Do School Meals Boost Education in Low- and Middle-Income Countries? A 15-Year Review [blog post]
As school meal programmes continue to expand globally, so too is the body of evidence from impact evaluations.
As school meal programmes continue to expand globally, so too is the body of evidence from impact evaluations.
Where do caregivers of school children stand on the perennial debate on cash versus in-kind transfers for social protection and human capital development?
In this note, we explore whether bans have contributed to changing prevalence of, and support for, corporal punishment in low- and middle-income countries across time. Our analysis provides four main findings.
School-related violence is a major challenge in many low- and middle-income countries. This is well established by surveys that - if anything - likely underestimate the prevalence of violence in schools.
The education sector needs to know more and do more about violence in schools. Children are exposed to staggering levels of physical, psychological, and sexual violence, perpetrated by teachers, other adults, and students.
This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs.
This study characterizes rates of physical and sexual violence against adolescent girls and compares rates of violence against girls who are enrolled versus unenrolled in school, to contribute to an understanding of the relative risks associated with school attendance.
Using a sample of 1,211 households in Pakistan, the authors examine the effects of COVID-19 on three key domains: education, economic, and health-related. First, during school closures, 66 percent of surveyed households report not using technology for learning at all.
The short and accessible briefs collected here draw on rigorous evidence relevant to the COVID-19 emergency to formulate recommendations for policymakers on five critical dimensions of school reopening and recovery: 1) Engaging communities in reopening plans; 2) Targeting resources to where they
In many places girls and young women do not enjoy the basic rights of voting, cannot inherit land, are subject to female genital cutting, and do not have the right to stop unwanted sexual advances or gain justice. This report is about why and how to put girls at the center of development.