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Impact of Financial Incentives and the Role of Information and Communication in Last-Mile Delivery of Textbooks in Zambia

Author

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  • Hong,Seo Yeon
  • Cao,Xiaonan
  • Mupuwaliywa,Mupuwaliywa

Abstract

This study investigates the impact of financial incentives and role of information and communication in textbook availability (especially those in local languages) in Zambia. It uses the difference-in-difference estimation method to identify the causal links among the factors. The data used for the study were collected in 2017 and 2019 for baseline and end-line information. The study shows that providing financial incentives to schools increases the likelihood of a school receiving textbooks by 0.126. This improvement is mainly driven by raising the likelihood of a school collecting the books from zone-center schools and District Education Board Secretaries offices, by 0.356 and 0.158, respectively. Providing financial incentives to District Education Board Secretaries does not have any impact on the likelihood of a school receiving textbooks. This is partly because the current textbook delivery practice in districts and communities relies heavily on the action of schools and less on District Education Board Secretaries. Thus, providing incentives directly to schools seems to intensify the current last-mile textbook distribution practice and has better results. In addition, providing information to schools on the availability of textbooks at District Education Board Secretaries offices improves the outcomes significantly with minimum cost.

Suggested Citation

  • Hong,Seo Yeon & Cao,Xiaonan & Mupuwaliywa,Mupuwaliywa, 2020. "Impact of Financial Incentives and the Role of Information and Communication in Last-Mile Delivery of Textbooks in Zambia," Policy Research Working Paper Series 9305, The World Bank.
    • Handle: RePEc:wbk:wbrwps:9305
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    References listed on IDEAS

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    1. Sebastian Fehrler & Katharina Michaelowa & Annika Wechtler, 2009. "The Effectiveness of Inputs in Primary Education: Insights from Recent Student Surveys for Sub-Saharan Africa," Journal of Development Studies, Taylor & Francis Journals, vol. 45(9), pages 1545-1578.
    2. repec:wbk:wbpubs:30435 is not listed on IDEAS
    3. Sylvie Moulin & Michael Kremer & Paul Glewwe, 2009. "Many Children Left Behind? Textbooks and Test Scores in Kenya," American Economic Journal: Applied Economics, American Economic Association, vol. 1(1), pages 112-135, January.
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    6. Piper, Benjamin & Simmons Zuilkowski, Stephanie & Dubeck, Margaret & Jepkemei, Evelyn & King, Simon J., 2018. "Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides," World Development, Elsevier, vol. 106(C), pages 324-336.
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