We are currently conducting a study and survey on how development economics is taught in developing countries and would love your help getting the word out and/or participating.
Our survey is meant to be a stocktaking and study of whether and how developing economics is taught as part of an economics course in developing countries. We are focusing on undergraduate and masters level classes.
The aim is to use this to understand the following questions:
- teaching development
- On the IGC blog, Steve Anderson MacDonald blogs about his impressive results from a business training program teaching marketing skills in South Africa.
- Martin Ravallion has a new paper “The World Bank: Why it is still needed and why it still disappoints”
- From VoxEU- how immigrants and job mobility help low income workers – Mette Foged and Giovanni Peri uses the exogenous variation induced by a refugee policy in Denmark - refugee-country immigrants spurred significant occupational mobility of natives and increased their specialisation into complex jobs
- Nicolae Naumof blogs on the important role of ambiguity and lack thereof in explaining when behavioral science phenomena will occur “Most of the times, people rely on contextual cues only if there isn’t clarity regarding the issue at hand. For example, anchoring works because people don’t know the exact value that has to be estimated… if we ask an illiterate five-year-old child from East Africa in what year did WWII end, then providing anchors will strongly influence the child’s answer (that is unless he simply says “I don’t know”). However, if we ask WWII veterans the same question, then providing anchors will have zero effect. Moreover, the veterans will be offended by the lack of knowledge of the people asking the question.”
1. Keep the language universal. If you want to reach the whole audience, you have to keep the language at a level that everyone can understand. This is pretty obvious, but there are a couple of traps here.
- Surveying Cubans under the Castro regime from Monkeycage: “How do you conduct a reliable public opinion poll in a closely monitored society where political dissent is strictly repressed?... Interviewers recorded responses with handheld electronic devices. The responses then were downloaded to laptops and delivered to a server outside the country. Data was tabulated by B&A, and original responses on devices were deleted.”
- Michael Clemens has a new paper trying to clarify what replication is
- Youtube videos of Oriana Bandiera’s DIME workshop talk on designing public sector interventions, Cyrus Samii’s talk on Power Calculations: What and How in the Public Sector and Imran Rasul’s talk on Measurement Issues in Public Sector Impact Evaluations and slides/materials all here (h/t Dave Evans).
- Rachel Glennerster on what researchers can do to foster good relationships with implementing partners
This post is jountly authored by Martina Björkman Nyqvist, Lucia Corno, Damien de Walque and Jakob Svensson.
Conditional cash transfers (CCTs) and other types of financial incentives have been used successfully to promote activities that are beneficial to the participants such as school attendance and health check-ups for children. CCTs pay a certain amount if the condition is verified.
Lotteries can also be used as an incentive. Instead of being paid a certain amount, the participants who satisfy the condition receive a lottery ticket, a random draw is performed among the tickets, and a predetermined number of winners earn a lottery prize. The value of the lottery prizes would be higher than the typical CCT amount, but the number of recipients of the prizes would be lower.