86 CHAPTER 6
a household of five increases boys’ school attendance by 2 percent and girls’ school attendance by 5 percent. Household size has no bearing on the effects on boys, but it has a significant negative impact on girls, consistent with the findings from many countries that under conditions of limited resources, girls’ education is likely to suffer first, and thus cash transfers can have a greater impact on girls than on boys (see also the CCT results given later). Other evidence of the impacts of UCTs on education comes from an
evaluation of the SCTS started in 2004 in two agricultural blocks of the Kal- omo District in Zambia. The evaluation used a survey of approximately 300 households (considered representative of the 1,000 households in the SCTS), focus groups, and key informant interviews. The survey and focus groups were conducted at baseline and one year later. The study did not have a control group, so the results are not definitive because the influence of environmen- tal factors, institutions, and economic conditions could not be determined; in particular, a severe drought probably had a significant effect (Zambia, MCDSS/ GTZ 2006, 9–12). For almost all age groups, children in households in the SCTS at baseline had lower enrollment rates than the provincial average. Between baseline and program evaluation, school enrollment for children ages seven through eighteen increased by 3 percentage points, from 76.1 to 79.3 percent. This occurred for almost all age groups, except those ages sixteen through eighteen, suggesting that the grant was least able to affect schooling choices for this age group (this was also the one age group that had a baseline aver- age almost 9 points higher than the provincial average). The largest increase, however, was for fourteen- to fifteen-year-olds (8 percentage points), as well as five- to six-year-olds (10.4 percentage points) (Zambia, MCDSS/GTZ 2006, 36). Like Case, Hosegood, and Lund (2005) in the South Africa study, the Kalomo study authors hypothesize that children were starting school earlier and staying in primary school longer due to improved nutrition as well as their ability to pay school fees. The study also found significant gender differences. For girls, enrollment
stayed the same or went down slightly for almost all age groups, whereas for boys it went up substantially for almost all age groups. For seven- through thirteen-year-olds, enrollment went down by 1 percentage point for girls and up by 7.1 points for boys. For ages fourteen through eighteen, it was un- changed for girls but went up by 7.7 points for boys. The exception to the gender pattern was the enrollment of five- through six-year-olds, which showed a huge increase for both (10.9 points for girls and 9.5 for boys), and the sixteen through eighteen age group. Some households appear to have decided to send some and not other children to school, with the percentage of households not sending at least one child (age seven through eighteen) dropping from 41.4 percent to 33.8 percent (Zambia, MCDSS/GTZ 2006,
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