84 CHAPTER 6


Table 6.1—Impacts of unconditional cash transfers on education Country, program


Enrollment


Ethiopia, Productive Safety Net Programme


Malawi, Mchinji Cash Transfer


+12 percentage points enrollment rate


+5 percentage points newly enrolled


–3 percentage points dropout rate


South Africa, Child Support Grant


South Africa, Old Age Pension


Zambia, Social Cash Transfer Schemed


+10.4 percentage points (ages five through six)


+3 percentage points (ages seven through eighteen)


+8 percentage points (ages fourteen through fifteen)


–2 percentage points (ages sixteen through eighteen)


Sources: Samson et al. (2004); Case, Hosegood, and Lund (2005); Zambia, MCDSS/GTZ (2006); Miller, Tsoka, and Reichert (2008).


Note: Blank cells indicate that results were not evaluated.


aKwaZulu-Natal, Umkhanyakude District. bNational Income and Expenditure Survey 2000 and Labour Force Survey September 2000. cNational October Household Survey data. dKalomo District.


+8.1 percentage points (age six)a


+1.8 percentage points (age seven)a


+20 to +25 percentb +3 percent (boys); +7 percent (girls)c


+25 percentb Attendance +12 percentage points


(boys ages six through ten) No impact (girls)


–1.3 days absent in previous month


under a third of which received the CSG. Children for whom households received the CSG were compared to their older siblings who did not receive the grant because it was not available when they were age six or younger (about one-third of the children in CSG households had a sibling that could be compared). Although not a strict control group, the older siblings offer a reasonable counterfactual: what was likely to have happened to the younger siblings in the absence of the CSG. This approach at least removes the pos- sibility that enrollment is a result of characteristics of parents. The level of primary school enrollment was already high in the study area (as in the rest of South Africa), although slightly lower among six- and seven-year-olds (85 and 95 percent, respectively), so there was some room for improvement, especially among six-year-olds. Controlling for many variables, Case, Hosegood, and Lund


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