Arbeitspapier

Can community information campaigns improve girls' education?

We examine the impact of a large, randomized Girls' Education Challenge (GEC) project in rural Zimbabwe. The multifaceted project initially provided information about girls' rights and education barriers to girls, parents, teachers, and others. Later, the project introduced a learn-to-read program and provided resources such as bicycles and books. The information campaign significantly improved mathematics performance and school enrolment in a short time frame. The subsequent provision of resources and curriculum changes corresponded to improvements in literacy but did not correspond to any additional improvements in mathematics and enrolment beyond what was observed following the information provision alone.

Sprache
Englisch

Erschienen in
Series: Queen’s Economics Department Working Paper ; No. 1426

Klassifikation
Wirtschaft
Field Experiments
Education and Economic Development
Economic Development: Human Resources; Human Development; Income Distribution; Migration
Thema
Girls' Education Challenge
education
empowerment
information provision
impact evaluation
economic development
field experiment
multifaceted intervention

Ereignis
Geistige Schöpfung
(wer)
Cotton, Christopher
Nanowski, Jordan
Nordstrom, Ardyn
Richert, Eric
Ereignis
Veröffentlichung
(wer)
Queen's University, Department of Economics
(wo)
Kingston (Ontario)
(wann)
2020

Handle
Letzte Aktualisierung
10.03.2025, 11:45 MEZ

Datenpartner

Dieses Objekt wird bereitgestellt von:
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.

Objekttyp

  • Arbeitspapier

Beteiligte

  • Cotton, Christopher
  • Nanowski, Jordan
  • Nordstrom, Ardyn
  • Richert, Eric
  • Queen's University, Department of Economics

Entstanden

  • 2020

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