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Dakar, Senegal December 18, 2008

Pilot Program: Conditional Cash Transfers (CCT) to Increase Girls’ Participation in Education Kano & Bauchi States, Nigeria Presented by Sadi Yahaya SESP KANO. Dakar, Senegal December 18, 2008. Background. Kano and Bauchi states are located in the northern part of Nigeria

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Dakar, Senegal December 18, 2008

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  1. Pilot Program:Conditional Cash Transfers (CCT) to Increase Girls’ Participation in Education Kano & Bauchi States, NigeriaPresented by SadiYahayaSESP KANO Dakar, Senegal December 18, 2008

  2. Background • Kano and Bauchi states are located in the northern part of Nigeria • Bauchi state has a population of 4.2m. and Kano, 10.7m • The two states have high drop out and low girls’ enrollment rates • Poverty rate is also high in the two states (Bauchi: 77%, Kano: 49%, Nigeria overall: 54%)

  3. CCT Program Objectives • To increase the number of girls attending school in grades 4-6 in select poor rural communities in Kano and Bauchi states • (Reduce the number of girls that drop-out at grades 4-6) • Estimated increase projected at 10-15% in attendance for the specific grades compared to baseline

  4. Key Policy Objective • Global Monitoring Report indicates that unless Nigeria prioritizes the increased enrolment of girls, the MDG for gender equity and enrolment will not be achieved. • This evaluation will inform national policy on CCT.

  5. Conditionality for Eligible Beneficiaries to Receive Cash Payments Hard Conditionalities • 80% school attendance of girls • Completion of Grade 6 Soft Conditionalities • Pass mark (50%) as reflected in report cards and end of year exams • Girl with birth certificate within 6 months of enrolment • Younger siblings with Under 5-cards showing utilisation of services (immunisation, growth monitoring, promotion) • Mother attending ante and post natal classes • Mother and father/guardian attending awareness creation sessions including community dialogues

  6. Conditionality for Communities(for School Based Management Committees- SBMCs) • Monitoring attendance of teachers and school discipline • Monitoring pupil attendance • Co-facilitate monthly community dialogues on basic Facts for Life and to discuss progress updates from the SBMC on the CCT scheme • Facilitate dialogue among scholarship holders and youth peers at least 1 every 2 months

  7. Conditionality for State & LGA • Supply issues- teaching & learning, classrooms, toilets, water • Advocacy with private sector etc • Documentation • Support to SBMC for monitoring and supervision • Ensure health services available (antenatal, immunisation)

  8. Primary Impact Evaluation Questions • 1.) Does the CCT program improve attendance rates among girls? • 2.) Does the CCT program improve retention/ completion rates among girls in primary and JSS school? • 3.) Does the CCT program improve transition rates of girls from primary to junior secondary school?

  9. Primary Impact Evaluation Questions Cont. 4. Does the impact of the CCT program differ by quality of current education supply? 5. What targeting strategy is most cost-effective in increasing girls’ enrolment/ retention? 6. What minimum cash benefit amount can induce/ stimulate enrolment and retention?

  10. > 4. Quality Education Program Areas vs. No QEP Areas • In Kano: 9 LGAs currently supported by the World Bank, and 8 LGAs supported by DFID. • In Bauchi: 6 LGAs supported by UNICEF and DFID. • Quality Programs include: School grants, classroom construction, textbook provision, teacher professional development, school-based management schemes.

  11. > 5. Targeting Strategy • Community Targeting (No targeting, blanket transfer to all girls enrolled in grades 4-6) VS. • Individual Targeting of girls: • Preference for orphans • Preference for those with disability • Ranking guided by Proxy Means Test • Community to validate rankings

  12. > 6. Level of Benefit • $1 per school day ($200 per school year) • Estimated at 32% of GDP/capita VS • $.50 per school day ($100 per school year) • Estimated at 16% of GDP/capita • Frequency of payment: 3 times per year (one per school term)

  13. Data Requirements for Planning • Poverty Map to select Local Government Areas • School-level data on enrolment and drop-out rates • School mapping to determine school locations. • Household education expenditure data from USAID (to determine the size of the transfer)

  14. Sampling and Design • The size of the program (number of CCT beneficiaries) will be determined by budget constraints. • Sampling will stratified at the LGA level,based on quality education program status • Randomization will be conducted at the school level with two treatments: • Targeting Mechanism (community vs. individual targeting) • Level of Benefit ($1/school day vs. .50c/ school day)

  15. THANK YOU! MUNGODE!

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