03. Journals

3,125 items available

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https://hdl.handle.net/10986/2210

These are journal articles published in World Bank journals as well as externally by World Bank authors.

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Now showing 1 - 10 of 38

Public Pre-Primary and Maternal Employment in Algeria: Evidence from a Natural Experiment
(Published by Oxford University Press on behalf of the World Bank, 2023-08-14) Krafft, Caroline; Lassassi, Moundir
Globally, employment rates of women remain substantially below those of men. Since women disproportionately care for children, policies that offer care alternatives or lower the cost of care, should, theoretically, increase women’s employment. This paper tests whether public pre-primary education can increase women’s employment, using a natural experiment in Algeria. Education reforms in Algeria substantially expanded public preprimary, targeting children aged five. The paper uses data from 2006 (early in the expansion), 2012, and 2018 (after pre-primary had substantially expanded). The analyses use a discontinuity in whether children are eligible for pre-primary, based on their birthdates, to identify the effect of pre-primary on women’s employment. Increased pre-primary education did not increase and may have actually decreased women’s employment. One potential explanation for these findings is the half-day schedule of pre-primary may be difficult to reconcile with employment. Negative effects are concentrated among women living in nuclear families, who lack alternative caregivers.
Using Individual-Level Randomized Treatment to Learn about Market Structure
(American Economic Association, 2022-10) Casaburi, Lorenzo; Reed, Tristan
Interference across competing firms in RCTs can be informative about market structure. An experiment that subsidizes a random subset of traders who buy cocoa from farmers in Sierra Leone illustrates this idea. Interpreting treatment-control differences in prices and quantities purchased from farmers through a model of Cournot competition reveals differentiation between traders is low. Combining this result with quasi-experimental variation in world prices shows that the number of traders competing is 50 percent higher than the number operating in a village. Own-price and cross-price supply elasticities are high. Farmers face a competitive market in this first stage of the value chain.
Effectiveness of Fertiliser Policy Reforms to Enhance Food Security in Kenya: A Macro-Microsimulation Analysis
(Taylor and Francis, 2022-02) Boulanger, Pierre; Dudu, Hasan; Ferrari, Emanuele; Mainar, Alfredo J.; Ramos, Maria Priscila
Food security represents a key challenge in most Sub-Saharan African countries and in Kenya in particular where still a relevant share of the population lives below a minimum dietary energy consumption. Kenya addresses this concern with a noteworthy policy mix, aiming at giving to the agricultural sector a leading task in improving food security. This paper evaluates the impacts on food security of expanding fertilizer capacities in Kenya, combined with a set of additional policy changes targeting fertilizer use. In a top-down analysis, a specific Computable General Equilibrium (CGE) model is linked with a microsimulation approach. Scenarios present overall positive effects on key food security aggregates. The same is true for welfare. Nevertheless, the heterogeneity of households across and within regions suggests that improving input productivity through better market access and service extension are critical to reducing possible discrepancies across farmers, households and regions. The paper concludes on the need for a sound policy mix since increasing fertilizer production alone is not enough to enhance food security evenly. Among accompanying measures, intensifying extension services are essential especially for smallholders in their acquisition of better knowledge on the use of agricultural inputs.
How Do Shocks Affect Enrollment in Faith-Based Schools?: Evidence from West Africa
(Taylor and Francis, 2022-01-28) Elmallakh, Nelly; Wodon, Quentin
The COVID-19 pandemic has renewed concerns about how shocks may affect religious and other private schools in low-income countries, especially when they do not benefit from state support. By reducing parental incomes, shocks – not only epidemics but also natural disasters and conflicts, reduce overall enrollment in school. But they may also lead to a shift from private to public schools with potentially differentiated effects by type of private school depending on context. In addition, household responses to shocks such as migration may lead to a change in the socio-cultural context in which households live, and these changes may also affect school choice. This paper explores the effects of shocks and migration on school choice in West Africa. Results suggest that shocks and migration lead to a shift from private to public schools, but with differentiated effects by type of private schools.
Teacher Satisfaction and Its Determinants: Analysis Based on Data from Nigeria and Uganda
(Taylor and Francis, 2022-01-28) Nkengne, Patrick; Pieume, Olivier; Tsimpo, Clarence; Ezeugwu, Gilbert; Wodon, Quentin
Teachers who are satisfied with their job are more likely to teach well, which in turn should enable their students to better learn while in school. Sub-Saharan Africa is currently experiencing a learning crisis, with close to nine out of ten children not able to read and understand a simple text at age 10. This affects all types of schools and students, including students in Catholic and other faith-based schools. Improving working conditions and job satisfaction among teachers is part of the answer to this learning crisis. After a brief discussion of data for Nigeria, this article looks at the level of satisfaction of teachers in Uganda, its determinants, and its impact on the quality teaching. Specifically, four questions are asked: What is the level of teacher job satisfaction in Uganda? How does job satisfaction relate to the characteristics of teachers? What is the impact of teachers’ satisfaction on their performance, as it can be measured through various variables of teacher effort? Finally, what are the main factors affecting satisfaction according to teachers? The answers to these questions have implications for policy and practice in faith-based as well as in other schools.
Koranic Schools in Niger: How Much Can Be Learned from Existing Data?
(Taylor and Francis, 2022-01-28) Male, Chata; Nayihouba, Ada; Wodon, Quentin
The term Koranic school is often used to describe schools that are not part of the formal education system and typically place a strong emphasis on memorizing the Koran in Arabic, as well as on knowledge of Islamic religious education and practice. Using data from Niger as a case study, this paper provides data on trends in the share of individuals that have a Koranic education, a formal education, or no education at all, as well as a basic profile (univariate and multivariate) of children with Koranic education, formal education, or no education at all. In addition, the potential impacts of Koranic education in comparison to formal education or no education at all on outcomes such as literacy and numeracy, labor market earnings, household consumption, assets and perceptions of well-being, and infant mortality is analyzed.
Catholic and Faith-Based Schools in Africa: Introduction to the Special Issue
(Taylor and Francis, 2022-01-28) Grace, Gerald; Wodon, Quentin
Africa is the region of the world where Catholic and other faith-based schools have the largest footprint. One in nine students in a primary school in Africa is enrolled in a Catholic school, and students from the region account for more than half of all students in Catholic primary schools globally. Through the role it plays in Africa, the Catholic Church is at the forefront of providing educational opportunities in low-income countries, but challenges abound. In particular, learning poverty defined as the inability of 10-year-old children to read and understand an age-appropriate text, affects nine in ten children in sub-Saharan Africa. Students in Catholic schools are not immune to this crisis. This article introduces a framework from the World Bank on how we could end the learning crisis and summarizes the contributions of the articles included in this issue in terms of that framework.
Factors Associated with Educational and Career Aspirations of Young Women and Girls in Sierra Leone
(Taylor and Francis, 2021-09-05) Allmang, Skye; Rozhenkova, Veronika; Khakshi, James Ward; Raza, Wameq; Heymann, Jody
Empirical data on the aspirations of young women and girls in post-conflict settings are scarce. This article analyses the factors associated with the educational and career aspirations of 2,473 young women and girls in Sierra Leone. Findings indicated that over three-quarters of our sample aspired to continue their studies up to the university level, and two-thirds aspired to obtain a formal sector job requiring an education. These findings are important for discussions of aid which can accelerate economic advances and opportunities within advanced economies for both women and men.
Cereal Prices and Child Undernutrition in Ethiopia
(Taylor and Francis, 2021-07-06) Brenton, Paul
This paper looks at how changing cereal prices affect child undernutrition in Ethiopia. It derives height for age (stunting) and weight for height (wasting) as indicators of child undernutrition from the two most recent years of the Livings Standards Measurement Survey and utilizes market prices for key cereals, teff, wheat, and maize at the enumeration area across all regions of the country. Using a panel data fixed effects model, the analysis finds that, contrary to previous studies, rising cereal prices are positively associated with improved child stunting rates for children between ages 6 months and 5 years. There is no evidence to suggest that cereal prices have a significantly greater impact on height for age for children that come from households who are net sellers of these crops. Cereal prices do not appear to be associated with wasting, which is a shorter-term negative health outcome.
Looking into the performance-based financing black box: Evidence from an impact evaluation in the health sector in Cameroon
(Oxford University Press, 2021-07) de Walque, Damien; Saidou, Hamadou; Sorgho, Gaston; Steenland, Maria
Performance-based financing (PBF) is a complex health systems intervention aimed at improving the coverage and quality of care. Several studies have shown a positive impact of PBF on health service coverage, often coupled with improvements in quality, but relatively little is known about the mechanisms driving those results. This article presents results of a randomized impact evaluation in Cameroon designed to isolate the role of specific components of the PBF approach with four study groups: (i) PBF with explicit financial incentives linked to results, (ii) direct financing with additional resources available for health providers not linked to performance, (iii) enhanced supervision and monitoring without additional resources and (iv) a control group. Overall, results indicate that, when compared with the pure control group, PBF in Cameroon led to significant increases in utilization for several services (child and maternal vaccinations, use of modern family planning), but not for others like antenatal care visits and facility-based deliveries. In terms of quality, PBF increased the availability of inputs and equipment, qualified health workers, led to a reduction in formal and informal user fees but did not affect the content of care. However, for many positively impacted outcomes, the differences between the PBF group and the group receiving additional financing not linked to performance are not significant, suggesting that additional funding rather than the explicit incentives might be driving improvements. In contrast, the intervention group offering enhanced supervision, coaching and monitoring without additional funding did not experience significant impacts compared to the control group.