Gender Asymmetries: Impacts of an Early‐Stage School Intervention in the Philippines
Gender Asymmetries: Impacts of an Early‐Stage School Intervention in the Philippines
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性别不对称：菲律宾早期学校干预的影响
DOI：
10.1111/rode.12337
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Yanyan Liu
中科院分区：
文献类型：
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作者：
Futoshi Yamauchi;Yanyan Liu
本文研究了小学阶段学校质量提高对后续教育投资和劳动力市场结果的长期影响，使用了最近一项调查的独特数据，该调查跟踪了菲律宾近3，500名前学生。第三个初等教育项目的干预措施在学校一级引入了一揽子投资和管理改革，包括教室建设、教科书、教师培训和以学校为基础的管理，在2000年至2006年期间实施。对随后的教育投资和劳动力市场收入的影响在女性和男性之间存在差异。这一干预措施大大增加了女性的收入，缩小了现有的性别工资差距。然而，关于学校教育成果的调查结果好坏参半;性别差距扩大，加强了女性在学校教育方面现有的相对优势，尽管平均影响很小而且微不足道。
This paper examines long-term impacts of improved school quality at the elementary school stage on subsequent schooling investments and labor market outcomes using unique data from a recent survey that tracked nearly 3,500 former students in the Philippines. The Third Elementary Education Project (TEEP) intervention introduced a package of investments and management reforms at the school level, including classroom constructions, textbooks, teacher training, and school-based management, implemented in the period of 2000 to 2006. The impacts on subsequent schooling investments and labor market earnings differ between females and males. The intervention significantly increased earnings among females, which reduced the existing wage gap by gender. However, the findings on schooling outcomes are mixed; the gender gap has widened, enhancing females’ existing relative advantage in schooling, though the average impacts are little and insignificant.