Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/230579
Authors: 
Cotton, Christopher
Nanowski, Jordan
Nordstrom, Ardyn
Richert, Eric
Year of Publication: 
2020
Series/Report no.: 
Queen’s Economics Department Working Paper No. 1426
Abstract: 
We examine the impact of a large, randomized Girls' Education Challenge (GEC) project in rural Zimbabwe. The multifaceted project initially provided information about girls' rights and education barriers to girls, parents, teachers, and others. Later, the project introduced a learn-to-read program and provided resources such as bicycles and books. The information campaign significantly improved mathematics performance and school enrolment in a short time frame. The subsequent provision of resources and curriculum changes corresponded to improvements in literacy but did not correspond to any additional improvements in mathematics and enrolment beyond what was observed following the information provision alone.
Subjects: 
Girls' Education Challenge
education
empowerment
information provision
impact evaluation
economic development
field experiment
multifaceted intervention
JEL: 
C93
I25
O15
Document Type: 
Working Paper

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