Participation, learning, and equity in education: Can we have it all?
The United Nations Sustainable Development Goals have set a triple educational objective: improving access to, quality of, and gender equity in education. This study is the first to document the effectiveness of policies targeting all these objectives simultaneously. We examine the impact of a multi...
| Autores principales: | , , , |
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| Formato: | Artículo preliminar |
| Lenguaje: | Inglés |
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International Food Policy Research Institute
2017
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| Materias: | |
| Acceso en línea: | https://hdl.handle.net/10568/148097 |
| _version_ | 1855515594705600512 |
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| author | Delavallade, Clara Griffith, Alan Shukla, Gaurav Thornton, Rebecca |
| author_browse | Delavallade, Clara Griffith, Alan Shukla, Gaurav Thornton, Rebecca |
| author_facet | Delavallade, Clara Griffith, Alan Shukla, Gaurav Thornton, Rebecca |
| author_sort | Delavallade, Clara |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | The United Nations Sustainable Development Goals have set a triple educational objective: improving access to, quality of, and gender equity in education. This study is the first to document the effectiveness of policies targeting all these objectives simultaneously. We examine the impact of a multifaceted educational program—delivered to 230 randomly selected primary schools in rural India—on students’ participation and performance. We also study the heterogeneity of this impact across gender and initial school performance, and its sustainability over two years. Although the program specifically targeted outof-school girls for enrollment, the learning component of the program targeted boys and girls equally. We find that the program reduced gender gaps in school retention and improved learning during the first year of implementation. However, targeting different educational goals (access, quality, and equity) did not yield sustained effects on school attendance or learning, nor did it bridge gender inequalities in school performance over the two-year period. |
| format | Artículo preliminar |
| id | CGSpace148097 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | International Food Policy Research Institute |
| publisherStr | International Food Policy Research Institute |
| record_format | dspace |
| spelling | CGSpace1480972025-11-06T05:16:00Z Participation, learning, and equity in education: Can we have it all? Delavallade, Clara Griffith, Alan Shukla, Gaurav Thornton, Rebecca girls education education rural communities gender sustainable development goals policies development economics impact assessment The United Nations Sustainable Development Goals have set a triple educational objective: improving access to, quality of, and gender equity in education. This study is the first to document the effectiveness of policies targeting all these objectives simultaneously. We examine the impact of a multifaceted educational program—delivered to 230 randomly selected primary schools in rural India—on students’ participation and performance. We also study the heterogeneity of this impact across gender and initial school performance, and its sustainability over two years. Although the program specifically targeted outof-school girls for enrollment, the learning component of the program targeted boys and girls equally. We find that the program reduced gender gaps in school retention and improved learning during the first year of implementation. However, targeting different educational goals (access, quality, and equity) did not yield sustained effects on school attendance or learning, nor did it bridge gender inequalities in school performance over the two-year period. 2017 2024-06-21T09:23:50Z 2024-06-21T09:23:50Z Working Paper https://hdl.handle.net/10568/148097 en https://hdl.handle.net/10568/148275 https://hdl.handle.net/10568/67764 Open Access application/pdf International Food Policy Research Institute Delavallade, Clara; Griffith, Alan; Shukla, Gaurav; and Thornton, Rebecca. 2017. Participation, learning, and equity in education: Can we have it all? IFPRI Discussion Paper 1627. Washington, DC: International Food Policy Research Institute (IFPRI). https://hdl.handle.net/10568/148097 |
| spellingShingle | girls education education rural communities gender sustainable development goals policies development economics impact assessment Delavallade, Clara Griffith, Alan Shukla, Gaurav Thornton, Rebecca Participation, learning, and equity in education: Can we have it all? |
| title | Participation, learning, and equity in education: Can we have it all? |
| title_full | Participation, learning, and equity in education: Can we have it all? |
| title_fullStr | Participation, learning, and equity in education: Can we have it all? |
| title_full_unstemmed | Participation, learning, and equity in education: Can we have it all? |
| title_short | Participation, learning, and equity in education: Can we have it all? |
| title_sort | participation learning and equity in education can we have it all |
| topic | girls education education rural communities gender sustainable development goals policies development economics impact assessment |
| url | https://hdl.handle.net/10568/148097 |
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