Journal articles published externally

2,088 items available

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https://hdl.handle.net/10986/4401

These are journal articles by World Bank authors published externally.

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Now showing 1 - 7 of 7

Engaging Men to Transform Inequitable Gender Attitudes and Prevent Intimate Partner Violence: A Cluster Randomised Controlled Trial in North and South Kivu, Democratic Republic of Congo
(BMJ Global Health, 2020-05-27) Vaillant, Julia; Koussoubé, Estelle; Roth, Danielle; Pierotti, Rachael Susan; Hossain, Mazeda; Falb, Kathryn L
Globally, one in three women worldwide report experiencing intimate partner violence (IPV) in their lifetime. The study objective was to understand the effectiveness of Engaging Men through Accountable Practice (EMAP), a group-based discussion series which sought to transform gender relations in communities, on intimate partner violence (IPV), gender inequitable attitudes and related outcomes. Interventions engaging men have the potential to change gender attitudes and behaviours in conflict-affected areas. However, while EMAP led to changes in gender attitudes and behaviours related to perpetration of IPV, the study showed no overall reduction of women’s experience of IPV. Further research is needed to understand how working with men may lead to long-term and meaningful changes in IPV and related gender equitable attitudes and behaviours in conflict areas.
The Medium-Term Effects of Scholarships in a Low-Income Country
(University of Wisconsin Press, 2014-09) Filmer, Deon
Despite progress in recent decades, a substantial fraction of children in developing countries attain little schooling, and many adults lack skills that are valued in the labor market. We evaluate the medium-term effects of a program that provided scholarships for three years to poor children upon graduation from elementary school in Cambodia, a low-income country. To do this we use a sharp regression discontinuity design. We show that scholarships have substantial effects on school attainment. By the time children would have been in grade 11 had they remained in school, two years after they stopped being eligible for scholarships, those who were offered scholarships have attained 0.6 more grades of completed schooling. Nevertheless, we find no evidence that scholarships had significant effects on test scores, employment, earnings, or the probability of getting married or having a child in adolescence.
The Effects of School-based Management in the Philippines : An Initial Assessment Using Administrative Data
(Taylor and Francis, 2012-06-19) Khattri, Nidhi; Ling, Cristina; Jha, Shreyasi
This paper estimates the effect of school-based management on student performance in the Philippines using the administrative dataset of all public schools in 23 school districts over a three-year period, 2003–2005. The authors test whether schools that received early school-based management interventions (training in school-based management and direct funding for school-based reforms, based on school improvement plans) attained higher average test scores than those that did not receive such inputs. The analysis uses school-level overall composite test scores (comprising all subject areas tested) and test scores in three separate subject areas: English, mathematics, and science. Their preferred estimator, difference-in-difference with propensity score matching, shows that the average treatment effect of participation in school-based management was higher by 1.5 percentage points for overall composite scores, 1.2 percentage points for mathematics scores, 1.4 percentage points for English scores, and 1.8 percentage points for science scores. These results suggest that the introduction of school-based management had a statistically significant, albeit small, overall positive effect on average school-level test scores in 23 school districts in the Philippines. The paper provides a first glimpse of the potential for school-based management in a Southeast Asian context based on available administrative data. The authors suggest that the next order of research is to answer policy-related questions regarding the reforms: what aspects of the reform lead to desired results; are there differential effects across subpopulations; and what are the potential downsides to the reforms? The authors recommend that countries embarking on implementation of school-based management reforms specify their school-based management model and theories of change clearly and advance mechanisms for rigorous evaluations simultaneously. Such evaluations should not only provide more accurate estimates of the effectiveness of the reforms, but also help answer policy-related questions regarding design and implementation of those reforms in different sociocultural contexts.
Impact Evaluation of School Feeding Programs in Lao PDR
(Taylor and Francis, 2011-11-25) Buttenheim, Alison; Alderman, Harold; Friedman, Jed
Despite the popularity and widespread implementation of school feeding programmes, evidence of their impact on school participation and nutritional status is mixed. In this study we evaluate feeding programmes in three districts of the Lao People's Democratic Republic. Feeding modalities included on-site feeding, take-home rations, and a combined modality. District-level implementation of the intervention sites and selective take-up presented considerable evaluation challenges. To address these, we use difference-in-difference estimators with propensity-score weighting to construct plausible counterfactuals. We find minimal evidence that school feeding increased enrolment or improved nutritional status. Several robustness checks and possible explanations for null findings are presented.
Knowledge and Innovation Management in the Policy Debate on Biofuel Sustainability in Mozambique : What Roles for Researchers?
(Taylor and Francis, 2011-10-07) Schut, Marc; Leeuwis, Cees; van Paassen, Annemarie; Lerner, Anna
This paper explores the relationship between knowledge management (KM) and innovation management (IM) in policy processes. By describing and analysing the roles of researchers as knowledge and innovation managers in policy processes we also contribute to the debate on how researchers can enhance their effective contribution to policy processes. Empirical data for the paper were gathered between December 2008 and November 2010. During that period, two of this paper's authors conducted participatory action research whilst supporting the Mozambican inter-ministerial Subgroup Sustainability Criteria in developing a sustainability framework for biofuel production in Mozambique. We conclude that KM and IM are mutually reinforcing and inextricably bound: KM can provide the basis for engaging in IM activities or roles, which may -- consequently -- create an enabling environment for more effective KM in policy processes. The active embedding of researchers in policy processes an action-oriented research approach and systematic reflection can enable researchers to continuously determine what (combination of) KM and IM strategies or roles can enhance the actionability of research in, and the quality of the policy process. To do so successfully, a process-based research approach and strategic management of the boundary between research and policy are key.
Assessing Interactions among Education, Social Insurance, and Labor Market Policies in Morocco
(Taylor and Francis, 2011-06-24) Marouani, Mohamed A.; Robalino, David A.
This article develops a general equilibrium model to assess the impact that integrated reforms of macroeconomic, education and social protection policies can have on employment. The model presents three innovations. First, it formalizes the production of skills in the economy by following sex–age cohorts through the various levels of the education and training systems, given dropout and repetition rates. Second, it incorporates a module that projects social insurance expenditures as a function of the demographic structure of the country and the rules of the pension system. Finally, it develops a very detailed description of the labour market, where informality reflects strategic decisions by workers and not necessarily exclusion. The model is applied to Morocco. The results of various simulations illustrate the importance of coordinating macro, education and social protection policies in order to achieve meaningful effects on employment levels. In particular, we show that isolated interventions to improve the internal efficiency of the education system can aggravate the unemployment problem; that subsidies to investments are more efficient in sectors intensive in skilled labour; and that not controlling the growth of pension expenditures and the tax-wedge can depress employment in the formal sector.
Private Education Provision and Public Finance : The Netherlands
(Taylor and Francis, 2011-06-17) Patrinos, Harry Anthony
One of the key features of the Dutch education system is freedom of education – freedom to establish schools and organize teaching. Almost 70% of schools in the Netherlands are administered by private school boards, and all schools are government funded equally. This allows school choice. Using an instrument to identify private school attendance, it is shown that the Dutch system promotes academic performance. The instrumental variable results show that private school attendance is associated with higher test scores. Private school size effects on math, reading, and science achievement are 0.19, 0.31, and 0.21, respectively.