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Schooling Infrastructure and Female Educational Outcomes in Nepal

Animesh Giri () and Vinish Shrestha ()
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Animesh Giri: Cornerstone Research, Washington DC
Vinish Shrestha: Department of Economics, Towson University

No 2016-18, Working Papers from Towson University, Department of Economics

Abstract: We estimate the impact of increases in schools constructed during the late 1980s and early 1990s on educational outcomes in Nepal. We use a difference-in-differences framework by combining the across- district differences in the number of new schools with variation in exposure to these schools created by the virtue of individuals being of school-going-age. Our results indicate that an additional school constructed (per 1,000 kilometer square) increased the probability to read and write among females by 1.5 percentage points and increased the highest level of schooling attained by 0.12 units but did not affect basic literacy skills among males. Back-of-the-envelope calculations suggest that on average the increase in the number of schools can explain about a fourth of the total differences in the reading and writing outcomes between the treated and control groups of women. These results underscore the continued importance of increasing access to schooling in developing countries like Nepal.

Keywords: School construction; access to education; female education; female literacy. (search for similar items in EconPapers)
JEL-codes: I2 O1 H52 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-dev, nep-edu and nep-ure
Date: 2016-10, Revised 2016-10
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