Cash Transfers and Child Schooling: Evidence from a Randomized Evaluation of the Role of Conditionality

Richard Akresh, Damien de Walque, Harounan Kazianga

Research output: Working paper

Abstract

The authors conduct a randomized experiment in rural Burkina Faso to estimate the impact of alternative cash transfer delivery mechanisms on education The two-year pilot program randomly distributed cash transfers that were either conditional or unconditional Families under the conditional schemes were required to have their children ages 7-15 enrolled in school and attending classes regularly There were no such requirements under the unconditional programs The results indicate that unconditional and conditional cash transfer programs have a similar impact increasing the enrollment of children who are traditionaly favored by parents for school participation, including boys, older children, and higher ability children However, the conditional transfers are significantly more effective than the unconditional transfers in improving the enrollment of "marginal children" who are initially less likely to go to school, such as girls, younger children, and lower ability children Thus, conditionality plays a critical role in benefiting children who are less likely to receive investments from their parents
Original languageEnglish (US)
PublisherWorld Bank Group
Number of pages57
DOIs
StatePublished - Jan 2013

Publication series

NamePolicy Research Working Papers
No.6340

Keywords

  • Youth and Governance
  • Primary Education
  • Street Children
  • Educational Sciences
  • Education For All

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    Akresh, R., de Walque, D., & Kazianga, H. (2013). Cash Transfers and Child Schooling: Evidence from a Randomized Evaluation of the Role of Conditionality. (Policy Research Working Papers; No. 6340). World Bank Group. https://doi.org/10.1596/1813-9450-6340