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Funded by:
Economic and Social Research Council (ESRC)
Date started: 27 March 2007
This project investigates the importance of school provision and quality in the success of Conditional Cash Transfer (CCT) programmes for education. A theoretical framework is developed to analyse how a CCT programme is likely to affect the allocation of a child's time between school and work, and in particular why the effect of the programme might vary depending on the availability and quality of schools. The model is estimated using data from a CCT programme in rural Colombia, to assess whether the impact of the programme on school and work choices, both in terms of participation and hours, varies according to local school conditions.
Sample: Approximately 11,500 very poor households in rural Colombia. Search |
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