This is the sixth of our series of posts by PhD students on the job market.
While the U.S Presidential Debate on Tuesday night brought to the fore issues of gender equity in the U.S.
One popular solution to unemployment is to provide the unemployed with more skills through training. However, the impacts of vocational training in developed countries have been at most modest.
“There is nothing in this book that needs to be confirmed by complex laboratory experiments. You have only to open the window or step into the street”, Hernando de Soto, The Other Path, p14., 1989.
Typical policies to improve the incomes of poor households and their businesses are based on the sustained provision of services – be it microfinance with multiple loan cycles and regular meetings; conditional cash transfers with regular transfers over a period of years; or business training programs which are based on the idea that capital along is not enough – as in the proverb “give a man a fish and he eats for a day, teach a man to fish and he can feed himself for life”.
Lant Pritchett once said to me “Thanks for the comments. As usual they are all very smart and well-informed and I disagree with most.” I feel similarly regarding his very popular piece posted here last week (already one of the top 10 most popular posts in our blog's short history) on how CCTs are forcing children in developing countries into terrible schools. So, here goes a reply…
In the early 20th century Helen Todd, a factory inspector in Chicago, interviewed 500 children working in factories, often in dangerous and unpleasant conditions. She asked children the question: “If your father had a good job and you didn’t have to work, which would you rather do—go to school or work in a factory?” 412 said they would choose factory work. One fourteen year old girl, who was interviewed lacquering canes in an attic working with both intense heat and the constant smell of turpentine, said “School is the fiercest thing you can come up against. F
There are "missing women" everywhere. Parents worldwide, and especially in Asia, have strong preferences for sons over daughters, which causes them to selectively abort female fetuses (Arnold et al., 2002;
We want to increase (girls) education… but what’s the best way to do this?