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Searching with a thematic focus on Evidence for policy and practice, Poverty

Showing 21-30 of 51 results

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  • Document

    Helpdesk Report: Barriers to learning

    Health and Education Advice and Resource Team, 2013
    Despite increasing numbers of children being enrolled in school, their learning outcomes are often of poor quality. This report looks at the issues and research on poor quality student learning outcomes and what inputs can create the enabling learning environment needed to address this. The report begins with a brief section on the context of the education system in Bangladesh.
  • Document

    Helpdesk Report: education and poverty

    Health and Education Advice and Resource Team, 2013
    This helpdesk report presents the available evidence regarding the following aspects of the relationship between education and poverty:
  • Document

    Helpdesk Report: Is investment in early childhood development or secondary education more beneficial?

    Health and Education Advice and Resource Team, 2013
    Different estimates of returns were identified which are useful in looking at the value of early childhood interventions and secondary education but are not directly comparable.  It is difficult to draw conclusions from the different data reported due to difference in methodologies, timelines and countries. In some reports there are different data for social and private returns.
  • Document

    Helpdesk Report: Education Quality and Economic Growth: A review of the work of Eric Hanushek

    Health and Education Advice and Resource Team, 2013
    This helpdesk report provides an annotated bibliography of Eric A. Hanushek’s recent work. Hanushek is from Stanford University and is a world leader in the development of economic analysis of educational issues. The focus of this report is on the papers written in the last five years (since 2008). This report focuses on Hanushek’s work on the following topics:
  • Document

    Helpdesk Report: Nutrition programming in urban settings

    Health and Education Advice and Resource Team, 2014
    More than half of the world’s 7 billion people now live in urban areas. As the world’s population is becoming increasingly urbanised, new challenges are arising. The rural-urban gap in nutrition has narrowed in recent decades – essentially because the situation has worsened in urban areas.
  • Document

    Conditional cash transfer programmes: a magic bullet to improve people's health and education?

    International Initiative for Impact Evaluation, 2010
    Conditional Cash Transfer (CCTs) programmes provide cash to poor households who meet certain health and education conditions such as regular school attendance and health check - ups for children at theclinic. This model of  intervention is spreading rapidly throughout the developing world.
  • Document

    Targeting the poor: evidence from a field experiment in Indonesia

    International Initiative for Impact Evaluation, 2014
    Governments of developing countries often lack verifiable income information for poor people and communities. This makes targeting for social programmes a challenge.
  • Document

    Impact Evaluation of the Non-contributory Social Pension Program 70 y más

    International Initiative for Impact Evaluation, 2014
    Implemented throughout Mexico, the 70 y más (70 and above) programme was aimed at improving the living conditions of adults aged 70 and older. The programme was centred on two components:
  • Document

    Education for all: how to pass the 2015 grade?

    International Initiative for Impact Evaluation, 2010
    Lack of education is one of the many dimensions of poverty. Achieving universal primary education is not only a goal in itself but also a contributing factor to achieve other development goals, such as a reduced rate of HIV/AIDS, better resource management, lower poverty and inequality and sustained economic growth, 2003.
  • Document

    Special needs education: towards more inclusive

    International Initiative for Impact Evaluation, 2009
    Enrolment rates and educational attainment of children with disabilities lag far behind those of their non-disabled peers. The school enrolment rate for children with disabilities is estimated to be some 2 to 5 percent in developing countries, a deficit that far exceeds those of other high-risk groups such as girls, children from rural areas, or from low-income families.

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