EQ briefs analyze current policy issues and developments related to impact evaluation to help policy makers and development

practitioners improve development impact through better evidence.

Number 8

May 2009

Getting girls into school: a development benefit for all
Overview A disproportionate number of girls remain out of schools in many developing countries. Evidence shows there is a need for ‘gender-targeted’ programs. Such targeted programs may be financial incentives - which a number have studies have found to be effective - or female-friendly schools, for which the evidence base is weak. Overall, there is a need for more rigorous impact evaluations to find what is the most effective and costeffective way of reducing gender inequalities in access to education.
© Alan Gignoux, 2002 / World Bank

Mind the development gaps

Key words: Girl’s education, school enrolment.

Achieving gender equality in education by 2005 was the first “missed Millennium Development Goal”. Continued failure to achieve that goal puts the other MDGs at risk as female education reduces fertility, child malnutrition and child mortality and promotes higher economic growth (Bruns et al., 2003; Herz, 2006; Klasen, 2002; Sen, 1999; Smith and Haddad, 1999). Significant progress has been made towards global gender parity during recent years. Countries like Bangladesh and India have nearly reached gender parity in primary education (World Bank). However, girls still make up a disproportionate share of those missing out on education in many developing regions (UN, 2008). Almost 60 per cent of the 72 million children out of primary school are girls in the world today. Lessons learned How effective are ‘gender neutral’ policies in getting girl’s into school? Gender neutral interventions and policies can have a disproportionate positive impact on girls’ education, but this cannot be guaranteed to be the case. For instance, interventions such as the elimination of school fees in Ghana (Deininger, 2003; Grogan, 2008; Nishimura et al., 2005), the school feeding programs in Bangladesh (Ahmed and del Ninno, 2002) and elsewhere (World Food Programme, 2006), or the distribution free school uniforms in Kenya (Evans and Kremer, 2005) have all mostly benefited to girls. In fact, education systems are not ‘gender-neutral’ and operate within a specific cultural framework, which explains partly why those interventions may decrease the initial bias.
3ie Enduring Questions Brief Number 8 - May 2009
3ie, Global Development Network, Second Floor, East Wing, ISID Complex, Plot No.4, Vasant Kunj Institutional Area, New Delhi 110 070 Tel: +91 11 26139494 | www.3ieimpact.org

by paying school fees plus a stipend to cover other costs. though it led to higher school attendance rates and lower dropout and repetition rates overall. but had no effect on completion rates (Liang and Marble. The program made significant progress in raising the primary enrollment rate of girls and decreasing the enrollment gap with boys (Iqbal and Riad. In most cases. 1998). but its methodology has been critiqued. 2004). However. It was found that the enrolment of both girls and boys had increased as a result of the intervention including larger gains for girls. 2008. Two rigorous evaluations have found a positive impact on girls’ enrolments (Khandker et al. Households received cash transfers on the condition that their daughter is enrolled in school. Though these types of interventions are not the panacea. Another analysis of the Food for Education Program in Bangladesh found the effect on boys and girls was the same (Ravallion and Wodon. 2006). • • • • ‘Female-friendly’ school interventions show little evidence of real impact: • The first established segregated girls’ community primary schools staffed by local female teachers in rural areas in Balochistan. Schady and Araujo. A pilot project looking at extending this programme to rural areas also found an increased enrolment of girls. 2004). In Mexico. However. Another program in Pakistan encouraged NGOs to build schools. financial incentives such as the Conditional Cash Transfer programs (CCTs) have had mixed results in terms of closing the gender gap.2 percentage points for boys (Schultz. Evaluations of CCTs in other countries have not found large differences in impact across gender (Barrera-Osorio et al. the World Food Program survey covering 1 million pupils in over 4. For Liang and Marble. 2004. The Education Enhancement Programme in Egypt injected massive public investments in new schools. Pakistan. Nepal.. • A CCT programme in Pakistan was also effective in increasing female enrolment in public secondary schools (Chaudhury and Parajuli. but in some villages boys’ enrolment had fell (Kim et al 1999b). 2008). Overall. schools or the students themselves to stay in school. 2006).5 days • • 3ie Enduring Questions Brief Number 8 – May 2009 3ie. 2005). a cash transfer programme showed that girls’ enrolment and attendance at the participating schools increased by around 30 percentage points. The effects on enrolment were 9. 2006). Global Development Network. the largest increases for girls were in villages where boys’ enrolment had also increased. and showed a negligible impact on school attendance (0. The second was a program to provide menstrual cups to girls in Chitwan. or providing separate sanitation facilities and additional support.org . evidence shows that gender-neutral programs have benefited girls more than boys in certain settings. gender-targeted financial incentives are increasing girl’s enrolment and school attendance: • A merit scholarship programme for girls in primary schools in rural Kenya resulted in increasing both test scores and school attendance (Kremer et al. and resulted in an increased girls’ enrolment by 22 per cent and boys by 13 per cent (In Kim et al. The Female Stipend Programme in Bangladesh aimed to increase secondary school enrolment and completion rates .3ieimpact. 2000). this could be explained if the ‘worse’ students represent the core of the drop-outs.000 schools in 32 countries claimed gender-differentiated impact. including in deprived rural areas. there is little evidence regarding ‘femalefriendly’ school interventions. In Cambodia. Plot No. New Delhi 110 070 Tel: +91 11 26139494 | www. What happens in gender-targeted programs? Gender-targeted programs can be broadly classified into two groups: those offering financial inducements to parents.4. In contrast. paying a subsidy for each girl enrolled. such as uniforms. 1996). attends regularly and achieves a passing grade (Filmer and Schady. such positive effect on girls from non-targeted programs is neither universal nor uncontested.2 percentage points for girls compared to 6. the ‘Progresa’ flagship program of cash transfers in exchange for regular school attendance.However. 2003. Vasant Kunj Institutional Area. 2004). and programs making schools more ‘femalefriendly’ by employing more women teachers. and Uwa. health clinic visits and nutritional support had no significant effect on primary-school enrolment in rural areas and in urban areas.as well as increasing age at marriage among girls in rural areas . Maluccio and Flores. A scholarship programme targeting girls in rural Guatemala increased attendance and lowered drop-outs. Second Floor. where girls’ enrollment was traditionally quite low. The enrolment rate for boys and girls is of over 90 per cent (Parker. in secondary school an average effect was found. East Wing. If there are several evaluations of financial incentive programs showing a positive impact on girls’ enrolment. ISID Complex.

pp. ‘Can Cultural Barriers Be Overcome in Girls’ Schooling?: The Community Support Program in Rural Balochistan’.org/publication/6974/what_works_in_girls_education. No. and Schady. there is a range of literature on policy and strategies and a large number of assessments. F. C. L. Vasant Kunj Institutional Area. available from: http://www. As noted by Glick (2008).cfm?abstract_id=879245 Herz. and Perez-Calle. (2006).org/page/3426/5 Iqbal. Filmer. R. 2006. (2008). E.: World Bank http://www. Glick. N. ‘The Food for Education Program in Bangladesh: An Evaluation of its Impact on Educational Attainment and Food Security’. Washington D. Washington D. (1998). N. (2005). available from: http://www.. 1. ‘The Contribution of Education to Economic Growth in Sub-Saharan Africa: A Review of the Evidence’.org/papers/w13890 Bruns.pdf (retrieved 20/1-09) Barrera-Osorio. ‘What Works in Girls’ Education – Evidence and Policies from the Developing World’. World Development. 2009). H. N. Pakistan’. N.pdf . Sutherland-Addy. Available from: http://wwwwds. 9. and Sperling. and Zheng.com/sol3/papers. http://ideas. Global Development Network. Maiga.informaworld. C.cfm?abstract_id=953570 Deininger. 21-46. pp.’Conditional Cash Transfers and Female Schooling: The Impact of the Female School Stipend Program on Public School Enrollments in Punjab.ssrn.org/divs/fcnd/dp/papers/fcndp138. L. Phuyal et al.chibau. Journal of African Economies.repec. and Kremer. ‘The Impact of Distributing School Uniforms on Children’s Education in Kenya’.. (2006). M. J.ssrn. There is also a range of studies using survey data and regression analysis to estimate determinants of school participation.popcouncil. Peer and Sibling Effects – Evidence from a Randomized Policy Experiment in Colombia’. and Parajuli. 2004. No. N. Impact Evaluation Series No. L. Policy Research Working Paper 4580.pdf Amin. (2003). While these studies are useful and can inform the design of policies and interventions.ifpri.pdf Kim. M.h. Herz and Sperling. R. D. (1995). Vol. There are surprisingly few high quality quantitative evaluations of other interventions. pp. Linden.com/smpp/content~content=a714042230 ~db=all Glewwe. M. and Fuwa. 2008. C. H. P. D. and Sedgh. and King.g.3ieimpact. Second Floor. participation and completion rates among girls in middle and low income countries? What is the local economic impact of girls’ education? References Ahmed. Washington D. C. C. ‘Achieving Universal Primary Education by 2015 – A Chance for Every Child’.jp/mkt/revised%20fssap%20paper9b. (2006). U. www.. A. B. Sutherland-Addy. T he enduring questions to be addressed by evaluators and researchers are: What is effective in increasing school enrolment. (2003). http://www. (2008).uk/conferences/2008-EDiA/papers/297Ngatia. G. Alderman. F. ‘Increasing Girls’ School Enrolment in the Arab Republic Of Egypt’. ’Subsidy to Promote Girls’ Secondary Education: The Female Stipend Program in Rural Bangladesh’. K. 291-305. available from: http://www. Pitt. www.org/pdfs/wp/106. 2002.org/divisions/databases/ecwpubs /pub. rather than evaluations of specific interventions.html Evans. and Rako tomalala. E. existing quantitative evaluations largely look at impacts of interventions providing financial incentives and are concentrated in a few countries. (2003).. they don’t give us empirical evidence on the effectiveness of specific interventions. and Riad.org/servlet/WDSContentServer/WDSP/IB/2007/11/2 8/000158349_20071128084228/Rendered/PDF/wps3910.org/a/eee/ecoedu/v22y2003i3p291-305. ‘What Policies will Reduce Gender Schooling Gaps in Developing Countries: Evidence and Interpretation’.: World Bank http://papers. East Wing. and Orazem.escwa. html Hill. F. but these are less formal and contain little rigorous statistical evidence (e. New York: Council on Foreign Relations. and del Ninno.asp?th eme=Education&looka=1 Khandker. Social and Economic Development Department. 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