Can community information campaigns improve girls' education?

Arbeitspapier

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.

Object Details

• Language: Englisch

References and Relationships

• Bibliographic citation: Series: Queen’s Economics Department Working Paper ; No. 1426

Classification and Topics

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

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Cotton, Christopher ; Nanowski, Jordan ; Nordstrom, Ardyn ; Richert, Eric
• Event: Veröffentlichung
• (who): Queen's University, Department of Economics
• (where): Kingston (Ontario)
• (when): 2020

Further information

• Handle: http://hdl.handle.net/10419/230579
• Last update: 10.03.2025, 11:45 AM CET