<?xml version="1.0" encoding="UTF-8"?><feed xmlns="http://www.w3.org/2005/Atom" xmlns:wbfeed="http://www.worldbank.org/isp/"><wbfeed:name>Education</wbfeed:name><wbfeed:date>Sat May 25 20:00:10 EDT 2013</wbfeed:date><wbfeed:host>w1es1000.worldbank.org</wbfeed:host><title type="text">Policy Research Working Paper | Education | World Bank</title><link href="http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/0,,menuPK:577938~pagePK:64165265~piPK:64165423~theSitePK:469372,00.html"></link><subtitle type="html">Policy Research Working Paper on Education, from the World Bank</subtitle><entry><title type="text">Commercialization of publicly funded research and development (R&amp;D) in Russia : scaling up the emergence of spinoff companies</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20121113131645&amp;cid=3001_DECwps_Education"></link><summary type="html">This paper explores fundamental issues affecting technology commercialization of publicly funded research and development (R&amp;D) in the Russian Federation. Despite substantial R&amp;D investments, Russia has experienced a decline in scientific output and employment. Nevertheless, the innovation system remains strong in several technological fields. This paper develops an analytical framework to discuss conditions for technology commercialization, which hinge on the innovation system research base, governance of research institutions, alignment between specialization and sector prioritization, availability and performance of scientists and engineers, intellectual property (IP) regime for publicly funded discoveries, and early stage finance. The paper identifies areas for policy and regulatory improvement to incentivize research institutes and scientists to undertake research with market potential. These include: stronger results-based management that rewards commercialization efforts and focuses not only on high-technology sectors, but also on sectors where Russia has technological comparative advantages. In addition, researchers' career development could consider performance metrics that include entrepreneurial achievements, as well as support for young scientists and for international collaboration. Moreover, the IP regime for federally funded R&amp;D may consider transferring full ownership of research discoveries to research organizations. Finally, to increase deal-flow of new ventures, enhancing the supply of early-stage financing for new technologies may be considered.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20121113131645&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2012-11-13T05:00:00.000Z</published><updated>2012-11-13T05:00:00.000Z</updated><wbfeed:teraTopics>Private Sector Development|Information and Communication Technologies|Science and Technology Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Tertiary Education|E-Business|ICT Policy and Strategies|Scientific Research &amp; Science Parks|Science Education</wbfeed:subTopics><wbfeed:ADMREG>Europe and Central Asia</wbfeed:ADMREG><wbfeed:AUTHR>Gutierrez, Juan Julio|Correa, Paulo</wbfeed:AUTHR><wbfeed:DOCNA>Commercialization of publicly funded research and development (R&amp;D) in Russia : scaling up the emergence of spinoff companies</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Russian Federation</wbfeed:COUNT><wbfeed:TERATOPIC>Private Sector Development|Information and Communication Technologies|Science and Technology Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Tertiary Education|E-Business|ICT Policy and Strategies|Scientific Research &amp; Science Parks|Science Education</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6263</wbfeed:REPNB><wbfeed:countries>Russian Federation</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Europe and Central Asia</wbfeed:regions></entry><entry><title type="text">Replicating replication :  due diligence in Roodman and Morduch's replication of Pitt and Khandker (1998)</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20121121125524&amp;cid=3001_DECwps_Education"></link><summary type="html">"The Impact of Microcredit on the Poor in Bangladesh: Revisiting the Evidence," by David Roodman and Jonathan Morduch (2011) is the most recent of a sequence of papers and postings that seeks to refute the findings of the Pitt and Khandker (1998) article "The Impact of Group-Based Credit on Poor Households in Bangladesh: Does the Gender of Participants Matter?" that microcredit for women had significant, favorable effects on poverty reduction. In this paper the authors show that these latest Roodman and Morduch claims are based on seriously flawed econometric methods and theory and a lack of due diligence in formulating models and interpreting output from packaged software. On the basis of Roodman and Morduch's preferred two-stage least squares regression, an alternative calculation of the standard errors would lead one to conclude that the problem with Pitt and Khandker is that they underestimate the positive and statistically significant effect of women's credit on household consumption. As in their previous efforts, the methods of Roodman and Morduch are shown to bias the findings in the direction of rejecting the results of Pitt and Khandker. We also further examine two aspects of our instrumental variable approach that have been attacked by Roodman and Morduch. The first is the validity of the exclusion restrictions underlying the use of interactions between program choice and the set of exogenous variables (including the village fixed effects) as instruments. The second is the application of the "one-half acre" program eligibility rule. The authors show that identification does not require both of these, and present new results dropping each assumption in turn. The results originally reported in the Pitt and Khandker paper hold up extremely well in this new analysis.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20121121125524&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2012-11-21T05:00:00.000Z</published><updated>2012-11-21T05:00:00.000Z</updated><wbfeed:teraTopics>Macroeconomics and Economic Growth|Science and Technology Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Statistical &amp; Mathematical Sciences|Economic Theory &amp; Research|Econometrics|Scientific Research &amp; Science Parks|Science Education</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>Pitt, Mark M.|Khandker, Shahidur R.</wbfeed:AUTHR><wbfeed:DOCNA>Replicating replication :  due diligence in Roodman and Morduch's replication of Pitt and Khandker (1998)</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Macroeconomics and Economic Growth|Science and Technology Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Statistical &amp; Mathematical Sciences|Economic Theory &amp; Research|Econometrics|Scientific Research &amp; Science Parks|Science Education</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6273</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">Perils of simulation : parallel streams and the case of stata's rnormal command</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20121128134827&amp;cid=3001_DECwps_Education"></link><summary type="html">Large-scale simulation-based studies rely on at least three properties of pseudorandom number sequences: they behave in many ways like truly random numbers; they can be replicated; and they can be generated in parallel. There has been some divergence, however, between empirical techniques employing random numbers, and the standard battery of tests used to validate them. A random number generator that passes tests for any single stream of random numbers may fail the same tests when it is used to generate multiple streams in parallel. The lack of systematic testing of parallel streams leaves statistical software with important potential vulnerabilities.  This paper shows one such vulnerability in Stata's rnormal function that went unnoticed for almost four years, and how to detect it.  It then shows practical implications for the use of parallel streams in existing software.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20121128134827&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2012-11-28T05:00:00.000Z</published><updated>2012-11-28T05:00:00.000Z</updated><wbfeed:teraTopics>Agriculture|Science and Technology Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Scientific Research &amp; Science Parks|Science Education|Statistical &amp; Mathematical Sciences|Crops and Crop Management Systems|Geographical Information Systems</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>Ozier, Owen</wbfeed:AUTHR><wbfeed:DOCNA>Perils of simulation : parallel streams and the case of stata's rnormal command</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Agriculture|Science and Technology Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Scientific Research &amp; Science Parks|Science Education|Statistical &amp; Mathematical Sciences|Crops and Crop Management Systems|Geographical Information Systems</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6278</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">Stuck in the middle ? human capital development and economic growth in Malaysia and Thailand</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20121130085018&amp;cid=3001_DECwps_Education"></link><summary type="html">The challenge of sustaining economic growth over the long term is one that only a few countries have been able to surmount. Slowing momentum in countries like Malaysia and Thailand has led analysts and policy makers to consider what it would take to lift them out of middle-income status, where other countries have arguably become stuck. The paper examines the role of human capital formation in the quest to sustain economic growth in these two countries. It argues that a good education system is fundamental to equip workers with marketable skills. Malaysia and Thailand have successfully expanded access to schooling, but the quality of education remains an issue. Modern education systems should aim to provide universally-available quality education using the following policies: prioritize budgets to deliver quality and universally-available basic education before expanding higher levels of schooling; provide appropriate incentives and rewards to teachers; permit school autonomy and ensure accountability for results; invest in early childhood development; and consider implementing income-contingent loan financing schemes to expand higher education. &lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20121130085018&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2012-11-30T05:00:00.000Z</published><updated>2012-11-30T05:00:00.000Z</updated><wbfeed:teraTopics>Education</wbfeed:teraTopics><wbfeed:subTopics>Education For All|Primary Education|Access &amp; Equity in Basic Education|Teaching and Learning|Tertiary Education</wbfeed:subTopics><wbfeed:ADMREG>East Asia and Pacific</wbfeed:ADMREG><wbfeed:AUTHR>Jimenez, Emmanuel|Nguyen, Vy|Patrinos, Harry Anthony</wbfeed:AUTHR><wbfeed:DOCNA>Stuck in the middle ? human capital development and economic growth in Malaysia and Thailand</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Malaysia|Thailand</wbfeed:COUNT><wbfeed:TERATOPIC>Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Education For All|Primary Education|Access &amp; Equity in Basic Education|Teaching and Learning|Tertiary Education</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6283</wbfeed:REPNB><wbfeed:countries>Malaysia|Thailand</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>East Asia and Pacific</wbfeed:regions></entry><entry><title type="text">Entrepreneurship training and self-employment among university graduates : evidence from a randomized trial in Tunisia</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20121203172559&amp;cid=3001_DECwps_Education"></link><summary type="html">In economies characterized by low labor demand and high rates of youth unemployment, entrepreneurship training has the potential to enable youth to gain skills and create their own jobs. This paper presents experimental evidence on a new entrepreneurship track that provides business training and personalized coaching to university students in Tunisia. Undergraduates in the final year of licence appliquee were given the opportunity to graduate with a business plan instead of following the standard curriculum. This paper relies on randomized assignment of the entrepreneurship track to identify impacts on labor market outcomes one year after graduation. The analysis finds that the entrepreneurship track was effective in increasing self-employment among applicants, but that the effects are small in absolute terms. In addition, the employment rate among participants remains unchanged, pointing to a partial substitution from wage employment to self-employment. The evidence shows that the program fostered business skills, expanded networks, and affected a range of behavioral skills. Participation in the entrepreneurship track also heightened graduates optimism toward the future shortly after the Tunisian revolution.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20121203172559&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2012-12-03T05:00:00.000Z</published><updated>2012-12-03T05:00:00.000Z</updated><wbfeed:teraTopics>Private Sector Development|Social Protections and Labor|Education</wbfeed:teraTopics><wbfeed:subTopics>Tertiary Education|Labor Markets|Skills Development and Labor Force Training|Employment and Unemployment|Small and Medium Size Enterprises</wbfeed:subTopics><wbfeed:ADMREG>Middle East and North Africa</wbfeed:ADMREG><wbfeed:AUTHR>Premand, Patrick|Brodmann, Stefanie|Almeida, Rita|Grun, Rebekka|Barouni, Mahdi</wbfeed:AUTHR><wbfeed:DOCNA>Entrepreneurship training and self-employment among university graduates : evidence from a randomized trial in Tunisia</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Tunisia</wbfeed:COUNT><wbfeed:TERATOPIC>Private Sector Development|Social Protections and Labor|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Tertiary Education|Labor Markets|Skills Development and Labor Force Training|Employment and Unemployment|Small and Medium Size Enterprises</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6285</wbfeed:REPNB><wbfeed:countries>Tunisia</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Middle East and North Africa</wbfeed:regions></entry><entry><title type="text">Real-time macro monitoring and fiscal policy</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130107093646&amp;cid=3001_DECwps_Education"></link><summary type="html">This paper considers the effects of inaccurate real-time output data on fiscal management, both with respect to budgetary planning and fiscal surveillance. As newer and better information becomes available, output data available in real time get revised and are likely to conflict with final figures that are only released some years later.  Nevertheless, fiscal policy needs to be inevitably based on real-time figures. The paper develops a simple modeling framework to formalize these linkages and combines it with a newly compiled dataset from the International Monetary Fund's World Economic Outlook, comprising final and real-time output data for 175 countries, over a period of 17 years. We simulate the effects of output revisions on revisions of the overall balance, the structural balance and debt accumulation. It finds that output revisions may have substantial effects on the ability of governments to correctly estimate the overall balance and the structural fiscal balance in real time, and that the effects may imply substantial debt accumulation.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130107093646&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-01-07T05:00:00.000Z</published><updated>2013-01-07T05:00:00.000Z</updated><wbfeed:teraTopics>Private Sector Development|Macroeconomics and Economic Growth|Finance and Financial Sector Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Emerging Markets|Economic Theory &amp; Research|Debt Markets|Fiscal &amp; Monetary Policy|Science Education</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>Ley, Eduardo|Misch, Florian</wbfeed:AUTHR><wbfeed:DOCNA>Real-time macro monitoring and fiscal policy</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Private Sector Development|Macroeconomics and Economic Growth|Finance and Financial Sector Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Emerging Markets|Economic Theory &amp; Research|Debt Markets|Fiscal &amp; Monetary Policy|Science Education</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6303</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">Information and participation in social programs</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130116103111&amp;cid=3001_DECwps_Education"></link><summary type="html">Participation in social programs, such as clubs and other social organizations, results from a process in which an agent learns about the requirements, benefits, and likelihood of acceptance related to a program, applies to be a participant, and, finally, is accepted or rejected. The authors propose a model of this participation process and provide an application of the model using data from a social program in Mexico. Their empirical analysis illustrates that decisions at each stage of the process are responsive to expectations about the decisions and outcomes at the subsequent stages and that knowledge about the program can have a significant impact on participation outcomes.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130116103111&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-01-16T05:00:00.000Z</published><updated>2013-01-16T05:00:00.000Z</updated><wbfeed:teraTopics>Macroeconomics and Economic Growth|Education|Communities and Human Settlements</wbfeed:teraTopics><wbfeed:subTopics>Knowledge for Development|Housing &amp; Human Habitats|Primary Education|Teaching and Learning|Economic Theory &amp; Research</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>Coady, David|Martinelli, Cesar|Parker, Susan W.</wbfeed:AUTHR><wbfeed:DOCNA>Information and participation in social programs</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Macroeconomics and Economic Growth|Education|Communities and Human Settlements</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Knowledge for Development|Housing &amp; Human Habitats|Primary Education|Teaching and Learning|Economic Theory &amp; Research</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6319</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">Cash transfers and child schooling : evidence from a randomized evaluation of the role of conditionality</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130128162856&amp;cid=3001_DECwps_Education"></link><summary type="html">The authors conduct a randomized experiment in rural Burkina Faso to estimate the impact of alternative cash transfer delivery mechanisms on education. The two-year pilot program randomly distributed cash transfers that were either conditional or unconditional. Families under the conditional schemes were required to have their children ages 7-15 enrolled in school and attending classes regularly. There were no such requirements under the unconditional programs. The results indicate that unconditional and conditional cash transfer programs have a similar impact increasing the enrollment of children who are traditionally favored by parents for school participation, including boys, older children, and higher ability children. However, the conditional transfers are significantly more effective than the unconditional transfers in improving the enrollment of "marginal children" who are initially less likely to go to school, such as girls, younger children, and lower ability children. Thus, conditionality plays a critical role in benefiting children who are less likely to receive investments from their parents.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130128162856&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-01-28T05:00:00.000Z</published><updated>2013-01-28T05:00:00.000Z</updated><wbfeed:teraTopics>Governance|Urban Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Youth and Governance|Primary Education|Street Children|Educational Sciences|Education For All</wbfeed:subTopics><wbfeed:ADMREG>Africa</wbfeed:ADMREG><wbfeed:AUTHR>Akresh, Richard|de Walque, Damien|Kazianga, Harounan</wbfeed:AUTHR><wbfeed:DOCNA>Cash transfers and child schooling : evidence from a randomized evaluation of the role of conditionality</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Burkina Faso</wbfeed:COUNT><wbfeed:TERATOPIC>Governance|Urban Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Youth and Governance|Primary Education|Street Children|Educational Sciences|Education For All</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6340</wbfeed:REPNB><wbfeed:countries>Burkina Faso</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Africa</wbfeed:regions></entry><entry><title type="text">Children's health opportunities and project evaluation : Mexico's Oportunidades program</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130130151304&amp;cid=3001_DECwps_Education"></link><summary type="html">This paper proposes a methodology to evaluate social projects from the perspective of children's opportunities on the basis of the effects of these projects on the distribution of outcomes. The evaluation is conditioned on characteristics for which individuals are not responsible; in this case, parental education level and indigenous background. The methodology is applied to evaluate the effects on children's health opportunities of Mexico's Oportunidades program, one of the largest conditional cash transfer programs for poor households in the world. The evidence from this program shows that gains in health opportunities for children from indigenous backgrounds are substantial and are situated in crucial parts of the distribution, whereas gains for children from nonindigenous backgrounds are more limited.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130130151304&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-01-30T05:00:00.000Z</published><updated>2013-01-30T05:00:00.000Z</updated><wbfeed:teraTopics>Gender|Urban Development|Health, Nutrition and Population|Education</wbfeed:teraTopics><wbfeed:subTopics>Health Monitoring &amp; Evaluation|Disease Control &amp; Prevention|Gender and Law|Primary Education|Street Children</wbfeed:subTopics><wbfeed:ADMREG>Latin America &amp; Caribbean</wbfeed:ADMREG><wbfeed:AUTHR>Van de gaer,  Dirk|Vandenbossche, Joost|Figueroa, Jose Luis</wbfeed:AUTHR><wbfeed:DOCNA>Children's health opportunities and project evaluation : Mexico's Oportunidades program</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Mexico</wbfeed:COUNT><wbfeed:TERATOPIC>Gender|Urban Development|Health, Nutrition and Population|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Health Monitoring &amp; Evaluation|Disease Control &amp; Prevention|Gender and Law|Primary Education|Street Children</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6345</wbfeed:REPNB><wbfeed:countries>Mexico</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Latin America &amp; Caribbean</wbfeed:regions></entry><entry><title type="text">Productivity, innovation and growth in Sri Lanka : an empirical investigation</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130205163726&amp;cid=3001_DECwps_Education"></link><summary type="html">This study investigates the impact of key business environment indicators on productivity, innovation, and growth in Sri Lanka through a cluster-level productivity analysis, a firm-level total factor productivity analysis, and a firm-level innovation analysis. For the cluster-level productivity analysis (as measured by output and value added per worker), it combines two established data sources in a novel way by importing average 'industry-size-location' cluster-level business environment variables from the World Bank Enterprise Survey to the comprehensive Sri Lanka Census of Industry productivity data available for similar clusters of enterprises. For the firm-level total factor productivity analysis, it compares data from the 2011 World Bank Enterprise Survey with those from 2004. For the firm-level innovation analysis, it compares findings from the 2011 World Bank Enterprise Survey with a representative sample of enterprises collected as part of the Sri Lanka Longitudinal Survey of Enterprises. The empirical findings highlight the importance -- for cluster-level productivity, firm-level total factor productivity, and innovation -- of connectivity to global knowledge (reflected by one or more of export participation, directly imported inputs, foreign ownership, and use of the internet), availability of skills, access to finance, and competition. The paper also presents evidence, under the assumption that the samples are statistically representative, that both allocative and average technical efficiency have improved, with allocative efficiency increasing roughly four-fold between 2003 and 2010, and accounting for the overwhelming share of the aggregate increase in total factor productivity over this time period. Most of the improvement in allocative efficiency has occurred among larger firms, and in large rather than small cities.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130205163726&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-02-05T05:00:00.000Z</published><updated>2013-02-05T05:00:00.000Z</updated><wbfeed:teraTopics>Environment|Private Sector Development|Macroeconomics and Economic Growth|Social Protections and Labor|Education</wbfeed:teraTopics><wbfeed:subTopics>Environmental Economics &amp; Policies|E-Business|Labor Policies|Economic Theory &amp; Research|Knowledge for Development</wbfeed:subTopics><wbfeed:ADMREG>South Asia</wbfeed:ADMREG><wbfeed:AUTHR>Dutz, Mark A.|O'Connell, Stephen D.</wbfeed:AUTHR><wbfeed:DOCNA>Productivity, innovation and growth in Sri Lanka : an empirical investigation</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Sri Lanka</wbfeed:COUNT><wbfeed:TERATOPIC>Environment|Private Sector Development|Macroeconomics and Economic Growth|Social Protections and Labor|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Environmental Economics &amp; Policies|E-Business|Labor Policies|Economic Theory &amp; Research|Knowledge for Development</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6354</wbfeed:REPNB><wbfeed:countries>Sri Lanka</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>South Asia</wbfeed:regions></entry><entry><title type="text">Weight calculations for panel surveys with sub-sampling and split-off tracking</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130222111144&amp;cid=3001_DECwps_Education"></link><summary type="html">The Living Standards Measurement Study -- Integrated Surveys on Agriculture project collects agricultural and livelihood data in seven countries in Sub-Saharan Africa. In order to maintain representativeness as much as possible over multiple rounds of data collection, a sub-sample of households are selected to have members that have left the household tracked and interviewed in their new location with their new household members. Since the sub-sampling occurs at the level of the household but tracking occurs at the level of the individual, a number of issues arise with the correct calculation for the sub-sampling and attrition corrections. This paper is based on the panel weight calculations for the initial rounds of the Integrated Surveys on Agriculture surveys in Uganda and Tanzania, and describes the methodology used for calculating the weight components related to sub-sampling, tracking, and attrition, as well as the criteria used for trimming and post-stratification. It also addresses complications resulting from members previously classified as having attrited from the sample returning in later rounds.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130222111144&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-02-22T05:00:00.000Z</published><updated>2013-02-22T05:00:00.000Z</updated><wbfeed:teraTopics>Poverty Reduction|Science and Technology Development|Education|Communities and Human Settlements</wbfeed:teraTopics><wbfeed:subTopics>Housing &amp; Human Habitats|Small Area Estimation Poverty Mapping|Science Education|Scientific Research &amp; Science Parks|Statistical &amp; Mathematical Sciences</wbfeed:subTopics><wbfeed:ADMREG>Africa</wbfeed:ADMREG><wbfeed:AUTHR>Himelein, Kristen</wbfeed:AUTHR><wbfeed:DOCNA>Weight calculations for panel surveys with sub-sampling and split-off tracking</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Africa|Uganda|Tanzania</wbfeed:COUNT><wbfeed:TERATOPIC>Poverty Reduction|Science and Technology Development|Education|Communities and Human Settlements</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Housing &amp; Human Habitats|Small Area Estimation Poverty Mapping|Science Education|Scientific Research &amp; Science Parks|Statistical &amp; Mathematical Sciences</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6373</wbfeed:REPNB><wbfeed:countries>Africa|Uganda|Tanzania</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Africa</wbfeed:regions></entry><entry><title type="text">Demand versus returns ? pro-poor targeting of business grants and vocational skills training</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130325142803&amp;cid=3001_DECwps_Education"></link><summary type="html">Interventions aimed at increasing the income generating capacity of the poor, such as vocational training, micro-finance or business grants, are widespread in the developing world. How to target such interventions is an open question. Many programs are self-targeted, but if perceived returns differ from actual returns, those self-selecting to participate may not be those for whom the program is the most effective. The authors analyze an unusual experiment with very high take-up of business grants and vocational skills training, randomly assigned among nearly all households in selected poor rural communities in Nicaragua. On average, the interventions resulted in increased participation in non-agricultural employment and higher income from related activities. The paper investigates whether targeting could have resulted in higher returns by analyzing heterogeneity in impacts by stated baseline demand, prior participation in non-agricultural activities, and a wide range of complementary asset endowments. The results reveal little heterogeneity along observed baseline characteristics. However, the poorest households are more likely to enter and have higher profits in non-agricultural self-employment, while less poor households assigned to the training have higher non-agricultural wages. This heterogeneity appears related to unobserved characteristics that are not revealed by stated baseline demand, and more difficult to target. In this context, self-targeting may reduce the poverty-reduction potential of income generating interventions, possibly because low aspirations limit the poor's ex-ante demand for productive interventions while the interventions have the potential to increase those aspirations. Overall, targeting productive interventions to poor households would not have come at the cost of reducing their effectiveness. By contrast, self-targeting would have limited poverty reduction by excluding the poorest.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130325142803&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-03-25T04:00:00.000Z</published><updated>2013-03-25T04:00:00.000Z</updated><wbfeed:teraTopics>Private Sector Development|Poverty Reduction|Education</wbfeed:teraTopics><wbfeed:subTopics>Vocational Education &amp; Technical Training|Conditional Cash Transfers|Poverty Reduction Strategies|Pro-Poor Growth|Business in Development</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>Macours, Karen|Premand, Patrick|Vakis, Renos</wbfeed:AUTHR><wbfeed:DOCNA>Demand versus returns ? pro-poor targeting of business grants and vocational skills training</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Private Sector Development|Poverty Reduction|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Vocational Education &amp; Technical Training|Conditional Cash Transfers|Poverty Reduction Strategies|Pro-Poor Growth|Business in Development</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6389</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">Measuring the effect of a community-level program on women's empowerment outcomes : evidence from India</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130404085232&amp;cid=3001_DECwps_Education"></link><summary type="html">This paper uses primary data from rural north India to show that participation in a community-level female empowerment program significantly increases access to employment, physical mobility, and political participation. The program provides support groups, literacy camps, adult education classes, and vocational training for rural women in several states of India; the data are from Uttarakhand. The paper uses instrumental variables and truncation-corrected matching on primary data to disentangle the program's mechanisms, separately considering its effect on women who work, and those who do not work but whose reservation wage is increased by participation. The analysis also finds significant spillover effects on non-participants relative to women in untreated districts. It finds consistent estimates for average treatment and intent to treat effects&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130404085232&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-04-04T04:00:00.000Z</published><updated>2013-04-04T04:00:00.000Z</updated><wbfeed:teraTopics>Culture and Development|Gender|Health, Nutrition and Population|Social Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Gender and Law|Population Policies|Primary Education|Social Accountability|Anthropology</wbfeed:subTopics><wbfeed:ADMREG>South Asia</wbfeed:ADMREG><wbfeed:AUTHR>Kandpal, Eeshani|Baylis, Kathy|Arends-Kuenning, Mary</wbfeed:AUTHR><wbfeed:DOCNA>Measuring the effect of a community-level program on women's empowerment outcomes : evidence from India</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>India</wbfeed:COUNT><wbfeed:TERATOPIC>Culture and Development|Gender|Health, Nutrition and Population|Social Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Gender and Law|Population Policies|Primary Education|Social Accountability|Anthropology</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6399</wbfeed:REPNB><wbfeed:countries>India</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>South Asia</wbfeed:regions></entry><entry><title type="text">Entrepreneurship programs in developing countries : a meta regression analysis</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130408114918&amp;cid=3001_DECwps_Education"></link><summary type="html">This paper provides a synthetic and systematic review on the effectiveness of various entrepreneurship programs in developing countries. It adopts a meta-regression analysis using 37 impact evaluation studies that were in the public domain by March 2012, and draws out several lessons on the design of the programs. The paper observes wide variation in program effectiveness across different interventions depending on outcomes, types of beneficiaries, and country context. Overall, entrepreneurship programs have a positive and large impact for youth and on business knowledge and practice, but no immediate translation into business set-up and expansion or increased income. At a disaggregate level by outcome groups, providing a package of training and financing is more effective for labor activities. In addition, financing support appears more effective for women and business training for existing entrepreneurs than other interventions to improve business performance.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130408114918&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-04-08T04:00:00.000Z</published><updated>2013-04-08T04:00:00.000Z</updated><wbfeed:teraTopics>Social Protections and Labor|Poverty Reduction|Education|Finance and Financial Sector Development</wbfeed:teraTopics><wbfeed:subTopics>Financial Literacy|Labor Policies|Primary Education|Access to Finance|Poverty Impact Evaluation</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>Cho, Yoonyoung|Honorati, Maddalena</wbfeed:AUTHR><wbfeed:DOCNA>Entrepreneurship programs in developing countries : a meta regression analysis</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Social Protections and Labor|Poverty Reduction|Education|Finance and Financial Sector Development</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Financial Literacy|Labor Policies|Primary Education|Access to Finance|Poverty Impact Evaluation</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6402</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">Schooling, violent conflict, and gender in Burundi</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130422161458&amp;cid=3001_DECwps_Education"></link><summary type="html">This paper investigates the effect of exposure to violent conflict on human capital accumulation in Burundi. It combines a nationwide household survey with secondary sources on the location and timing of the conflict. Only 20 percent of the birth cohorts studied (1971-1986) completed primary education. Depending on the specification, the probability of completing primary schooling for a boy exposed to violent conflict declines by 7 to 17 percentage points compared to a nonexposed boy, with a decline of 11 percentage points in the preferred specification. In addition, exposure to violent conflict reduces the gender gap in schooling, but only for girls from nonpoor households. Forced displacement is one of the channels through which conflict affects schooling. The results are robust to various specifications and estimation methods.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130422161458&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-04-22T04:00:00.000Z</published><updated>2013-04-22T04:00:00.000Z</updated><wbfeed:teraTopics>Conflict and Development|Health, Nutrition and Population|Poverty Reduction|Education</wbfeed:teraTopics><wbfeed:subTopics>Post Conflict Reconstruction|Education For All|Population Policies|Rural Poverty Reduction|Primary Education</wbfeed:subTopics><wbfeed:ADMREG>Africa</wbfeed:ADMREG><wbfeed:AUTHR>Verwimp, Philip|Van Bavel, Jan</wbfeed:AUTHR><wbfeed:DOCNA>Schooling, violent conflict, and gender in Burundi</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Burundi</wbfeed:COUNT><wbfeed:TERATOPIC>Conflict and Development|Health, Nutrition and Population|Poverty Reduction|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Post Conflict Reconstruction|Education For All|Population Policies|Rural Poverty Reduction|Primary Education</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6418</wbfeed:REPNB><wbfeed:countries>Burundi</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Africa</wbfeed:regions></entry><entry><title type="text">A helping hand or the long arm of the law ? experimental evidence on what governments can do to formalize firms</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130507115447&amp;cid=3001_DECwps_Education"></link><summary type="html">Many governments have spent much of the past decade trying to extend a helping hand to informal businesses by making it easier and cheaper for them to formalize. Much less effort has been devoted to raising the costs of remaining informal, through increasing enforcement of existing regulations. This paper reports on a field experiment conducted in Belo Horizonte, Brazil, in order to test which government actions work in getting informal firms to register. Firms were randomized to a control group or one of four treatment groups: the first received information about how to formalize; the second received this information and free registration costs along with the use of an accountant for a year; the third group was assigned to receive an enforcement visit from a municipal inspector; while the fourth group was assigned to have a neighboring firm receive an enforcement visit to see if enforcement has spillovers. The analysis finds zero or negative impacts of information and free cost treatments, and a significant but small increase in formalization from inspections. Estimates of the impact of actually receiving an inspection give a 21 to 27 percentage point increase in the likelihood of formalizing. The results show most informal firms will not formalize unless forced to do so, suggesting formality offers little private benefit to them. But the tax revenue benefits to the government of bringing firms of this size into the formal system more than offset the costs of inspections.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130507115447&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-05-07T04:00:00.000Z</published><updated>2013-05-07T04:00:00.000Z</updated><wbfeed:teraTopics>Private Sector Development|Information and Communication Technologies|Industry|Finance and Financial Sector Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Microfinance|E-Business|Small Scale Enterprise|Knowledge for Development|Information Security &amp; Privacy</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>de Andrade, Gustavo Henrique|Bruhn, Miriam|McKenzie, David</wbfeed:AUTHR><wbfeed:DOCNA>A helping hand or the long arm of the law ? experimental evidence on what governments can do to formalize firms</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Private Sector Development|Information and Communication Technologies|Industry|Finance and Financial Sector Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Microfinance|E-Business|Small Scale Enterprise|Knowledge for Development|Information Security &amp; Privacy</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6435</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">Different dreams, same bed : collecting, using, and interpreting employment statistics in Sub-Saharan Africa -- the case of Uganda</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130507140709&amp;cid=3001_DECwps_Education"></link><summary type="html">Employment and earnings statistics are the key link between the size and structure of economic growth and the welfare of households, which is the ultimate goal of development policy, so it is important to monitor employment outcomes consistently. A cursory review of employment data for low-income Sub-Saharan African countries shows both large gaps and improbable variation within countries over time and among countries, suggesting that low quality data are routinely reported by national statistics offices. Unfortunately, policies are formed and projects developed and implemented on the basis of these statistics. Therefore, errors of measurement could be having profound implications on the strategic priorities and policies of a country. This paper explains the improbable results observed by using data from Uganda, where the labor module contains variation both within and across surveys, to show the sensitivity of employment outcomes to survey methodology. It finds that estimates of employment outcomes are unreliable if the questionnaire did not use screening questions, as labor force participation will be underestimated. Likewise, surveys that use a seven-day recall period underestimate or potentially misrepresent employment outcomes, owing to seasonality and multiple jobs. Common multivariate analysis applied on household survey data will be affected, as the errors in measurement in the dependent and independent variables will be correlated. Corrections to reduce measurement bias in existing data are tested with the survey data; none are found to be completely satisfactory. The paper concludes that there is a knowledge gap about employment outcomes in Sub-Saharan Africa that will continue unless collection techniques improve. &lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130507140709&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-05-07T04:00:00.000Z</published><updated>2013-05-07T04:00:00.000Z</updated><wbfeed:teraTopics>Social Protections and Labor|Poverty Reduction|Education</wbfeed:teraTopics><wbfeed:subTopics>Labor Markets|Labor Policies|Educational Sciences|Poverty Monitoring &amp; Analysis|Tertiary Education</wbfeed:subTopics><wbfeed:ADMREG>Africa</wbfeed:ADMREG><wbfeed:AUTHR>Fox, Louise|Pimhidzai, Obert</wbfeed:AUTHR><wbfeed:DOCNA>Different dreams, same bed : collecting, using, and interpreting employment statistics in Sub-Saharan Africa -- the case of Uganda</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Uganda</wbfeed:COUNT><wbfeed:TERATOPIC>Social Protections and Labor|Poverty Reduction|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Labor Markets|Labor Policies|Educational Sciences|Poverty Monitoring &amp; Analysis|Tertiary Education</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6436</wbfeed:REPNB><wbfeed:countries>Uganda</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Africa</wbfeed:regions></entry><entry><title type="text">Why is voluntary financial education so unpopular ? Experimental evidence from Mexico</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130509161820&amp;cid=3001_DECwps_Education"></link><summary type="html">Take-up of voluntary financial education programs is typically extremely low. This paper reports on randomized experiments around a large financial literacy course offered in Mexico City to understand the reasons for low take-up, and to measure the impact of financial education. It documents that the general public displays little interest in such courses and that participation is low even among individuals who express interest in financial education. The paper experimentally investigates barriers to take-up, and finds no impact of relaxing reputational or logistical constraints and no evidence that time inconsistency is the reason for limited participation. Even relatively sizeable monetary incentives get less than 40 percent of interested individuals invited to training to attend. Using a randomized encouragement design, the authors measure the impact of the course on financial knowledge and behavior. Attending training results in a 9 percentage point increase in financial knowledge and a 9 percentage point increase in saving outcomes, but no impact on borrowing behavior. Administrative data indicate that the savings impact is relatively short-lived. The results suggest people are making optimal choices not to attend financial education courses, and point to the limits of using general purpose courses to improve financial behavior for the general population.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130509161820&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-05-09T04:00:00.000Z</published><updated>2013-05-09T04:00:00.000Z</updated><wbfeed:teraTopics>Education|Finance and Financial Sector Development</wbfeed:teraTopics><wbfeed:subTopics>Financial Literacy|Access to Finance|Education For All|Access &amp; Equity in Basic Education|Primary Education</wbfeed:subTopics><wbfeed:ADMREG>Latin America &amp; Caribbean</wbfeed:ADMREG><wbfeed:AUTHR>Bruhn, Miriam|Lara Ibarra, Gabriel|McKenzie, David</wbfeed:AUTHR><wbfeed:DOCNA>Why is voluntary financial education so unpopular ? Experimental evidence from Mexico</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>Mexico</wbfeed:COUNT><wbfeed:TERATOPIC>Education|Finance and Financial Sector Development</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Financial Literacy|Access to Finance|Education For All|Access &amp; Equity in Basic Education|Primary Education</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6439</wbfeed:REPNB><wbfeed:countries>Mexico</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>Latin America &amp; Caribbean</wbfeed:regions></entry><entry><title type="text">Conducting ethical economic research: complications from the field</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130515151946&amp;cid=3001_DECwps_Education"></link><summary type="html">This essay discusses practical issues confronted when conducting surveys as well as designing appropriate field trials. First, it looks at the challenge of ensuring transparency while maintaining confidentiality. Second, it explores the role of trust in light of asymmetric information held by the surveyor and by the respondents as well as the latter's expectations as to what their participation will set in motion. The authors present case studies relevant to both of these issues. Finally, they discuss the role of ethical review from the perspective of research conducted through the World Bank.&lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130515151946&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-05-15T04:00:00.000Z</published><updated>2013-05-15T04:00:00.000Z</updated><wbfeed:teraTopics>Information and Communication Technologies|Health, Nutrition and Population|Science and Technology Development|Education</wbfeed:teraTopics><wbfeed:subTopics>Health Monitoring &amp; Evaluation|Information Security &amp; Privacy|Population Policies|Tertiary Education|Scientific Research &amp; Science Parks</wbfeed:subTopics><wbfeed:ADMREG>The World Region</wbfeed:ADMREG><wbfeed:AUTHR>Alderman, Harold|Das, Jishnu|Rao, Vijayendra</wbfeed:AUTHR><wbfeed:DOCNA>Conducting ethical economic research: complications from the field</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>World</wbfeed:COUNT><wbfeed:TERATOPIC>Information and Communication Technologies|Health, Nutrition and Population|Science and Technology Development|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Health Monitoring &amp; Evaluation|Information Security &amp; Privacy|Population Policies|Tertiary Education|Scientific Research &amp; Science Parks</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6446</wbfeed:REPNB><wbfeed:countries>World</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>The World Region</wbfeed:regions></entry><entry><title type="text">The exceptional persistence of India's unorganized sector</title><link href="http://www-wds.worldbank.org/external/default/main?pagePK=64193027&amp;piPK=64187937&amp;theSitePK=523679&amp;menuPK=64187510&amp;searchMenuPK=64187511&amp;entityID=000158349_20130521090241&amp;cid=3001_DECwps_Education"></link><summary type="html">The transformation of India's unorganized sector is important to its modernization, growth, and attainment of regional economic equality. This paper documents several key facts about India's unorganized sector in manufacturing and services. First, the unorganized sector is large, accounting for more than 99 percent of establishments and 80 percent of employment in manufacturing. Second, the unorganized sector is stubbornly persistent -- it accounted for 81 percent of manufacturing employment in 1989 and 2005. Third, this persistence is not due to particular subsets of industries or states, as most industries and states show limited change in unorganized sector employment shares. Fourth, the degree to which localized unorganized activity exists is important as it is associated with weaker production functions for manufacturing firms. Building from these facts, the paper investigates conditions promoting transformation by state-industry. Decomposition exercises find that both within and between adjustments for state-industries weakly reduce unorganized sector shares. The aggregate persistence instead comes from the covariance term, where fast-growing state-industries witness rising unorganized sector activity. Regressions quantify that growth in the organized sector by state-industry reduces the unorganized sector employment share, but only marginally reduces employment levels in unorganized activity. Analysis of the establishment size distribution highlights that entrepreneurship and larger organized sector plants are most important for transitions in the manufacturing sector, while small establishments play a key role in the services sector.   &lt;/div&gt;&lt;img src="http://wbws.worldbank.org/feeds/main/tracker.html?p=000158349_20130521090241&amp;db=doc&amp;feedName=Education&amp;feedClass=NOT_DEFINED&amp;cid=3001_DECwps_Education" height=1 width=1 border=0&gt;&lt;/div&gt;</summary><published>2013-05-21T04:00:00.000Z</published><updated>2013-05-21T04:00:00.000Z</updated><wbfeed:teraTopics>Private Sector Development|Social Protections and Labor|Water Resources|Education</wbfeed:teraTopics><wbfeed:subTopics>Labor Markets|Labor Policies|Water and Industry|Tertiary Education|E-Business</wbfeed:subTopics><wbfeed:ADMREG>South Asia</wbfeed:ADMREG><wbfeed:AUTHR>Ghani, Ejaz|Kerr, William R.|O'Connell, Stephen D.</wbfeed:AUTHR><wbfeed:DOCNA>The exceptional persistence of India's unorganized sector</wbfeed:DOCNA><wbfeed:LANG>English</wbfeed:LANG><wbfeed:COUNT>India</wbfeed:COUNT><wbfeed:TERATOPIC>Private Sector Development|Social Protections and Labor|Water Resources|Education</wbfeed:TERATOPIC><wbfeed:SUBTOPIC>Labor Markets|Labor Policies|Water and Industry|Tertiary Education|E-Business</wbfeed:SUBTOPIC><wbfeed:REPNB>WPS6454</wbfeed:REPNB><wbfeed:countries>India</wbfeed:countries><wbfeed:languages>English</wbfeed:languages><wbfeed:DOCTY>Policy Research Working Paper</wbfeed:DOCTY><wbfeed:regions>South Asia</wbfeed:regions></entry></feed>