Mozambique : Can Information and Incentives Increase School Attendance?
Although more children than ever are starting school in Africa, in many countries dropout rates remain high and few students complete their schooling, especially girls. Results-based financing (RBF) has been used in many developing countries to att...
| Main Author: | |
|---|---|
| Language: | English |
| Published: |
World Bank, Washington, DC
2020
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/704081531204680698/Mozambique-Can-Information-and-Incentives-Increase-School-Attendance http://hdl.handle.net/10986/33690 |
| Summary: | Although more children than ever are
starting school in Africa, in many countries dropout rates
remain high and few students complete their schooling,
especially girls. Results-based financing (RBF) has been
used in many developing countries to attempt to incentivize
various stakeholders such as students, parents, and teachers
to achieve better results. RBF mechanisms work by linking
financial incentives to measurable results, for example
school attendance, dropout rates, or student test scores.
Conditional cash transfers (CCTs) are one such RBF mechanism
that has been used in many developing countries to
incentivize individuals to take actions that they may not
otherwise take, such as attending school or using preventive
health services. CCTs work by giving individuals a cash
transfer, conditional on verification that they have
completed the prescribed behavior. CCTs have been shown to
be effective in increasing school attendance in many
countries, but their cost and complexity makes them
difficult to manage for countries with limited
administrative and budgetary capacity. |
|---|