CASH TRANSFERS AND EDUCATION 101


In South Africa, the Human Sciences Research Council was designing a demonstration project to test alternative approaches to ECD, such as home- versus center-based care and alternative job hierarchies in provision and supervision that are suitable to low-skilled service providers (Altman 2007). Although the project is not currently linked to a cash transfer, ideas had been discussed for creating synergies with the CSG.7 In Malawi, the Ministry of Education, along with UNICEF, is supporting expanded ECD services. Guides for ECD caregivers were distributed to community-based childcare centers, and initial efforts have been made to incorporate ECD into the country’s pri- mary curriculum (UNICEF 2007a). In Malawi’s SCTS, there are plans for CBOs to follow up with especially vulnerable beneficiaries and, along with exten- sion workers and child protection workers, ensure that these children can access ECD services (UNICEF 2007b).


School-Based Interventions Other plans envision the extension of linkages (hard or soft conditionalities or unconditional linkages) between cash transfer programs and schools through school-based interventions such as after-school programs, care and support programs, and AIDS education.8 In South Africa, the KwaZulu-Natal Depart- ment of Education and the Media in Education Trust (MiET) has recently piloted a program based on MiET’s concept of “schools as centres of care and support,” including a package of training for school management, staff, and support teams to identify vulnerable children, refer them to support agencies, and assist them in gaining access to resources such as food, grants, and psycho- social support. Training is also provided to peer educators on HIV and AIDS, including coping, access to treatment, and other information.9 In Cambodia, World Education’s in-school Information, Education, and Communication (IEC) and Life Skills Training for HIV/AIDS combines a life skills approach with peer education for in-school youth. Another part of the strategy creates health clubs for in-school youth where members engage in HIV education and outreach activities, community mobilization, and IEC development and dissemination.10 If cash transfers succeed in increasing children’s presence in school, their


benefits multiply by increasing children’s exposure to these additional ser- vices. In turn, contacts with children and parents through schools could serve as a means of promoting awareness of and access to cash transfers.


7Personal communication with Miriam Altman, March 2007. 8Exploring the potential of these linkages was a proposal that emerged from a meeting of inter-


national organizations in late 2007 (UNICEF 2008). 9See www.miet.co.za/content.aspx?ContentId=12.


10See www.worlded.org/WEIInternet/projects/ListProjects.cfm?Select.


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