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Social interactions and student achievement in a developing country: An instrumental variables approach
This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates.
Madrasas and Ngos: Complements Or Substitutes? Non - State Providers and Growth in Female Education in Bangladesh
Abstract: There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level...
Economic Integration Among D-8 Muslim Countries: Prospects And Challenges
The D-8 (Developing Eight) organisation was officially formed in 1997 and has Bangladesh, Egypt, Indonesia, Iran, Malaysia, Nigeria, Pakistan and Turkey as full members. The D-8 economies encompass nearly 62% of the Muslim population or about 1.17 billion people globally. The economic, cultural, social, political and geographical diversity that exists amongst the D-8 member countries differs radically from other Muslim or regional blocks. Furthermore, D-8 member countries are developing economies that do not solely rely on oil, ancient civilizations, or roles as historical powerhouses, but their populations aspire to be better educated, scientifically more advanced, have higher incomes and i...
Madrasas and Ngos
Abstract: There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level...
Poisoning the Mind: Arsenic Contamination and Cognitive Achievement of Children
Abstract: Bangladesh has experienced the largest mass poisoning of a population in history owing to contamination of groundwater with naturally occurring inorganic arsenic. Continuous drinking of such metal-contaminated water is highly cancerous; prolonged drinking of such water risks developing diseases in a span of just 5-10 years. Arsenicosis-intake of arsenic-contaminated drinking water-has implications for children's cognitive and psychological development. This study examines the effect of arsenicosis at school and at home on cognitive achievement of children in rural Bangladesh using recent nationally representative school survey data on students. Information on arsenic poisoning of t...
Digital Divide Or Digital Provide?
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms significant socio-economic and gender divide in access to TV, smartphone, computer and internet among rural households. However, the analysis of daily time use data shows only a modest return to technology in terms of boosting learning time at home. ...
Village Ties
Village Ties argues that grassroots women's mobilization programs can empower poor women to challenge oppressive informal institutions - the rules of the game - that govern relationships between actors in the rural global South. By exploring the activities of women who belong to Polli Shomaj, an initiative of the development organization BRAC, Village Ties challenges stereotypes of poor Muslim women as backward, subservient, oppressed, and in need of saving.
Marriage, Work, and Migration
Traditional gender norms can restrict independent migration by women, preventing them from taking advantage of economic opportunities in urban non-agricultural industries. However, women may be able to circumvent such restrictions by using marriage to engage in long-distance migration-if they are wealthy enough to match with the desirable migrating grooms. Guided by a model in which women make marriage and migration decisions jointly, we hypothesize that marriage and labour markets will be inextricably linked by the possibility of marital migration. We use the construction of a major bridge in Bangladesh-which dramatically reduced travel time between the economically deprived north-western region and the industrial belt around Dhaka-as a source of plausibly exogenous variation in migration costs. In accordance with our model's predictions, we find that the bridge construction induced marriage-related migration (not economic migration) among rural women, but only for those women coming from families above a poverty threshold.
