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feat(script): Add shortened education section

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@ -728,6 +728,114 @@ Primarily, the study identifies greater educational attainment, occupational upg
[^Bailey-limits]: With the structure of the data, the study cannot capture access to contraception beyond age 20, restricting the window of analysis especially on women under 21, as well as not being able to control for exogenous social multiplier effects such as changed employer hiring or promotion patterns, changed marriage and childbearing expectations or overarching paradigmatic norms concerning women's work.
### Education access
@Adams2015 also analyse the effects of school enrolment in developing countries between 1970 and 2012,
finding it positively related with equitable income distribution and thus argue for the effectiveness of well-targeted education policies.
They especially identify additional enrolment as increasing the capacity of public administration practitioners,
in turn leading to the creating of effective policies which are more adapted to the developing countries' institutional contexts.
Thus, education-oriented policies here are seen as two-fold improvements:
as short- and medium-term increase of human capital, but also as long-term capacity-building measures.
<!-- TODO add comparison to Xu2021 findings
for Xu:
They do not clearly identify channels through which a higher overall education level positively correlates with inequality,
though some possibilities are an unequal access to education (through excluding factors such as those based on spatial, gender or financial inequalities),
as well as a differentiated quality of education.
-->
@Mukhopadhaya2003 turn to Singapore's educational schemes awarding scholarships and monetary benefits for higher educational achievements,
finding that, due to non-optimal targeting, they may in fact exacerbate existing inequalities for migrants in the country.[^singapore-migrants]
High-income households (predominantly non-migration households) experience over-representation in high-achievement education brackets,
and thus create a policy of bad targeting when those in turn receive income inequality exacerbating monetary benefits.
They thus argue that the Singaporean policies, aimed at providing equal educational opportunity for all,
may in fact further disadvantage lower-income households with low-education parental backgrounds, thereby increasing inequality.
[^singapore-migrants]: Inequality for migrants in Singapore is relatively high, due to existing income inequalities between the predominant occupations, as well as national migration policies which further stimulate occupational segregation. The study specifically examines two programmes, the 'Edusave Entrance Scholarship for Independent Schools' (EESIS), awarding the top 25% students full secondary education scholarships, and the 'Yearly Awards' scheme awarding cash benefits to the top 5% students that are not EESIS participants each year. The 'Yearly Awards', through prior EESIS exclusion has less of a vicious circle targeting effect than EESIS itself.
<!-- education -> gender economic empowerment -->
@Delesalle2021 examines the effects of a universal primary education policy on labour market outcomes in rural Tanzania,
finding generally positive impacts which also differ along both spatial and gender lines:
the greatest positive effects are seen for non-agricultural, self-employed or wage work,
while men tend to move from agricultural to non-farm wage work and rural women experience an increased probability to work in agriculture and to work formally.[^delesalle-indicators]
<!-- TODO Explain Tanzanian 'Universal Primary Education' programme -->
[^delesalle-indicators]: The study uses consumption of households as its only indicator for the policy returns, which, along with its inability to directly identify those who comply with the intervention due to having to construct returns for household heads only, should be seen as its primary limitations. Additionally, there may be a 'villagization' effect by bringing people together in the community villages for the intervention which may bias results.
<!-- increased education access for migrants -> wage inequality -->
@Pi2016 conduct a study on the impacts of allowing increased access to social welfare provisions and education to urban migrants in China,
looking at the effects on wage inequality between skilled and unskilled sectors and workers.[^pi-skilled-unskilled]
Reforms to increase social security access and education for urban migrants decreases sectoral wage inequality only if the skilled sector is more capital intensive than the unskilled sector.
There are several limitations to the study such as no disaggregation between the private and the (important for the Chinese economy) public sector,
job searching not being part of the model, and, most importantly,
a severely restricted generalizability due to the reform characteristics being strongly bound to the institutional contexts of Chinese *hukou*[^hukou] systems.
[^pi-skilled-unskilled]: It uses skilled-unskilled inequality instead of rural-urban inequalities since the real wages of the rural sector are already much lower in China,
making comparisons along the 9th to 10th decile ratios more difficult.
[^hukou]: The hukou system generally denotes a permission towards either rural land-ownership and agricultural subsidies for the rural hukou or social welfare benefits and employment possibilities for the urban hukou, and children of migrants often have to go back to their place of registered residence for their college entrance examination. This study looks at reforms undoing some of the restrictions under the sytem.
@Suh2017 examines the effects of education-focused policies specifically on married women's employment in South Korea,
finding that they significantly increase their employment probability, as well reiterating an overall negative correlation between female labour force participation with income inequality.
At the same time, policies focused on education alone, while a necessary condition, are not yet sufficient conditions,
with both married women's family size and structure acting as mediating variables.
Finally, the study identifies intergenerational impacts as important dimension, with the policies also positively correlating to daughters' education levels.
<!-- TODO Explain the intervention -->
<!-- TODO some of the following might be better located in agency section -->
@Coutinho2006 focus on the impacts of special education for young men and women with disabilities in the US,
finding that the intervention benefits men significantly more than women and those differences being greatest in more disadvantaged groups.
Young women with disabilities were significantly less likely to be employed,
earned less than male groups,
had lower likelihood of obtaining high school diplomas and were more likely to be biological parents.[^coutinho-notes]
The study highlights the need of integrating efforts to strengthen personal agency to remain in education longer and delay biological parenthood,
with transition services focused on self-advocacy and self-determination for young women to supplement structural education preconditions.
[^coutinho-notes]: While these differences were marginal for high-achiever education, they were became significant for lower-achieving and special needs subgroups. Additionally, more women were employed in clerical positions and significantly more men in technical or skilled positions, both for the special education and control groups. The study could not include students with severe impairments due to using self-reporting for sampling, which may also have introduced some selection bias into the results.
On the other hand, @Shepherd-Banigan2021 qualitatively evaluate the effects of vocational and educational training being provided to disabled veterans in the US
and find the reverse situation of the interventions helping to strengthen individual agency, autonomy and motivation,
but skill development efforts being impeded if there is the possibility of disability payment loss when the conditions for potential job acquisition are created.[^shepherd-notes]
The study thus sheds light on the intersection between structural efforts to provide a facilitating environment,
such as investigated by @Coutinho2006 and @Suh2017,
but also specifically highlights the necessity of a well-targeted structural environment,
concurring with the findings by @Carstens2018.
[^shepherd-notes]: The primary identified barriers to return to work efforts are an individual's health problems as well as various programmes not accommodating the needs of disabled veteran students,
while the primary facilitators are financial assistance provided for education as well as strengthened individual agency through motivation. Participants being restricted to veterans with a caregiver may oversample more substantial impairments.
With a similar focus, @Poppen2017 look at the specific factors influencing employment probability for disabled people in the US,
finding that the primary facilitators of successful vocational rehabilitation programmes are the participation in a youth-transition programme and having made use of additional optional rehabilitation services,
while barriers were larger for people receiving social security benefits, as well as female participants.[^poppen-notes]
Thus, the study reiterates the need for multi-dimensional programmes and especially highlights the gender dimension within educational efforts.
[^poppen-notes]: Additionally, having a mental illness or traumatic brain injury as well as having multiple disabilities or an interpersonal or self-care impediment were significantly negatively correlated with employment probability. The study has limits to its generalizability, sampling data from a single US state.
@Gates2000 also conducted a qualitative study on the specific mechanisms of workplace accommodation increasing successful return to work programmes,
especially the disaggregation into social and technical components, as well as including a disclosure and psycho-educational plan.
The findings highlight the importance of considering the social component of return to work efforts,
with programme failure often being correlated to sole reliance on the functional aspect.[^gates-notes]
[^gates-notes]: The primary barrier identified is relationship issues, not functional ones, with supervisors playing a key role for the success of accommodation programmes, while agency-strengthening measures such as a concrete training plan involving the worker but also other key workplace players become essential drivers, and a major channel becomes 'who' is involved, not just 'what' is involved. The generalizability of the findings may be limited due to its small non-randomized sample.
@Rosen2014, in an experimental study on benefits and vocational training counselling for disabled veterans in the US,
find a significantly positive correlation between participation and return to work through the average hours worked,
though the study is not able to clearly identify the exact mediating variables.[^rosen-notes]
@Thoresen2021 agree with these findings in a mixed-methods study to investigate the effects of vocational training programmes on income inequality and hours worked for participants in Australia,
finding that the intervention is significantly correlated with reducing inequality in both dimensions, though not fully closing the gap.
Especially the income distribution is significantly positively affected, more so for the incomes of female participants and participants which received a disability pension.[^thoresen-limits]
[^rosen-notes]: The change in hours worked is measured through a follow-back calendar which compares previous time worked to that in the 28 days preceding the study's final measurement. And while the intervention clearly targets both environmental factors and personal agency, neither beliefs about work, beliefs about benefits, nor services for mental health or substance abuse significantly impacted the outcomes.
[^thoresen-limits]: Generalizability of the study may be impacted by its small control sample and non-representative sample on a national level, and should thus be taken care of to not overestimate the its explanatory power.
<!-- TODO Improve or remove (or move together to agency approaches) -->
The studies thus not only reinforce recommendations for strength-based approaches, emphasising the benefits of work,
but also highlight the targeting importance of subsidy programmes in general on the one hand,
in the worst case reducing equity through bad targeting mechanisms,
and their negative reinforcement effects widening existing inequalities of gender, age and racial discrimination through such targeting on the other.
## Agency factors
# Robustness of evidence