03. Journals
2,963 items available
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These are journal articles published in World Bank journals as well as externally by World Bank authors.
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Publication
Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Pre-Primary Education in Rural Indonesia
(Taylor and Francis, 2021-02-02)This paper examines the child development outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year of a five-year project cycle, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at more age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short-term effects at age five that did not last until age eight, for both cohorts. Moreover, the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. We document the extent to which program impacts can vary as a result of differences in project implementation. -
Publication
When the Cat’s Away ... The Effects of Spousal Migration on Investments on Children
(Published by Oxford University Press on behalf of the World Bank, 2018-02-01)Household expenditures for children-related goods may change when one of the parent migrates and do so differently depending on whether it is the mother or the father that leaves. A sequential model that explains migration and budget allocation choices is proposed and its predictions are tested on data from Indonesia. Selection of households into female migration is accounted for using a set of instrumental variables derived from the model. Results show that when children are left with fathers, the household budget is significantly diverted toward the purchase of adult private goods, but the share of budget devoted to children remains unaffected because mothers compensate by giving up their own private consumption and sending home more remittances. -
Publication
Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the past 20 Years and Emerging Challenges
(Taylor and Francis, 2018)Given its modest position as a lower-middle-income country, Vietnam stands out from the rest of the world with its remarkable performance on standardized test scores, school enrollment, and completed years of schooling. We provide an overview of the factors behind this exemplary performance both from an institutional viewpoint and by analyzing several different data sources, some of which have rarely been used. Some of the highlights are universal primary school enrollment, higher girls’ net enrollment rates, and the role of within-commune individual factors. We further discuss a host of challenges for the country – most of which have received insufficient attention to date. -
Publication
The Role of Preschool Quality in Promoting Child Development: Evidence from Rural Indonesia
(Taylor and Francis, 2017-06-11)This article examines the relationship between preschool quality and children’s early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural characteristics of preschools. Children’s development was measured using the Early Development Instrument (EDI). The article proposes two methodological improvements to preschool quality studies. First, an instrumental variable approach is used to correct for measurement error. Second, ECERS-R is adjusted to the local context by contrasting items with Indonesia’s national preschool standards. Results show that observed classroom quality is a significant and meaningful positive predictor of children’s development once models correct for measurement error and apply a locally-adapted measure of classroom quality. In contrast, teacher characteristics and structural characteristics are not significant predictors of child development, while holding observed classroom quality constant. -
Publication
Pension Coverage for Parents and Educational Investment in Children: Evidence from Urban China
(Published by Oxford University Press on behalf of the World Bank, 2017-06-01)When social security is established to provide pensions to parents, their reliance upon children for future financial support decreases, and their need to save for retirement also falls. In this study, the expansion of pension coverage from the state sector to the non-state sector in urban China is used as a quasi-experiment to analyze the intergenerational impact of social security on education investments in children. In a difference-in-differences framework, a significant increase in the total education expenditure is found to be attributable to pension expansion. The results are unlikely to be driven by other observable trends. They are robust to the inclusion of a large set of control variables and to different specifications, including one based on the instrumental variable method. -
Publication
Decentralization of Health and Education in Developing Countries: A Quality-Adjusted Review of the Empirical Literature
(Published by Oxford University Press on behalf of the World Bank, 2016-08)We review empirical evidence on the ability of decentralization to enhance preference matching and technical efficiency in the provision of health and education in developing countries. Many influential surveys have found that the empirical evidence of decentralization's effects on service delivery is weak, incomplete, and often contradictory. Our own unweighted reading of the literature concurs. However, when we organize quantitative evidence first by substantive theme, and then—crucially—by empirical quality and the credibility of its identification strategy, clear patterns emerge. Higher-quality evidence indicates that decentralization increases technical efficiency across a variety of public services, from student test scores to infant mortality rates. Decentralization also improves preference matching in education, and can do so in health under certain conditions, although there is less evidence for both. We discuss individual studies in some detail. Weighting by quality is especially important when quantitative evidence informs policy-making. Firmer conclusions will require an increased focus on research design, and a deeper examination into the prerequisites and mechanisms of successful reforms. -
Publication
The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China
(Published by Oxford University Press on behalf of the World Bank, 2016-01)A number of developing countries are currently promoting vocational education and training (VET) as a way to build human capital and strengthen economic growth. The primary aim of this study is to understand whether VET at the high school level contributes to human capital development in one of those countries—China. To fulfill this aim, we draw on longitudinal data on more than 10,000 students in vocational high school (in the most popular major, computing) and academic high school from two provinces of China. First, estimates from instrumental variables and matching analyses show that attending vocational high school (relative to academic high school) substantially reduces math skills and does not improve computing skills. Second, heterogeneous effect estimates also show that attending vocational high school increases dropout, especially among disadvantaged (low-income or low-ability) students. Third, we use vertically scaled (equated) baseline and follow-up test scores to measure gains in math and computing skills among the students. We find that students who attend vocational high school experience absolute reductions in math skills. Taken together, our findings suggest that the rapid expansion of vocational schooling as a substitute for academic schooling can have detrimental consequences for building human capital in developing countries such as China. -
Publication
The Decision to Invest in Child Quality over Quantity: Household Size and Household Investment in Education in Vietnam
(Published by Oxford University Press on behalf of the World Bank, 2016-01)During Vietnam’s two decades of rapid economic growth, its fertility rate has fallen sharply at the same time that its educational attainment has risen rapidly—macro trends that are consistent with the hypothesis of a quantity-quality tradeoff in child-rearing. We investigate whether the micro-level evidence supports the hypothesis that Vietnamese parents are in fact making a tradeoff between quantity and “quality” of children. We present private tutoring—a widespread education phenomenon in Vietnam—as a new measure of household investment in children’s quality, combining it with traditional measures of household education investments. To assess the quantity-quality tradeoff, we instrument for family size using the commune distance to the nearest family planning center. Our IV estimation results based on data from the Vietnam Household Living Standards Surveys (VHLSSs) and other sources show that rural families do indeed invest less in the education of school-age children who have larger numbers of siblings. This effect holds for several different indicators of educational investment and is robust to different definitions of family size, identification strategies, and model specifications that control for community characteristics as well as the distance to the city center. Finally, our estimation results suggest that private tutoring may be a better measure of quality-oriented household investments in education than traditional measures like enrollment, which are arguably less nuanced and less household-driven.