Publication:
Bangladesh: Can Conditional Cash Transfers Improve Nutrition?

Loading...
Thumbnail Image
Files in English
English PDF (1.72 MB)
879 downloads
English Text (17.56 KB)
29 downloads
Other Files
French PDF (2.85 MB)
141 downloads
Date
2015-01
ISSN
Published
2015-01
Author(s)
Abstract
Policymakers and development groups are interested in innovative ways to deliver cash transfer programs and make an impact where it s needed most. In Bangladesh, World Bank researchers worked with the government to evaluate a pilot social protection program that conditioned transfers on primary school attendance, monthly growth monitoring for young children and monthly nutrition sessions for mothers. Payments were made to mothers via electronic cash cards. While the program had no effect on school attendance, it significantly boosted consumption of protein and other nutrition- rich foods, and reduced wasting. Based on the results, the nutrition-related part of the program is being scaled up with World Bank assistance to reach 600,000 of the poorest households across Bangladesh, potentially benefitting 2.7 million people. Bangladesh reduced the percentage of families living in poverty by almost a third over the past decade to 30 percent, but the country hasn t been as successful at cutting the rate of wasting and stunting among children. Bangladesh has one of the highest rates of malnutrition in the world and 41 percent of children below the age of 5 are stunted. About five million children are also out of school.
Link to Data Set
Citation
World Bank. 2015. Bangladesh: Can Conditional Cash Transfers Improve Nutrition?. From evidence to policy;. © Washington, DC. http://hdl.handle.net/10986/22635 License: CC BY 3.0 IGO.
Report Series
Report Series
Other publications in this report series
  • Publication
    Kenya
    (Washington, DC, 2022-10) World Bank
    Before the COVID pandemic, more than half of children in low and middle-income countries suffered from learning poverty: they either were out of school or failed to learn to read with comprehension by age 10. At the same time, numerous studies have documented serious challenges related to the quality of education services, particularly for those serving poor students. In a country like Kenya, for example, teachers exhibit low levels of content and pedagogical knowledge. Previous research has shown that highly structured teaching guides could improve literacy, but scripted lessons are not without critics, who worry that teachers will not be able to adapt content to student’s needs. In places where teachers may be less prepared to tailor high quality lessons to their students, however, scripting may offer a way to standardize a minimum level of quality at scale.
  • Publication
    Rwanda
    (World Bank, Washington, DC, 2021-11) World Bank
    Children need a safe, nurturing, healthy, and stimulating environment to thrive and reach their full potential. But millions of children living in poverty don’t receive enough stimulation or good nutrition in their first years of life, and poverty also makes them more likely to experience neglect and violence in the home. Domestic violence, however, is rarely addressed in programs promoting young children’s development, which also typically focus on mothers, with little attention on fathers. Previous research suggests home-based parenting programs can lead to positive improvements in children’s brain development. Can these programs be adapted to address family violence as well Can these services be effectively delivered through government social safety net programs which often target poor, vulnerable families
  • Publication
    India
    (World Bank, Washington, DC, 2021-07) World Bank
    In the first years of life, all children need healthy food, a clean environment, and stimulation to thrive and reach their full developmental potential. However, poverty prevents millions of young children in low- and middle-income countries from receiving adequate nutrition and stimulation. As a result, many disadvantaged children’s brain development lags behind that of their well-off peers, which can have lifelong consequences. Previous research from low-income settings has found that encouraging parents to play and interact more with their children can improve children’s brain development, with impacts that can last into adulthood. Delivering these parenting programs at scale and in a cost-effective manner, however, has been a challenge, in part because some of the most successful programs have been delivered through intensive and relatively costly home-based programs.
  • Publication
    Armenia
    (World Bank, Washington, DC, 2021-04) World Bank
    More people around the world are dying from noncommunicable diseases than ever before. These diseases, which include cancer, chronic respiratory diseases, diabetes, and heart disease, prematurely kill more than 15 million people between ages 30 and 69 each year. Many of these health conditions also make individuals more susceptible to severe forms of other diseases like Coronavirus disease 2019 (COVID-19). This study targeted adults between the ages of 35 and 68 in Armenia who had not been screened in the preceding year. The baseline data suggests this population was not economically secure: half of participants responded that their income was sufficient for basic family needs, such as food, clothing, and utilities, but not enough for big purchases like a car, while 35 percent responded that their income is sufficient for everyday food but not for clothes and other basic needs. More than half of those in the study were unemployed. This research finds that conditional incentives and personalized invitations can substantially increase screening for diabetes and hypertension for those who haven’t been recently screened. Further research may be needed to evaluate these interventions at scale.
  • Publication
    Rwanda
    (World Bank, Washington, DC, 2021-01) World Bank
    Performance pay for teachers generates debate. Proponents argue that many school systems have low levels of accountability and advocate incentivizing teachers by linking their pay to either their own efforts or their students’ learning. Critics, however, raise concerns that performance pay attracts people to the teaching workforce who are in it for the money and can diminish the intrinsic motivation to teach among teachers already in classrooms.
Journal
Journal Volume
Journal Issue
Associated URLs
Associated content
Citations