Miscellaneous Knowledge Notes
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Sub-Saharan Africa
Sub-Saharan Africa, home to more than 1 billion people, half of whom will be under 25 years old by 2050, is a diverse ...
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Publication COVID-19 Impact Monitoring at the Household Level: Burkina Faso, Brief No. 5(World Bank, Washington, DC, 2021-01) Tsimpo Nkengne, Clarence; Tiberti, Marco; Backiny-Yetna, Prospere R.; Costantini, Marco; Koncobo, Zakaria; Tiendrebeogo, AdamaThis note presents the results of the fifth round of a nationally re presentative telephone survey ( HFPS). Data collection took place between December 9 and December 30,2020. In addition to the 2,011 households successfully interviewed in the fourth round, in an effort to maintain sample size, additional 84 households that had not been successfully interviewed in previous rounds but did not ref use to participate in the survey were called in this fifth round. 9 households were excluded from the sample of Round 5 as they ref used to participate in Round 4. 1,968 households (93.9 4 percent of the 2,095 attempted) w ere contacted and 1,944 (92.79 percent) were successfully interviewed in Round 5. Of those contacted, 24 households ref used outright to be interviewed. The questionnaire includes key modules that had already been administered in previous rounds, namely, access to food and health services, employment and income, and shocks. Major additions were made to the questionnaire: (i) a module on Covid-19 (coronavirus) testing and vaccination; (ii) expansion of the education module to cover the resumption of classes and get an idea of the impact of Covid-19 on school attendance. For the sake of simplicity, this note focuses on these two new themes.Publication Monitoring COVID-19 Impacts on Households in Ethiopia, Report No. 5: Gendered Impacts of the COVID-19 Pandemic in Ethiopia - Results from a High-Frequency Phone Survey of Households(World Bank, Washington, DC, 2020-10-12) Ebrahim, Menaal; Ambel, Alemayehu A.; Buehren, Niklas; Bundervoet, Tom; Hailemicheal, Adiam Hagos; Abebe Tefera, Girum; Wieser, ChristinaThe analysis is based on a sample of 3,058 households in both urban and rural areas in all regions of Ethiopia. The 15-minute interview covers a diverse set of topics such as access to basic services, child educational activities during school closures, employment dynamics, household income and livelihood, income loss and coping strategies, food security and assistance received. In this brief, we focus on topics where gendered differences were striking.Publication Zanzibar: Can Goal-setting and Incentives Improve Student Performance?(World Bank, Washington, DC, 2019-02) World BankThe Results in Education for All Children (REACH) Trust Fund at the World Bank funded an evaluation that measured how two different incentive approaches affected the academic performance of grade 9 students in Zanzibar (Tanzania). The first approach allowed students to set personal goals at the beginning of the school year regarding their performance by the end of the year. The second approach combined this goal-setting exercise with non-financial rewards such as certificates or in-kind prizes for students who met their goals. These approaches were designed to answer the following questions: (i) whether students setting goals for themselves has any effect on their performance in school and (ii) whether this effect is strengthened when combined with non-financial incentives.Publication Mozambique: Can Information and Incentives Increase School Attendance?(World Bank, Washington, DC, 2018-03) World BankAlthough more children than ever are starting school in Africa, in many countries dropout rates remain high and few students complete their schooling, especially girls. Results-based financing (RBF) has been used in many developing countries to attempt to incentivize various stakeholders such as students, parents, and teachers to achieve better results. RBF mechanisms work by linking financial incentives to measurable results, for example school attendance, dropout rates, or student test scores. Conditional cash transfers (CCTs) are one such RBF mechanism that has been used in many developing countries to incentivize individuals to take actions that they may not otherwise take, such as attending school or using preventive health services. CCTs work by giving individuals a cash transfer, conditional on verification that they have completed the prescribed behavior. CCTs have been shown to be effective in increasing school attendance in many countries, but their cost and complexity makes them difficult to manage for countries with limited administrative and budgetary capacity.