Publication: Back to School in Afghanistan : Determinants of School Enrollment
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Date
2008
ISSN
0738-0593
Published
2008
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One of the first achievements of post-conflict Afghanistan was to bring almost 4 million children back to school. Issues remain daunting, however, with low primary enrollment especially for girls and in rural areas and very weak learning achievements. We review some key features of the education system in Afghanistan. By matching household and school data, we assess the impact of various factors on enrollment. Overall, the analysis indicates that further increasing supply alone is unlikely to lead to higher enrollment. The analysis confirms the importance of demand factors such as the education of parents, the family language, and other community and ethnic factors. (c) 2007 Elsevier Ltd. All rights reserved.
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The paper first outlines three core linkages between security and development-through the investment climate, human and social capital, and institutions. The authors then propose three complementary tools to analyze the security sector from the point of view of public finance management, service delivery, and governance. This conceptual framework is applied to the case of Afghanistan. The paper closes by drawing some conclusions about possible entry points for dialogue in this difficult area.Publication Reforming Fiscal and Economic Management in Afghanistan(Washington, DC: World Bank, 2004)The paper cover two broad themes in the recent reform of fiscal and economic management in Afghanistan. The first part, The Journey So Far, sets out the impressive policy and institutional reforms that the Interim and Transitional Administrations have made since the Bonn conference in November 2001. 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Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD) and regression-discontinuity design (RDD), indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average programme impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9% in female enrolment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the sub-provincial level, the results corroborate evidence of the impact using school census data.
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