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UNICEF Innocenti's complete catalogue of international peer reviewed journals

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The impact of Zambia’s unconditional child grant on schooling and work: results from a large-scale social experiment

Sudhanshu Handa, Luisa Natali, David Seidenfeld, Gelson Tembo

Published: 2016
This article reports on the impact on child schooling and work of the Government of Zambia’s Child Grant Program (CGP), an unconditional cash transfer programme targeted to households with children under age 3 years in three districts of the country. Although the CGP’s focus is on very young children, we look to see if the programme has impacts on older children who are not the explicit target group. We use data from a large-scale social experiment involving 2519 households, half of whom were randomised out to a delayed-entry control group, that was implemented to assess the impact of the programme. We find that the CGP has no discernible impact on school enrolment of children age 7–14. However, when we break the sample by older (11–14) and younger (7–10) children – based on the grade structure of the Zambian schooling system – we find a significant impact among children age 11–14, which coincides with the exact age range where a sharp drop-out begins to occur in Zambia with point estimates in the range of 7–8 percentage points. Finally, we provide evidence on the potential pathways through which the unconditional cash transfer impacts on enrolment. Households in the CGP spend more on education, and in particular on uniforms and shoes, two items cited as key barriers to school enrolment in study areas.
Cite this publication | No. of pages: 346-367 | Tags: cash transfers, schooling, child labour
Is graduation from Social Safety Nets Possible? Evidence from Sub-Saharan Africa

S. Diadone, L. Pellerano, Sudhanshu Handa, B. Davis

Published: 2015

To most people, graduation means leaving a school or university after completing a programme of study, once the learner has acquired a set of skills that is expected to equip them for a higher-income future livelihood.

In the development discourse, graduation means leaving a social protection programme after reaching a wellbeing threshold, once the participant has acquired a set of resources that is expected to equip them for a higher-income future livelihood. While poverty reduction is not a new idea, programming for graduation is a relatively new concept

Cite this publication | No. of pages: 93-102 | Tags: schooling, social safety nets
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