32 lines
2.1 KiB
Markdown
32 lines
2.1 KiB
Markdown
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### [ ] Cali2014 - trade increase and wage inequality
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results:
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* analyzes district-level disaggregation of exposure to trade boom in 1990s to find districts that were more exposed had 2.8% lower wage premiums relative to less-exposed districts
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* so, overall premiums rose but less so for trade-exposed districts
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* intensification of *domestic* trade and increase in average education were associated with increased wage premiums
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* thus, less additional inequality due to opening trade markets, but more due to increased domestic trade and increasing education differences
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### [ ] Datzberger2018 - education does not reach poor
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* looks at education sector through opposition of assimilative/transformative approaches:
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* Uganda education sector focuses strongly on assimilation-based agenda:
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* increased access to education and retention
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* improved quality of education
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* employment generation through education
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* little impact of assimilative approaches
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* assimilative = change at grassroots level, through educating society at large
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* highly dependent on transformative approaches: systemic level, government institutions at local,national,global levels
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* explanations:
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* assimilative approach = mainstream approach of human capital building at individual level
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* transformative approach = deeper change of oppressive structures to liberate individuals toward self-expression (political, social, etc)
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### [ ] WorldBank2022 - Learning poverty measure
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* looks at Learning Poverty Indicator formed of 'Schooling Deprived' (out-of-school) children and 'Learning Deprived' (below minimum proficiency) children
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* results:
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* 82% of children in Uganda at late primary age not proficient in reading (adjusted for out-of-school children) (Learning Poverty)
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* 81% of children do not achieve minimum proficiency level in reading at end of primary school (Learning Deprivation)
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* 4% of primary school-aged children not enrolled in school (Schooling Deprivation)
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* does not disaggregate rural/location-based, can not disaggregate gender (missing data in Uganda, except schooling deprivation 5.8%boys, 2.9%girls) etc.
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