The Unassuming Economist

Source: Poverty Action Lab, Paris School of Economics

In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the
worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation
and poverty reduction. This paper studies the differential long-term impact of children’s exposure to Progresa, 20 years after its launch. The two focus groups include (a) children who were in-utero or in their initial years of life, and (b) children who were transitioning from primary to secondary school.

Results show that children exposed to the program in their early childhood witnessed better educational attainment and labor market outcomes, and the study of impacts on the second group shows that even the short-term impact of the program was sustained in the long run. Positive impacts manifested as larger labor incomes, more geographical mobility including through international migration, and later family formation. Besides, results from this paper also confirm that while conditional cash transfers are helpful in enhancing the educational and nutritional development of children in their formative stages, there is still a need for complementary policies to be rolled out so that the full range of households (not just ones with infants at the time of program rollout) are able to realize the full range of newly available labor market opportunities.

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Source: VoxEU CEPR

“Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance wheel of the social machinery.”

-Horace Mann, 1848

Quite ironically, however, the pandemic-induced school closures and other aspects of remote education pose the threat of deep and long-lasting inequalities. This column argues that channels operating through schools, peer effects, and parental investments have all contributed to massively growing educational inequality during the Covid-19 crisis. Among 9th graders, children from low-income neighborhoods in the US are predicted to suffer a learning loss equivalent to almost half a point on the four-point GPA scale, whereas children from high-income neighborhoods remain unscathed.

David Malpass, President of the World Bank Group, and Henrietta H Fore, Executive Director of UNICEF write about mitigating educational challenges of the Covid-19 pandemic in a recent opinion piece (December 2021) for Project Syndicate. Excerpts from the article:

“According to World Bank estimates, pandemic-related school closures could drive up “learning poverty” – the share of 10-year-olds who cannot read a basic text – to around 70% in low- and middle-income countries. This learning loss could cost an entire generation of schoolchildren $17 trillion in lifetime earnings. Throughout the pandemic, marginalized children have struggled the most. When classrooms around the world reopened this fall, it became clear that these children had fallen even further behind their peers. Before the pandemic, gender parity in education was improving. But school closures placed an estimated ten million more girls at risk of early marriage, which practically guarantees the end of their schooling.”

Further, they discuss prospects for higher investment in education, some best practices, and access to digital learning as a “great equalizer”.

Click here to read the full article.