The Dynamics of School and Work in Rural Bangladesh
Canals-Cerdá and Ridao-Cano investigate the effect of work on the school progress of rural Bangladeshi children. They specify a dynamic switching model for the sequence of school and work outcomes up to the end of secondary school, where the switch...
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| Language: | English en_US |
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World Bank, Washington, D.C.
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2004/06/4813145/dynamics-school-work-rural-bangladesh http://hdl.handle.net/10986/14068 |
| Summary: | Canals-Cerdá and Ridao-Cano investigate
the effect of work on the school progress of rural
Bangladeshi children. They specify a dynamic switching model
for the sequence of school and work outcomes up to the end
of secondary school, where the switching in each school
level is determined by the endogenous work history of the
child up to that level. This approach allows the authors to
evaluate the dynamic effects of work on school progress.
They find that work has a negative and sizable effect on
school progress and are able to measure this effect for
different groups of children. Their results highlight the
relevance of policies aimed at increasing school progress
through reductions in child work and the importance of
accompanying these policies by efforts to improve the
adverse environment that working children face. The authors
evaluate the dynamic effects of three policies: compulsory
primary schooling, compulsory school entry at age six, and
universal access to secondary school. They find that these
policies have a sizable effect on school progress and child labor. |
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