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The dynamics of school and work in rural Bangladesh

Author: José Canals-Cerdá; Cristóbal Ridao-Cano; World Bank. East Asia and Pacific Regional Office. Human Development Sector Unit.
Publisher: Washington, D.C. : World Bank, East Asia and Pacific Region, Human Development Sector Dept., 2004.
Series: Policy research working papers, 3330.
Edition/Format:   eBook : Document : International government publication : EnglishView all editions and formats
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  Read more...
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Additional Physical Format: Print version:
Canals-Cerdá, José.
Dynamics of school and work in rural Bangladesh.
Washington, D.C. : World Bank, East Asia and Pacific Region, Human Development Sector Dept., 2004
(OCoLC)56010351
Material Type: Document, Government publication, International government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: José Canals-Cerdá; Cristóbal Ridao-Cano; World Bank. East Asia and Pacific Regional Office. Human Development Sector Unit.
OCLC Number: 647017962
Reproduction Notes: Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL
Description: 1 online resource (48 pages).
Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
Series Title: Policy research working papers, 3330.
Responsibility: Jose Canals-Cerdá and Cristóbal Ridao-Cano.

Abstract:

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. This paper--a product of the Human Development Sector Department, East Asia and Pacific Region--is part of a larger effort in the region to better understand the effect of work on schooling.

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