Long-term and Intergenerational Effects of Education: Evidence from School Construction in Indonesia

Akresh, Richard; Halim, Daniel; Kleemans, Marieke

doi:10.3386/w25265

Cited by 28 publications

(51 citation statements)

References 51 publications

(79 reference statements)

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“…Typically, the papers in this literature rely on either the estimation of fully structural models of human capital accumulation, sectoral choice, and productivity using cross-sectional data or on reduced form methods like individual or household fixed effects or instrumental variables strategies [Gisser, 1965, Huffman, 1980, Jacoby, 1993, Newman and Gertler, 1994, Yang, 1997a,b, Fafchamps and Quisumbing, 1999, Yunez-Naude and Taylor, 2001, Yang, 2002, Spohr, 2003, Jolliffe, 2003, Laszlo, 2008, Akresh et al, 2018. Three existing papers offer potentially causal answers to related questions.…”

Section: Notesmentioning

confidence: 99%

“…In two parallel working papers to our own Akresh et al [2018] and Porzio and Santangelo [2019] present estimates from the same DID specification that we rely on to produce the main results of this paper. Akresh et al [2018] focus primarily on exploring the inter-generational impact of INPRES on the children of exposed cohorts, but also show that there are similar impacts of INPRES exposure on non-agricultural employment for men in 2016, forty-three years after the program began. By using data from 1995 we are able to avoid potential complications related to mapping the division of districts over time and correctly allocating individuals to their appropriate INPRES exposure:…”

Section: Notesmentioning

confidence: 99%

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Human capital and structural transformation: Quasi-experimental evidence from Indonesia

Institute¹

2019

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The International Food Policy Research Institute (IFPRI), established in 1975, provides research-based policy solutions to sustainably reduce poverty and end hunger and malnutrition. IFPRI's strategic research aims to foster a climate-resilient and sustainable food supply; promote healthy diets and nutrition for all; build inclusive and efficient markets, trade systems, and food industries; transform agricultural and rural economies; and strengthen institutions and governance. Gender is integrated in all the Institute's work. Partnerships, communications, capacity strengthening, and data and knowledge management are essential components to translate IFPRI's research from action to impact. The Institute's regional and country programs play a critical role in responding to demand for food policy research and in delivering holistic support for country-led development. IFPRI collaborates with partners around the world.

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Section: Notesmentioning

confidence: 99%

Section: Notesmentioning

confidence: 99%

Human capital and structural transformation: Quasi-experimental evidence from Indonesia

Institute¹

2019

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“…The main outcome variable is children's educational attainment. Following Oreopoulos et al (2006) and Akresh et al (2018), we measure educational attainment by a grade-for-age variable indicating whether an individual is on track compared to peers of the same age. 5 For parental educational attainment we use years of schooling, which are constructed from information on highest grade and highest degree completed.…”

Section: Datamentioning

confidence: 99%

“…Lastly, we check whether parental exposure affects spousal characteristics. For instance, Akresh et al (2018) find that parents exposed to school construction in Indonesia are associated with higher spousal education. The results are presented in Table A5.…”

Section: Instrument Validitymentioning

confidence: 99%

“…Because we only observe individuals in the same household as their parents and omit those who already left, there is a concern that this omission is non-random, which leads to sample selection bias (Akresh et al 2018;Francesconi and Nicoletti 2006). One approach is to only consider individuals when they are not likely to move out (Akresh et al 2018). Using the VHLSS for 2010-16, we estimate the average move-out age to be roughly 22.…”

Section: Sample Selectionmentioning

confidence: 99%

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Intergenerational mobility of education in Vietnam: Evidence from the Vietnam War

Vu¹,

Bue²

2019

WIDER Working Paper

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.Abstract: Vietnam's education system has recently attracted international attention for exceptional learning outcomes and success in improving schooling outcomes over a short period, despite being a lower-middle-income country. One potential explanation is the substantial increase in parental schooling after the Vietnam War ended in 1975, which might have led to better educational outcomes for the next generation. This study examines the causal effect of parental schooling on children's educational attainment in Vietnam. We exploit variation in parental exposure to aerial bombing at an early age to identify the effect of parental schooling. Our instrumental variable estimates indicate that the father's schooling does not affect a child's educational outcomes. Furthermore, we find that although parental bombing exposure reduced their schooling, it did not affect children's educational outcomes or parental investment in their children. Taken together, these findings suggest that Vietnam's recent success in education is not caused by the rise in the schooling of the parents of today's children after the war ended in 1975.

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Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Psaki

Haberland

Mensch

et al. 2022

Campbell Systematic Reviews

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Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low‐ and middle‐income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender‐related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender‐related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS‐Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi‐experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer‐reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender‐related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS‐I tool for quasi‐experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta‐analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender‐related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising inter...

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Long-term and Intergenerational Effects of Education: Evidence from School Construction in Indonesia

Cited by 28 publications

References 51 publications

Human capital and structural transformation: Quasi-experimental evidence from Indonesia

Human capital and structural transformation: Quasi-experimental evidence from Indonesia

Intergenerational mobility of education in Vietnam: Evidence from the Vietnam War

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

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