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This paper examines the influence of the institutional nature of schools on gender stereotyping by exploring contrasts between non-religious and Islamic faith (that is madrasah) schools among secondary school-going adolescents in rural Bangladesh. In particular, differences in gender attitudes across school types are explored to elucidate what about schools matters. Using a uniquely designed survey to assess the influence of school type on student characteristics, we find large differences in stereotypical gender attitudes by school type and student gender. Madrasah students in general, and unrecognised madrasah students in particular, show unfavourable attitudes about women and their abilities compared to their peers in non-religious schools. However, these differences are diminished considerably in ordered probit models suggesting that school-level differences are explained by teacher characteristics such as the nature of teacher training and average family size of teachers. These estimated effects are robust to conditioning on a rich set of family characteristics.

This paper provides the first comparative assessment of the market share and socio-demographic correlates of children's enrolment in madrasahs in rural Bangladesh using data from a purposefully designed household and community surveys and census conducted in 12 districts. We find that unrecognized madrasahs do have a large presence in rural areas in terms of total numbers but their enrolment share is small. Recognized madrasahs on the other hand has a much larger share in overall student enrolment, particularly in secondary education. Sample households primarily report religious concerns as the motivation for sending children to madrasahs. Yet, only in 7% of households do all school-aged children attend madrasahs implying that religious preference matters but is not the single most important motivation for madrasah education. Therefore we formally investigate the individual, household and community related correlates of madrasah enrolment among 6–18 years old children using Probit regression model. We find a relatively weak effect of gender implying that rural madrasahs attract both boys and girls. Older children are more likely to be enrolled in madrasahs. A statistically significant and negative relationship is found between madrasah enrolment and household income as well as household's access to electricity. Among community-specific factors, children living in locations with fewer non-madrasah schools are more likely to attend madrasahs. Presence of NGOs and availability of satellite dish connection also significantly reduce enrolment in madrasahs. We additionally use nationally representative household survey data to validate some of these findings.

Bangladesh Rural Advancement Committee (BRAC), a non-governmental organisation (NGO), runs a large number of non-formal primary schools in Bangladesh which target out-of-school children from poor families. These schools are well-known for their effectiveness in closing the gender gap in primary school enrolment. On the other hand, registered non-government secondary madrasas (or Islamic schools) today enrol one girl against every boy student. In this article, we document a positive spillover effect of BRAC schools on female secondary enrolment in registered madrasas. Drawing upon school enrolment data aggregated at the region level, we first show that regions that had more registered madrasas experienced greater secondary female enrolment growth during 1999–2003, holding the number of secular secondary schools constant. In this context we test the impact of BRAC-run primary schools on female enrolment in registered madrasas. We deal with the potential endogeneity of placement of BRAC schools using an instrumental variable approach. Controlling for factors such as local-level poverty, road access and distance from major cities, we show that regions with a greater presence of BRAC schools have higher female enrolment growth in secondary madrasas. The effect is much bigger when compared to that on secondary schools.

This paper looks at the determinants of school selection in rural Bangladesh, focusing on the choice between registered Islamic and non-religious schools. We consider a two period framework where children are a source of old age transfers. The amount of old age transfers made by children as adults is influenced both by their schooling and by parental religiosity. Parents also derive utility from educating a proportion of their children in madrasahs in a way that reflects their own religious values. We investigate how household income, religious preferences, schooling costs, and school quality affect the proportion of children sent to each school type. Using a unique dataset on secondary school age children from rural Bangladesh, we find that madrasah enrolment falls as household income increases. At the same time, more religious households, and those that live further away from a non-religious school are more likely to send their children to madrasahs. However, in contrast to the theory, we find that Islamic school demand does not respond to the average quality of schools in the locality.

Bangladesh has experienced the largest mass poisoning of a population in history owing to contamination of groundwater with naturally occurring inorganic arsenic. Prolonged drinking of such water risks development of diseases and therefore has implications for children's cognitive and psychological development. This study examines the effect of arsenic contamination of tubewells, the primary source of drinking water at home, on the learning outcome of school-going children in rural Bangladesh using recent nationally representative data on secondary school children. We unambiguously find a negative and statistically significant correlation between mathematics scores and arsenic-contaminated drinking tubewells at home, net of the child's socio-economic status, parental background and school specific unobserved correlates of learning. Similar correlations are found for an alternative measure of student achievement and subjective well-being (i.e. self-reported measure of life satisfaction), of the student. We conclude by discussing the policy implication of our findings in the context of the current debate over the adverse effect of arsenic poisoning on children.

This paper uses new data on female graduates of registered secondary secular schools and madrasas from rural Bangladesh and tests whether there exist attitudinal gaps by school type and what teacher-specific factors explain these gaps. Even after controlling for a rich set of individual, family and school traits, we find that madrasa graduates differ on attitudes associated with issues such as working mothers, desired fertility, and higher education for girls, when compared to their secular schooled peers. On the other hand, madrasa education is associated with attitudes that are still conducive to democracy. We also find that exposure to female and younger teacher is associated with more favorable attitudes among graduates.

This paper documents a reverse gender gap in secondary schooling outcomes in Bangladesh drawing upon several rounds of nationally representative household survey data. In terms of enrolment status and years of schooling completed, boys are found to lag behind girls in the rural as well as in the urban area. Within the urban sample, the gender gap is widest in the non-metropolitan area. These findings are robust to extensive control for demand and supply-side determinants of schooling and remain unchanged even when we use a within household estimator. We consider one hypothesis, namely gender-differentiated response to a conditional cash transfer program to reconcile the findings of this reverse gender gap.

This paper documents the experience of incentive‐based reforms in the secondary Islamic/madrasa education sector in Bangladesh within the context of the broader debate over modernization of religious school systems in South Asia. Key features of the reform are changes of the curriculum and policy regarding admission of female students. In return to formal registration and curriculum modernization, madrasas receive financial aid from the government towards teacher salary. Using a cross‐sectional census data‐set (containing current and retrospective information) on formal secondary schools and madrasas, we first point out that a significant fraction of the existing post‐primary registered madrasas today comprises of ‘converts’; that is, formerly all‐male, unregistered religious schools that previously offered traditional, religious education. Furthermore, these madrasas have embraced female students in recent years following the introduction of yet another incentive scheme, namely a conditional cash transfe...

In this paper we present new evidence on the impact of school characteristics on secondary student achievement using a rich dataset from rural Bangladesh. We deal with a potentially important selectivity issue in the South Asian context: the non-random sorting of children into madrasas (Islamic faith schools). We do so by employing a combination of fixed effects and instrumental variable estimation techniques. Our empirical results do not reveal any difference in test scores between religious and secular schools when selection into secondary school is taken into account. However, we document significant learning deficit by gender and primary school type: girls and graduates of primary madrasas have significantly lower test scores even after controlling for school and classroom-specific unobservable correlates of learning.

This article offers a common framework for addressing Asia's varied human-development challenges by observing that, for the most part, they stem from a systematic failure in the delivery of basic services, especially to poor people, caused by a failure of accountability at different points in the service-delivery chain. It describes various efforts by Asian countries to remedy this situation. While there are some encouraging early results, these efforts have also turned up some new challenges to Asia's human-development problems, three of which - politics, decentralisation, and the role of learning from impact evaluation - are highlighted by the study.

In this paper, we report results from surveys in which enumerators made unannounced visits to primary schools and health clinics in Bangladesh, Ecuador, India, Indonesia, Peru and Uganda and recorded whether they found teachers and health workers in the facilities. Averaging across the countries, about 19 percent of teachers and 35 percent of health workers were absent. The survey focused on whether providers were present in their facilities, but since many providers who were at their facilities were not working, even these figures may present too favorable a picture. For example, in India, one-quarter of government primary school teachers were absent from school, but only about one-half of the teachers were actually teaching when enumerators arrived at the schools. We will provide background on education and health care systems in developing; analyze the high absence rates across sectors and countries; investigate the correlates, efficiency, and political economy of teacher and health worker absence; and consider implications for policy.

A high rate of absence of teachers from their posts is a serious obstacle to delivery of education in many developing countries, but hard evidence on the problem has been scarce. This study, carried out as part of a new multi-country survey project, is the first systematic investigation in Peru into the extent and causes of teachers’ absence from schools. Data from our nationally representative survey of public primary schools, based on unannounced visits and direct observation of teachers, reveals that public school teachers in Peru are absent from their posts 11 percent of the time. While this overall absence rate is low compared with those of other survey countries, the absence rates in Peru’s poorest and remotest communities are much higher—16 and 21 percent, respectively. In our multivariate analysis of the causes of public school teacher absence, we identify several important variables that are associated with increased absence: poor working conditions, such as poorer communities and infrastructure; teachers with fewer ties to the school’s community; contract teaching; and, perhaps, an absence of private competition. By contrast, proxies for more vigorous top-down and bottom-up monitoring are not associated with lower absence. These results, together with the relatively high overall public school teacher attendance rates in an environment where financial incentives for performance are weak, suggest that non-pecuniary incentives are important determinants of teacher performance.

Twenty-five percent of teachers were absent from school, and only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India. Absence rates varied from 15% in Maharashtra to 42% in Jharkhand, with higher rates concentrated in the poorer states. We do not find that higher pay is associated with lower absence. Older teachers, more educated teachers, and head teachers are all paid more but are also more frequently absent; contract teachers are paid much less than regular teachers but have similar absence rates; and although relative teacher salaries are higher in poorer states, absence rates are also higher. Teacher absence is more correlated with daily incentives to attend work: teachers are less likely to be absent at schools that have been inspected recently, that have better infrastructure, and that are closer to a paved road. We find little evidence that attempting to strengthen local community ties will reduce absence. Teachers from the local area have similar absence rates as teachers from outside the community. Locally controlled nonformal schools have slightly higher absence rates than schools run by the state government. The existence of a PTA is not correlated with lower absence. Private-school teachers are only slightly less likely to be absent than public-school teachers in general, but are 8 percentage points less likely to be absent than public-school teachers in the same village. (JEL: O15, I21, H41, H52)

Using a primary school curricular standard basic mathematics competence test, this paper documents the low level of student achievement amongst 10-18 year old rural children in Bangladesh and tests the extent to which years spent in school increases learning. Our sample includes children currently enrolled in school as well as those out of school. About half of the children failed to pass the written competence test, a finding that also holds for those completing primary schooling. Even after holding constant a wide range of factors such as household income, parental characteristics, current enrollment status, and a direct measure of child ability, there remains a statistically significant correlation between schooling attained and basic mathematics competence above and beyond primary school completion. This pattern is more pronounced for girls who have lower competence compared to boys despite higher grade completion. We further show that the schooling-learning gradient and the gender gap therein are not explained by common differences in family background. Aggregate institutional indicators of school quality matters for overall learning outcomes, however, does not mitigate against the gender gap. These findings have wide implications for anti-poverty policies that emphasize on quantitative expansion of education in developing countries, without concurrent improvements in learning.

This paper revisits the debate over the importance of absolute vs. relative income as a correlate of subjective well-being using data from Bangladesh, one of the poorest countries in the world with high levels of corruption and poor governance. We do so by combining household data with population census and village survey records. Our results show that conditional on own household income, respondents report higher satisfaction levels when they experience an increase in their income over the past years. More importantly, individuals who report their income to be lower than their neighbours in the village also report less satisfaction with life. At the same time, our evidence suggests that relative wealth effect is stronger for the rich. Similarly, in villages with higher inequality, individuals report less satisfaction with life. However, when compared to the effect of absolute income, these effects (i.e. relative income and local inequality) are modest. Amongst other factors, we study the influence of institutional quality. Institutional quality, measured in terms of confidence in police, matters for well-being: it enters with a positive and significant coefficient in the well-being function.

Bangladesh has experienced the largest mass poisoning of a population in history owing to contamination of groundwater with naturally occurring inorganic arsenic. Prolonged drinking of such water risks development of diseases and therefore has implications for children's cognitive and psychological development. This study examines the effect of arsenic contamination of tubewells, the primary source of drinking water at home, on the learning outcome of school-going children in rural Bangladesh using recent nationally representative data on secondary school children. We unambiguously find a negative and statistically significant correlation between mathematics scores and arsenic-contaminated drinking tubewells at home, net of the child's socio-economic status, parental background and school specific unobserved correlates of learning. Similar correlations are found for an alternative measure of student achievement and subjective well-being (i.e. self-reported measure of life satisfaction), of the student. We conclude by discussing the policy implication of our findings in the context of the current debate over the adverse effect of arsenic poisoning on children.

There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level dataset on student enrollment in secondary schools and madrasas, the authors demonstrate that the presence of madrasas is positively associated with secondary female enrollment growth. Such feminization of madrasas is therefore unique and merits careful analysis. The authors test the effects of the Bangladesh Rural Advancement Committee primary schools on growth in female enrollment in madrasas. The analysis deals with potential endoegeneity by using data on number of the number of school branches and female members in the sub-district. The findings show that madrasas that are located in regions with a greater number of Bangladesh Rural Advancement Committee schools have higher growth in female enrollment. This relationship is further strengthened by the finding that there is, however, no effect of these schools on female enrollment growth in secular schools.

This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates.

Bangladesh has experienced the largest mass poisoning of a population in history owing to contamination of groundwater with naturally occurring inorganic arsenic. Continuous drinking of such metal-contaminated water is highly cancerous; prolonged drinking of such water risks developing diseases in a span of just 5-10 years. Arsenicosis-intake of arsenic-contaminated drinking water-has implications for children's cognitive and psychological development. This study examines the effect of arsenicosis at school and at home on cognitive achievement of children in rural Bangladesh using recent nationally representative school survey data on students. Information on arsenic poisoning of the primary source of drinking water-tube wells-is used to ascertain arsenic exposure. The findings show an unambiguously negative and statistically significant correlation between mathematics score and arsenicosis at home, net of exposure at school. Split-sample analysis reveals that the effect is only specific to boys; for girls, the effect is negative but insignificant. Similar correlations are found for cognitive and non-cognitive outcomes such as subjective well-being, that is, a self-reported measure of life satisfaction (also a direct proxy for health status) of students and their performance in primary-standard mathematics. These correlations remain robust to controlling for school-level exposure.

Instead of mean-tested conditional cash transfer (CCT) programs, some countries have implemented gender-targeted CCTs to explicitly address intra-household disparities in human capital investments. This study focuses on addressing the direct impact of a female school stipend program in Punjab, Pakistan: Did the intervention increase female enrollment in public schools? To address this question, the authors draw on data from the provincial school censuses of 2003 and 2005. They estimate the net growth in female enrollments in grades 6-8 in stipend eligible schools. Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD), and regression-discontinuity design (RDD) indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average program impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9 percent in female enrollment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the subprovincial level, the results corroborate evidence of the impact using school census data.

This study examines the impact of a fee-waiver program for basic medical services on health care utilization in Armenia. Because of the reduction in public financing of health services and decentralization and increased privatization of health care provision, private out-of-pocket contributions are increasingly becoming a significant component of health costs in Armenia. To help poor families cope with this constraint, the Armenian government provided a free-of-charge basic package service to eligible individuals in vulnerable groups, such as the disabled and children from single parent households. Drawing on the 1996 and 1998-99 Armenia Integrated Survey of Living Standards (AISLS), which allows the identification of eligible individuals under this program, the authors estimate the impact of the fee-waiver program on utilization of health services, particularly among the poor. Across the two survey rounds utilization rates have indeed declined despite comparable levels of income, and this decline has occurred among both the poor and the rich, with average utilization falling by 12 percent between the two surveys. But families with four or more children, the largest beneficiary group under the vulnerable population program, have decreased their use of health care services in a disproportionate manner - 21 percent reduction in use between the two survey rounds. This precipitous drop in health care use by this vulnerable group, despite being eligible for free medical services, suggests that the program was inadequate in stemming the decline in the use of health services. The authors further present evidence to suggest that the free-of-charge eligibility program acts more like an income transfer mechanism, particularly to disabled individuals. This paper - a joint product of Public Services, Development Research Group, and the Human Development Sector Unit, Europe and Central Asia Region - is part of a larger effort in the Bank to understand the impact of health sector reform on health care utilization and poverty.

What factors influence community participation in the delivery of urban services? In particular, does security of tenure enhance the probability of participation as it provides individuals with incentives to act collectively in pursuit of a common objective? In addition, are collective efforts less likely to succeed when there is a high degree of heterogeneity in culture or endowments among community members? We use household level survey data for Bangalore, India, to show that tenure security has a significant impact on the willingness of residents to participate even when neighbourhoods are diverse in terms of their cultural background and welfare status. Our findings suggest that participation is possible in heterogeneous communities when participation is a means to a common objective and not a goal in itself.

In this paper we present new evidence on the impact of school characteristics on secondary student achievement using a rich data set from rural Bangladesh. We deal with a potentially important selectivity issue in the South Asian context: the non-random sorting of children into madrasas (Islamic faith schools). We do so by employing a combination of fixed effects and instrumental variable estimation techniques. Our empirical results do not reveal any difference in test scores between religious and secular schools when selection into secondary school is taken into account. However, we document significant learning deficit by gender and primary school type: girls and graduates of primary madrasas have significantly lower test scores even after controlling for school and classroom-specific unobservable correlates of learning.

Using a basic mathematics competence test based on the primary school curricular standard, we examine the extent to which years spent in school actually increases numeracy achievement in rural Bangladesh. Our sample includes 10–18-year-old children currently enrolled in school as well as those out of school. About half of the children failed to pass the written competence test, a finding that also holds for those having completed primary school. Even after holding constant a wide range of factors such as household income, parental characteristics, current enrollment status, child ability, and aggregate institutional indicators of school quality, there remains a statistically significant correlation between schooling attained and basic mathematics competence above and beyond primary school completion—but the estimated schooling-learning profile is relatively flat. The findings have wide implications for reformulating policies that tend to focus on quantitative expansion of education in developing countries...

This paper examines the social impact of a madrasa (Islamic religious school) reform program in Bangladesh. The key features of the reform are change of the curriculum and introduction of female teachers. We assess whether the reform is making any contribution in improving social cohesion in rural areas. We use new data on teachers and female graduates from rural Bangladesh and explore how attitudes toward desired fertility, working mothers, higher education for girls vis-à-vis boys, and various political regimes vary across secondary schools and modernised madrasas. We find some evidence of attitudinal gaps by school type. Modernised religious education is associated with attitudes that are conducive to democracy. On the other hand, when compared to their secular schooled peers, madrasa graduates have perverse attitude on matters such as working mothers, desired fertility and higher education for girls. We also find that young people's attitudes are interlinked with that of their teachers. Exposure to female and younger teachers leads to more favourable attitudes among graduates. These estimated effects are robust to conditioning on a rich set of individual, family and school traits. We conclude by discussing other social and economic implications of these findings.

El presente informe tiene por objeto proporcionar a las autoridades ecuatorianas, en forma conjunta e integral, los diagnósticos y las recomendaciones de política del Banco Mundial y del Banco Interamericano de Desarrollo en las áreas de gestión fiscal y del gasto público. En este segundo volumen se presentan estudios sectoriales sobre los temas relacionados con la sostenibilidad fiscal, las normas fiscales, la educación, la salud, los sistemas de pensiones, los resultados de una encuesta nacional de seguimiento de la asistencia de los maestros a las escuelas, el agua potable y el saneamiento, la electricidad, las telecomunicaciones y el petróleo.