This study examines the impact of Conditional Cash Transfer (CCT) on school enrolment of secondary education in Bangladesh. By analysing the existing literature the study makes an analytical framework which gives the premises for the understanding that how CCT works on student enrolment. After discussing the demand and supply side initiatives of CCT this paper examine the data of enrolment rate from 1973 to 2012.
The data showed that CCT plays major role in increasing the girl’s enrolment in secondary education of Bangladesh. However, the CCT has very little effects on boy’s enrolment. The existing litterateur analysis showed that the reason behind the less impact of boys’ enrolment is socio economic and inbuilt error of the existing programs.
Table of Contents
1. Introduction
2. Analytical Framework: Relationship between CCT and School enrolment
What is CCT?
CCT as a demand side intervention: how does it work?
CCT as a supply side initiative: Design and Implementation process
Selecting Target beneficiaries
Payment
The Conditions
Monitoring and evaluation
CCT and its critics
Concluding remarks and synthesis
3. Empirical Analysis
CCT and Education policy of Bangladesh
Conditional Cash Transfer as a demand side intervention: How does it work in secondary education in Bangladesh?
From 1994 to 2008
During 2009 to Now
CCT and supply side initiatives: Design and implementation process in Bangladesh
Selecting Target beneficiaries
Conditions
Payments
Monitoring and Evaluation
Effects of CCT on School Enrolment
The enrolment rate of students in secondary level before introducing CCT
The girls enrolment rate after introducing CCT
Enrolment rate after 2008
CCT and its limitations in context of Bangladesh
4. Conclusion and synthesis
Research Objectives and Themes
This study evaluates the impact of Conditional Cash Transfer (CCT) programs on secondary education enrolment in Bangladesh. By establishing an analytical framework derived from existing literature, the research explores how demand-side interventions, such as financial stipends, and supply-side mechanisms, including targeting and monitoring, influence student participation and gender parity in the Bangladeshi education system.
- Evolution of CCT policies in Bangladesh from 1994 to 2012.
- The role of gender-targeted versus pro-poor stipend programs.
- Supply-side challenges: beneficiary targeting, disbursement, and monitoring.
- Comparative analysis of male and female secondary school enrolment rates.
- Limitations regarding educational quality and socio-economic barriers.
Excerpt from the Book
CCT as a demand side intervention: how does it work?
Conditional Cash Transfer is a demand-side intervention which is a perfect response to the failure of supply side interventions for instances establishment of hospitals and schools. It works in two ways; it provides cash to the beneficiaries for income generation and imposes the condition for preventing the perverse behaviour of the recipients.
Schools and hospitals are the expensive supply side intervention which poor households cannot afford. Though CCT is not the substitute of the high quality supply side intervention but at least it can address the insufficiency of the poor people (Rawlings and Rubio 2005, p. 36). Comparison of cost-benefit analysis between CCT and supply side intervention show that CCT as a demand side intervention can target the specific population who are out of school presently. On the other hand, supply side interventions target the students who are already in the school, provide them new school or who have the ability to get admission in the school. In addition demand side intervention ensure students to remain in the school by and then transfer cash to the beneficiaries whereas supply-side intervention allocates their funds in advance and hoped students will remain in the school. In demand side intervention parents get benefits instantly rather than to wait for the future return those children will earn when they become the adult (Orazem et al 2007, p. 23). Moreover, this demand side intervention help in reducing the dropout rate of the students while the supply side intervention has very little effect on this outcome. Glewwe and Olinto (2004) showed that Honduras’s Family Allowances Program (PRAF), decrease dropout rate by 2-3 percentage points.
Summary of Chapters
1. Introduction: Outlines the scope of the study, the research questions concerning the relationship between CCT and enrolment, and the methodology based on secondary data analysis.
2. Analytical Framework: Relationship between CCT and School enrolment: Defines CCT as a policy instrument, analyzing both demand-side benefits and supply-side implementation challenges, including critiques of effectiveness.
3. Empirical Analysis: Evaluates Bangladesh's specific experience with CCT, covering the transition from gender-specific to pro-poor targeting, and provides data-driven evidence of changes in enrolment rates.
4. Conclusion and synthesis: Summarizes the key findings, confirming the positive impact of CCT on female enrolment while highlighting persistent issues regarding quality and socio-economic exclusion.
Keywords
Conditional Cash Transfer, CCT, Secondary Education, Bangladesh, School Enrolment, Gender Parity, Demand-side Intervention, Supply-side Initiative, Poverty Alleviation, Stipend Program, Targeting Mechanisms, Dropout Rates, Proxy Means Testing, Socio-economic Factors, Human Capital Development.
Frequently Asked Questions
What is the core focus of this research project?
The research examines the effectiveness of Conditional Cash Transfer (CCT) programs in improving secondary education enrolment in Bangladesh, analyzing its historical application and its impact on different student demographics.
What are the primary themes discussed in the paper?
Key themes include the distinction between demand and supply-side interventions, the evolution of targeting mechanisms like proxy means testing, and the socio-economic barriers to education.
What is the central research question?
The paper addresses two main questions: the analytical relationship between CCT and school enrolment, and the evaluative impact of these programs on secondary education in the specific context of Bangladesh.
Which scientific method is utilized?
The study employs a desktop methodology, utilizing secondary data from sources such as UNESCO, the World Bank, and BANBEIS, analyzed through a descriptive approach using graphs to observe trends over 39 years.
What topics are covered in the main body of the work?
The main body covers the theoretical framework of CCT, the design and implementation of Bangladeshi stipend programs, a historical analysis of enrolment from 1973 to 2012, and the limitations of these programs in terms of quality and coverage.
Which keywords best characterize this work?
The work is characterized by terms such as CCT, Bangladesh, School Enrolment, Gender Parity, Stipend Program, and Human Capital Development.
How did the transition from girl-targeted to pro-poor targeting affect results?
While the initial girl-targeted program successfully reversed the gender gap, the post-2008 transition to pro-poor targeting showed slower enrolment enhancement, which the author attributes to inbuilt program errors and socio-economic constraints.
What role does the 'inbuilt error' play in the program's limitations?
The author identifies 'inbuilt errors'—such as targeting inefficiencies, exclusion errors, and a failure to address the high costs of schooling—as key reasons why the program has struggled to bring remaining out-of-school students into the system.
Why did the program have less impact on boys compared to girls?
The study concludes that boys are more likely to enter the labor market at a young age to earn for their families, meaning the opportunity cost of schooling for boys is higher than for girls in the existing socio-economic landscape of rural Bangladesh.
- Arbeit zitieren
- Master of Public Policy Selina Akhter (Autor:in), 2015, Impact of Conditional Cash Transfers on school enrolement. A case study of secondary education in Bangladesh, München, GRIN Verlag, https://www.grin.com/document/342660
