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Allocation and impact of social funds : spending on school infrastructure in Peru (英语)

Between 1992 and 1998 the Peruvian Social Fund (foncodes) spent about US dollar 570 million funding micro projects throughout the country. Many of these projects involved constructing and renovating school facilities. This article uses data from foncodes, the 1993 population census in Peru, and a 1996 household survey conducted by the Peruvian Statistical Institute to analyze the targeting and impact of foncodes investments in education. A number of descriptive and econometric techniques are employed, including nonparametric regressions, differences in differences, and instrumental variables estimators. Results show that foncodes investments in school infrastructure have reached poor districts and poor households within those districts. The investments also appear to have had positive effects on school attendance rates for young children.

详细

  • 作者

    Paxson, Christina Schady, Norbert R

  • 文件日期

    2002/05/01

  • 文件类型

    日志文章

  • 报告号

    77384

  • 卷号

    1

  • Total Volume(s)

    1

  • 国家

    秘鲁,

  • 地区

    拉丁美洲与加勒比海区,

  • 发布日期

    2013/05/21

  • Disclosure Status

    Disclosed

  • 文件名称

    Allocation and impact of social funds : spending on school infrastructure in Peru

  • 关键词

    school attendance rate for child;international food policy research institute;per capita expenditure on education;World Bank Economic Review;household per capita income;school infrastructure;access to basic service;ordinary least squares regression;low per capita income;expenditures on school;investment in school;investments in education;central government program;degrees of freedom;household survey data;allocation of fund;children attending schools;impact of education;estimates of income;Funds for Education;quality of education;center for health;per capita allocation;income of household;development research group;school breakfast program;years of schooling;access to sewerage;Access to Electricity;measures of welfare;access to water;access to schooling;structural adjustment program;families with child;return to education;rates of return;Access to Education;expenditures on education;secondary school infrastructure;quality of teacher;distribution of welfare;local social capital;impact of investments;difference in income;instrumental variable;poor household;index value;standard error;political variable;geographic targeting;children of ages;education expenditure;standard deviation;rural area;measurement error;chronic malnutrition;census data;infrastructure spending;school year;point estimate;better-off household;regression results;marginal effect;explanatory variable;scholastic achievement;rural community;school facility;education investment;causal relationship;teacher ratio;school funding;high school;poor child;district population;small-scale infrastructure;education spending;young child;political preference;community group;negative relationship;poverty index;urban districts;poverty program;research observer;education level;voting patterns;class size;program evaluation;school outcome;parameter estimate;econometric technique;population census;expenditure equation;income gain;long-term impact;education infrastructure;Labor Market;educational outcome;school enrollment;international donor;future research;observed change;school choice;statistical association;efficient mechanism;school quality;resource flow;school expenditure;estimation strategy;Learning and Innovation Credit;targeted transfer;transfer income;social cost;country operations;e-mail address;unintended consequence;rural district;population size;school investment;targeting mechanism;income note;targeting performance;district households;regression line;indicator targeting;means testing;analytical approach;household head;local school;funding decision;adjustment measure;education funding;overhead cost;learning material;regression coefficient;public policy;employment opportunity;employment opportunities;community participation;household benefit;education outcome;community center;parent-teacher association;stated objective;social program;household characteristic;household income;collected information;sports facilities;education resource;survey results;educational material;smaller share;durable good;Durable goods;household composition;Exchange Rates;composite index;adequate housing;financial intermediaries;geographic distribution;natural regions;compensation fund;production function;natural experiment;unobserved characteristic;political science;Time of Use;random sample;educational performance;spatial dimension;confidence interval;

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