The Experts below are selected from a list of 103650 Experts worldwide ranked by ideXlab platform
David E Sahn - One of the best experts on this subject based on the ideXlab platform.
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schooling of Girls and boys in a west african country the effects of parental Education income and household structure
Economics of Education Review, 2000Co-Authors: Peter Glick, David E SahnAbstract:In this paper we investigate gender differences in the determinants of several schooling indicators - grade attainment, current enrollment, and withdrawal from school - in a poor urban environment in West Africa, using ordered and binary probit models incorporating household-level random effects. Increases in household income lead to greater investments in Girls' schooling but have no significant impact on schooling of boys. Improvements in father's Education raises the schooling of both sons and daughters (favoring the latter) but mother's Education has significant impact only on daughters' schooling; these estimates are suggestive of differences in maternal and paternal preferences for schooling daughters relative to sons. Domestic responsibilities, represented for example by the number of very young siblings, impinge strongly on Girls' Education but not on boys'. Policies such as subsidized childcare that reduce the opportunity cost of Girls' time in the home may therefore increase their ability to get an Education.
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schooling of Girls and boys in a west african country the effects of parental Education income and household structure
Economics of Education Review, 2000Co-Authors: Peter Glick, David E SahnAbstract:Abstract In this paper we investigate gender differences in the determinants of several schooling indicators—grade attainment, current enrollment, and withdrawal from school—in a poor urban environment in West Africa, using ordered and binary probit models incorporating household-level random effects. Increases in household income lead to greater investments in Girls' schooling but have no significant impact on schooling of boys. Improvements in father's Education raises the schooling of both sons and daughters (favoring the latter) but mother's Education has significant impact only on daughters' schooling; these estimates are suggestive of differences in maternal and paternal preferences for schooling daughters relative to sons. Domestic responsibilities, represented for example by the number of very young siblings, impinge strongly on Girls' Education but not on boys'. Policies such as subsidized childcare that reduce the opportunity cost of Girls' time in the home may therefore increase their ability to get an Education. JEL 015, I21
Paul Montgomery - One of the best experts on this subject based on the ideXlab platform.
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do menstrual hygiene management interventions improve Education and psychosocial outcomes for women and Girls in low and middle income countries a systematic review
PLOS ONE, 2016Co-Authors: Julie Hennegan, Paul MontgomeryAbstract:Background Unhygienic and ineffective menstrual hygiene management has been documented across low resource contexts and linked to negative consequences for women and Girls. Objectives To summarise and critically appraise evidence for the effectiveness of menstruation management interventions in improving women and Girls’ Education, work and psychosocial wellbeing in low and middle income countries. Methods Structured systematic searches were conducted in peer-reviewed and grey literature to identify studies evaluating Education and resource provision interventions for menstruation management. Individual and cluster randomised controlled trials were eligible for inclusion, as were non-randomised controlled trials. Study characteristics, outcomes and risk of bias were extracted using a piloted form. Risk of bias was independently assessed by two researchers. Results Eight studies described in ten citations were eligible for inclusion. Studies were highly heterogeneous in design and context. Six included assessment of Education-only interventions, and three provided assessment of the provision of different types of sanitary products (menstrual cups, disposable sanitary pads, and reusable sanitary pads). A moderate but non-significant standardised mean difference was found for the two studies assessing the impact of sanitary pad provision on school attendance: 0.49 (95%CI -0.13, 1.11). Included studies were heterogeneous with considerable risk of bias. Trials of Education interventions reported positive impacts on menstrual knowledge and practices, however, many studies failed to assess other relevant outcomes. No trials assessed or reported harms. Conclusions There is insufficient evidence to establish the effectiveness of menstruation management interventions, although current results are promising. Eight trials have been conducted, but a high risk of bias was found and clinical heterogeneity precluded synthesis of most results. Whilst trials provided some indication of positive results, further research is needed to establish the role of menstruation hygiene management in Education performance, employment and other psychosocial outcomes. This review provides a concise summary of present trials and highlights improvements for future work.
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a blind spot in Girls Education menarche and its webs of exclusion in ghana
Journal of International Development, 2014Co-Authors: Catherine Dolan, Paul Montgomery, Caitlin Ryus, Sue Dopson, Linda M ScottAbstract:Despite notable progress in Girls' Education over the last decade, gender-based differences continue to shape Educational outcomes. One of the most overlooked of these differences is the process of maturation itself, including menstruation. This paper presents the findings of a study that assessed the impact of sanitary care on the school attendance of post-pubertal Girls, as well as the implications of menarche for their well-being. The study found that the provision of adequate sanitary care represents a relatively unrecognized but potentially fruitful tool in strategies that aim to improve Girls' Educational outcomes, one that warrants policy consideration among development planners
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sanitary pad interventions for Girls Education in ghana a pilot study
PLOS ONE, 2012Co-Authors: Paul Montgomery, Caitlin Ryus, Catherine Dolan, Sue Dopson, Linda M ScottAbstract:Background: Increased Education of Girls in developing contexts is associated with a number of important positive health, social, and economic outcomes for a community. The event of menarche tends to coincide with Girls’ transitions from primary to secondary Education and may constitute a barrier for continued school attendance and performance. Following the MRC Framework for Complex Interventions, a pilot controlled study was conducted in Ghana to assess the role of sanitary pads in Girls’ Education. Methods: A sample of 120 schoolGirls between the ages of 12 and 18 from four villages in Ghana participated in a nonrandomized trial of sanitary pad provision with Education. The trial had three levels of treatment: provision of pads with puberty Education; puberty Education alone; or control (no pads or Education). The primary outcome was school attendance. Results: After 3 months, providing pads with Education significantly improved attendance among participants, (lambda 0.824, F=3.760, p,.001). After 5 months, puberty Education alone improved attendance to a similar level (M=91.26, SD=7.82) as sites where pads were provided with puberty Education (Rural M=89.74, SD=9.34; Periurban M=90.54, SD=17.37), all of which were higher than control (M=84.48, SD=12.39). The total improvement through pads with Education intervention after 5 months was a 9% increase in attendance. After 3 months, providing pads with Education significantly improved attendance among participants. The changes in attendance at the end of the trial, after 5 months, were found to be significant by site over time. With puberty Education alone resulting in a similar attendance level. Conclusion: This pilot study demonstrated promising results of a low-cost, rapid-return intervention for Girls’ Education in a developing context. Given the considerable development needs of poorer countries and the potential of young women there, these results suggest that a large-scale cluster randomized trial is warranted.
Peter Glick - One of the best experts on this subject based on the ideXlab platform.
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schooling of Girls and boys in a west african country the effects of parental Education income and household structure
Economics of Education Review, 2000Co-Authors: Peter Glick, David E SahnAbstract:In this paper we investigate gender differences in the determinants of several schooling indicators - grade attainment, current enrollment, and withdrawal from school - in a poor urban environment in West Africa, using ordered and binary probit models incorporating household-level random effects. Increases in household income lead to greater investments in Girls' schooling but have no significant impact on schooling of boys. Improvements in father's Education raises the schooling of both sons and daughters (favoring the latter) but mother's Education has significant impact only on daughters' schooling; these estimates are suggestive of differences in maternal and paternal preferences for schooling daughters relative to sons. Domestic responsibilities, represented for example by the number of very young siblings, impinge strongly on Girls' Education but not on boys'. Policies such as subsidized childcare that reduce the opportunity cost of Girls' time in the home may therefore increase their ability to get an Education.
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schooling of Girls and boys in a west african country the effects of parental Education income and household structure
Economics of Education Review, 2000Co-Authors: Peter Glick, David E SahnAbstract:Abstract In this paper we investigate gender differences in the determinants of several schooling indicators—grade attainment, current enrollment, and withdrawal from school—in a poor urban environment in West Africa, using ordered and binary probit models incorporating household-level random effects. Increases in household income lead to greater investments in Girls' schooling but have no significant impact on schooling of boys. Improvements in father's Education raises the schooling of both sons and daughters (favoring the latter) but mother's Education has significant impact only on daughters' schooling; these estimates are suggestive of differences in maternal and paternal preferences for schooling daughters relative to sons. Domestic responsibilities, represented for example by the number of very young siblings, impinge strongly on Girls' Education but not on boys'. Policies such as subsidized childcare that reduce the opportunity cost of Girls' time in the home may therefore increase their ability to get an Education. JEL 015, I21
Sandro Galea - One of the best experts on this subject based on the ideXlab platform.
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equity of skilled birth attendant utilization in developing countries financing and policy determinants
American Journal of Public Health, 2008Co-Authors: Margaret E Kruk, Marta R Prescott, Sandro GaleaAbstract:Objectives. Developing countries with higher health care spending have greater overall utilization of maternal health services than do countries with lower spending. However, the rich tend to disproportionately use these services. We assessed whether redistributive government policies in the context of higher levels of health spending were associated with more-equitable use of skilled birth attendants (doctors, nurses, or midwives) between rich and poor. Methods. We used data from Demographic and Health Surveys of 45 developing countries and disaggregated by wealth quintile. Multivariable regression analyses were used to assess the joint effect of higher health care expenditures, the wealth distribution of women’s fifth-grade Education (a proxy for redistributive policy environment within the central government) and the overall proportion of women with fifth-grade Education (a proxy for female literacy and an indicator of governments’ commitment to Girls’ Education). Results. We found that utilization of skilled birth attendants was more equitable when higher health expenditures were accompanied by redistributive Education policies. Conclusions. Higher health care expenditures should be accompanied by redistributive policies to reduce the gap in utilization of skilled birth attendants between poorer and richer women in developing countries. (Am J Public Health. 2008;98:142‐147. doi:10.2105/AJPH.2006.104265)
Lotus Mcdougal - One of the best experts on this subject based on the ideXlab platform.
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students and brides a qualitative analysis of the relationship between Girls Education and early marriage in ethiopia and india
BMC Public Health, 2019Co-Authors: Marissa Salazar, Emma C Jackson, Katherine A Mcclendon, Yemeserach Belayneh, Natalie Wyss, Aarushi Khanna, Lotus McdougalAbstract:Early marriage (< 18 years) is associated with Education cessation among Girls. Little research has qualitatively assessed how Girls build resiliency in affected contexts. This study examines these issues in Oromia, Ethiopia and Jharkhand, India among Girls and their decision-makers exposed to early marriage prevention programs. Qualitative interviews were conducted with Girls who received the intervention programs and subsequently either a) married prior to age 18 or b) cancelled/postponed their proposed early marriage. Girls also selected up to three marital decision-makers for inclusion in the study. Participants (N = 207) were asked about the value and enablers of, and barriers to, Girls’ Education and the interplay of these themes with marriage, as part of a larger in-depth interview on early marriage. Interviews were transcribed, coded, and analyzed using latent content analysis. Participants recognized the benefits of Girls’ Education, including increased self-efficacy and life skills for Girls and opportunity for economic development. A girl’s capacity and desire for Education, as well as her self-efficacy to demand it, were key psychological assets supporting school retention. Social support from parents and teachers was also important, as was social support from in-laws and husbands to continue school subsequent to marriage. Post-marriage Education was nonetheless viewed as difficult, particularly subsequent to childbirth. Other noted barriers to Girls’ Education included social norms against Girls’ Education and for early marriage, financial barriers, and poor value of Education. Social norms of early marriage, financial burden of school fees, and minimal opportunity for Girls beyond marriage affect Girls’ Education. Nonetheless, some Girls manifest psychological resiliency in these settings and, with support from parents and teachers, are able to stay in school and delay marriage. Unfortunately, Girls less academically inclined, and those who do marry early, are less supported by family and existing programs to remain in school; programmatic efforts should be expanded to include Educational support for married and childbearing Girls as well as options for women and Girls beyond marriage.