Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/281096 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
Queen’s Economics Department Working Paper No. 1492
Verlag: 
Queen's University, Department of Economics, Kingston (Ontario)
Zusammenfassung: 
We evaluate the impact of deliberative dialogues about girls' education with groups of parents, teachers, and girls on the education outcomes of girls in rural Zimbabwe. Dialog-based engagement campaigns increased mathematics performance and school enrolment. In later periods, the program was expanded to provide resources and an updated curriculum. During these later periods, we observed improvements in literacy, but no additional improvements in mathematics and enrolment beyond what was observed following the dialog-based engagement campaign alone. A mediation analysis shows how earlier gains in math performance due to the dialogues are positively associated with later gains in literacy.
Schlagwörter: 
Girls' Education Challenge
education
impact evaluation
randomized controlled trial
multifaceted intervention
community conversations
deliberate dialogues
social norms
JEL: 
I24
I25
J16
O12
O15
Dokumentart: 
Working Paper

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