Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/93681
Authors: 
Holvoet, Nathalie
Inberg, Liesbeth
Year of Publication: 
2013
Series/Report no.: 
WIDER Working Paper 2013/105
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

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