Abstract
Interventions in Developing Nations for Improving Primary and Secondary School Enrollment of Children: A Systematic Review
Highlights
Education is critical to economic development and social welfare in developing nations
Policymakers would have to assess whether such outcomes are worth investments, given costs of implementation and how widespread the problem is that the intervention will address
We examined the average effect for interventions implemented in the three types of developing nations, as defined by the World Bank Classification of Economies (Lower Income Country, Lower Middle Income Country, and Upper Middle Income Country)
Summary
Education is critical to economic development and social welfare in developing nations. The second Millennium Development Goal adopted by world leaders in 2000 is universal primary education for all boys and girls, while the third called for the elimination of gender disparities in education. Prioritizing education in such a way has several rationales. More than 100 million primary school-aged children are not in school and, of those that are, many—49 percent in Africa, for example—do not complete primary school (Birdsall, Levine, & Ibrahim, 2005) These and other data indicate wide variation in enrollment rates across developing country regions and by level of school (primary versus secondary; see Table 1)
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