Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/93681 
Year of Publication: 
2013
Series/Report no.: 
WIDER Working Paper No. 2013/105
Publisher: 
The United Nations University World Institute for Development Economics Research (UNU-WIDER), Helsinki
Abstract: 
In order to correct for the initial gender blindness of the Paris Declaration and related aid modalities as general and sector budget support, it has been proposed to integrate a gender dimension into budget support entry points. This paper studies the effectiveness of (joint) gender working groups and the integration of sex-disaggregated indicators and targets in performance assessment frameworks in the context of education sector budget support delivered to a sample of 17 Sub-Saharan African countries over the period 2005-10. Findings of the qualitative comparative analysis demonstrate that engendering these two budget support entry points contributed to high performance on increasing female enrolment.
Subjects: 
budget support
primary education enrolment
primary education completion
hard incentives
soft incentives
Sub-Saharan Africa
JEL: 
F35
I24
J16
N37
Document Type: 
Working Paper

Files in This Item:
File
Size
922.79 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.