compounded by low retention and completion rates (Sawada and Lokshin, 2009). A large body of analytical work has identified various community characteristics (access to roads, transport, share of teachers that reside in the village where the school is located, scarcity and poor quality of schools for girls) and household characteristics (poverty status of the family, school costs, parental education and occupation) that are associated with gaps in school entry for girls (Khan, 1993;Sathar and Lloyd, 1994;Lloyd et al 2005;Das et al 2006;Lloyd at al. 2007).…”

Section: The Female School Stipend Programmentioning

confidence: 99%

“…4 The Punjab Education Sector Reform (PERSP) seeks to address flaws identified in the educational system, including: lack of infrastructure or substandard quality of infrastructure, which limited access to schools; bad quality of service delivery and financial management; limited capacity of staff at all levels of the system; weak community and parental involvement; and a rise in the private sector provision of schooling with weak oversight for standards and quality. 5 The gender disparity in Pakistan is well established in the literature; for example, authors such as Khan (1993), Behrman and Schneider (1993), Alderman et al (1995), Alderman et al (2001), Holmes (2003), Lloyd et al (2005), and a gender assessment by the World Bank (2005) make this point clearly. 6 Parts of these activities were either phased in throughout the province over the years based on need or were implemented only in places where demand was most salient.…”

mentioning

confidence: 99%

Does Cash for School Influence Young Women's Behavior in the Longer Term? Evidence from Pakistan

Alam¹,

Báez

Carpio³

2011

Policy Research Working Papers

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Punjab Female School Stipend Program, a female-targeted conditional cash transfer program in Pakistan, was implemented in response to gender gaps in education. An early evaluation of the program shows that the enrollment of eligible girls in middle-school increased in the short term by nearly 9 percentage points. This paper uses regression discontinuity and difference-in-difference analyses to show that five years into the program implementation positive impacts do persist. Beneficiary adolescent girls are more likely to progress through and complete middle school and work less. There is suggestive evidence that participating girls delay their marriage and have fewer births by the time they are 19 years old. Also, girls who are exposed to the program later-on, and eligible for the benefits given in high school, increase their rates of matriculating into and completing high school. The persistence of impacts can potentially translate into gains in future productivity, consumption, inter-generational human capital accumulation and desired fertility. Lastly, there is no evidence that the program has negative spillover effects on educational outcomes of male siblings. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SJEL Classification: I25, J13, J21, O15

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“…We cannot ignore that the absenteeism of teachers mainly affects the learning and performance of the students (Obeng-Denteh, Yeboah, Sam & Monkah, 2012). Teachers' qualification, effort that they put while teaching, Teaching method, check and balance system and teachers' absenteeism catch much intention of parents when they select a school for their children (Sathar & Lloyd, 2000). Researches of Woods & Montagno (1997) show that great number of teachers' absenteeism creates a hindrance in academic achievement of the student.…”

Section: Introductionmentioning

confidence: 99%

To Explore the Causes of Absenteeism at Government and Private Primary Schools: A Case Study from Pakistan

Iqbal

Muhammad

Haider

2015

ILSHS

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ABSTRACT. The main purpose of the research was to evaluate the various causes of absenteeism in Government and Private school teachers in primary school Tehsil Jampur District Rajanpur (Punjab) Pakistan. 100 teachers were selected for sample. Half from government and half from private sector. In other word 50 teachers were from Government Schools and 50 were from Private School Sector. In this survey, research tool was used a questionnaire. We found out percentage for the scrutiny of information. In this scrutiny we see that Private School Teachers enjoy less leaves than Government School Teachers. Professional safety, relaxed manners of Head of Institute, various family functions, problems of conveyance and sickness are the major causes of absenteeism of the Government School Teachers. Whereas, Private School Teachers get less leaves because they believe their profession is insecure and they are less satisfied with their profession and functioning surroundings.

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The Effect of Gender Differences in Primary School Access, Type, and Quality on the Decision to Enroll in Rural Pakistan

Cited by 90 publications

References 20 publications

Automatic Promotion and Student Dropout: Evidence from Uganda, Using Propensity Score in Difference in Differences Model

Automatic Promotion and Student Dropout: Evidence from Uganda, Using Propensity Score in Difference in Differences Model

Does Cash for School Influence Young Women's Behavior in the Longer Term? Evidence from Pakistan

To Explore the Causes of Absenteeism at Government and Private Primary Schools: A Case Study from Pakistan

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