Publication

The authors analyze the determinants of school attendance and hours worked by children in Pakistan and Nicaragua. On the basis of a theoretical model of children's labor supply, authors simultaneously estimate the school attendance decision and the hours worked by Full Model Maximum Likelihood. The author analyzes the marginal effects of explanatory variables conditioning on the latent status of children in terms of schooling and work. The authors show that these effects are rather different, and discuss the policy implication of this finding.

Over the past decades, child malnutrition in Ethiopia has persisted at alarmingly high rates. By applying the conditional nutrition demand approach to household data from three consecutive welfare monitoring surveys over the period 1996-1998, this study identifies household resources, parental education, food prices, and maternal nutritional knowledge as key determinants of growth faltering in Ethiopia.

The causes and consequences of child labor are examined within a household decision framework with survival uncertainty and endogenous fertility. The data come from a nationally representative survey of Indian rural households. The complex interactions uncovered by the analysis suggest that mere prohibition of child labor, or the imposition of school attendance, would make things worse, and would be difficult to enforce.

Countries now face a number of significant new trends in the global environment. These shifts are affecting not only the shape and mode of operation but also the purpose of tertiary education systems. Some of these trends represent sources of opportunities; others constitute potential threats. Among the most critical dimensions of change are the growing role of knowledge, the information and communication revolution, the emergence of a worldwide labor market, and global socio-political changes.

The study focuses on secondary education issues, particularly the supply, and demand factors affecting student attainment, and performance. It explores the main challenges resulting from the rapid expansion in secondary education enrolments, in terms of access, equity, quality and financing, and, presents policy options to address them. The report looks at access to primary education, which appears not to be a problem, and examines the growing demand for secondary education. However, its completion rates, raises major questions regarding system efficiency.

The report focuses on preschool, as an effective early childhood development (ECD) intervention, especially for improving the status of the poorest groups in Brazil's population. Because of data limitations, the focus is primarily on pre-schooling, with some discussions on day care, and other services for the younger age group (0-3 years). Although the country is now out of the economic recession of the late 1990s, and, has laid the basis for an economic growth free of inflation, nonetheless, substantial development imbalances still need to be addressed.

BELOISYA was initiated in 1997 by the Norwegian Agency for Development (NORAD) which encouraged and funded the World Bank and its Africa Region to help governments in Africa deal with issues of training unschooled youth for better lives and livelihoods. Governments of Burkina Faso, Chad, the Gambia and Mozambique initially expressed interest in this project with interest later spreading to Cape Verde, Cote d'Ivoire, Ethiopia, Niger, Senegal, Tanzania, Togo and Uganda.

The study explores the interactive clash resulting from reforms, and institutional capacity at the provincial level, as the main element to explain current limitations, and to suggest recommendations conducive to further social reform.

The purpose of this study is to compare, and contrast the resource requirements, and effectiveness of adult literacy programs in Uganda, assess its implementation, and recommend future policy for the development of adult literacy education. The report presents the research, and evaluation background, providing analyses of effectiveness in terms of both the attainment, and retention of reading, writing, and arithmetic skills, including practical knowledge, and attitude changes - particularly, knowledge about HIV/AIDS prevention, and care.

The key issues, alternatives, and implications for developing countries to consider when designing systems to define occupational standards, related training standards, and assessments were analyzed.