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The role of cash transfers in maximising schools’ protective effects for children in extreme settings: An ecological approach

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  • Jones, Nicola
  • Samuels, Fiona

Abstract

Given growing attention to inequities and hardest-to-reach children, there is increasing interest in how to support children in extreme settings, including through schooling. We focus on cash transfer programmes – poverty reduction initiatives aimed at human capital development – and adopt an ecological focus, considering children in informal and formal settings in households, schools, communities and broader polities. Using qualitative methodologies we explore how cash transfer programmes can facilitate schooling in Kenya, Palestine and Peru. We argue it is critical to consider both demand and supply side challenges and entry-points. We conclude that involving communities in programme design, monitoring and evaluation is essential to promote greater transparency and accountability, and ultimately child wellbeing outcomes.

Suggested Citation

  • Jones, Nicola & Samuels, Fiona, 2015. "The role of cash transfers in maximising schools’ protective effects for children in extreme settings: An ecological approach," International Journal of Educational Development, Elsevier, vol. 41(C), pages 217-225.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:217-225
    DOI: 10.1016/j.ijedudev.2014.08.002
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    References listed on IDEAS

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    1. Sam Hickey, 2007. "Conceptualising the Politics of Social Protection in Africa," Global Development Institute Working Paper Series 0407, GDI, The University of Manchester.
    2. Norbert Schady & Ariel Fiszbein & Francisco H.G. Ferreira & Niall Keleher & Margaret Grosh & Pedro Olinto & Emmanuel Skoufias, 2009. "Conditional Cash Transfers : Reducing Present and Future Poverty," World Bank Publications - Books, The World Bank Group, number 2597, August.
    3. Hickey, Sam & Bracking, Sarah, 2005. "Exploring the Politics of Chronic Poverty: From Representation to a Politics of Justice?," World Development, Elsevier, vol. 33(6), pages 851-865, June.
    4. Gallant, Melanie & Maticka-Tyndale, Eleanor, 2004. "School-based HIV prevention programmes for African youth," Social Science & Medicine, Elsevier, vol. 58(7), pages 1337-1351, April.
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    Cited by:

    1. Skovdal, Morten & Campbell, Catherine, 2015. "Beyond education: What role can schools play in the support and protection of children in extreme settings?," International Journal of Educational Development, Elsevier, vol. 41(C), pages 175-183.
    2. Keetie Roelen & Carmen Leon-Himmelstine & Sung Kyu Kim, 2022. "Chicken or Egg? A Bi-directional Analysis of Social Protection and Social Cohesion in Burundi and Haiti," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 34(3), pages 1216-1239, June.
    3. Patel-Campillo, Anouk & Salas García, V.B., 2022. "Breaking the poverty cycle? Conditional cash transfers and higher education attainment," LSE Research Online Documents on Economics 115021, London School of Economics and Political Science, LSE Library.
    4. Patel-Campillo, Anouk & García, V.B. Salas, 2022. "Breaking the poverty cycle? Conditional cash transfers and higher education attainment," International Journal of Educational Development, Elsevier, vol. 92(C).
    5. Justino, Patricia, 2016. "Supply and demand restrictions to education in conflict-affected countries: New research and future agendas," International Journal of Educational Development, Elsevier, vol. 47(C), pages 76-85.
    6. Dong, Shizheng & Zhang, Zili & Han, Yiduo & Si, Yanwu, 2023. "Do pension subsidies reduce household education expenditure inequality? Evidence from China," International Review of Economics & Finance, Elsevier, vol. 87(C), pages 532-540.
    7. Owusu-Addo, Ebenezer & Renzaho, Andre M.N. & Smith, Ben J., 2018. "Evaluation of cash transfer programs in sub-Saharan Africa: A methodological review," Evaluation and Program Planning, Elsevier, vol. 68(C), pages 47-56.

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