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Winning "hearts and minds" in the Muslim world is an explicitly acknowledged aim of U.S. foreign policy and increasingly, bilateral foreign aid is recognized as a vehicle towards this end. The authors examine the effect of aid from foreign organizations and on-the-ground presence of foreigners following the 2005 earthquake in Northern Pakistan on local attitudes. They show that four years after the earthquake, humanitarian assistance by foreigners and foreign organizations has left a lasting imprint on population attitudes. Measured in three different ways those living closer to the fault-line report more positive attitudes towards foreigners, including Europeans and Americans; trust in foreigners decreases 6 percentage points for every 10 Kilometers distance from the fault-line. In contrast, there is no association between distance to the fault-line and trust in local populations. Pre-existing differences in socioeconomic characteristics or population attitudes do not account for this finding. Instead, the relationship between trust in foreigners and proximity to the fault-line mirrors the greater provision of foreign aid and foreign presence in these villages. In villages closest to the fault-line, foreign organizations were the second largest providers of aid after the Pakistan army (despite reports to the contrary aid provision by militant organizations was extremely limited, with less than 1 percent of all respondents reporting any help from such organizations). The results provide a compelling case that trust in foreigners is malleable, responds to humanitarian actions by foreigners and is not a deep-rooted function of local preferences.

Ambassador --- Boundaries --- Conflict --- Conflict and Development --- Corporate Law --- Deaths --- Embassy --- Financial aid --- Financial support --- Foreign aid --- Foreign policy --- Foreigner --- Foreigners --- Frontier --- Hazard Risk Management --- Health, Nutrition and Population --- Humanitarian assistance --- International bank --- Law and Development --- Meeting --- Nations --- Population Policies --- Post Conflict Reconstruction --- Reconstruction --- Rehabilitation --- Roads --- Science and Technology Development --- Statistical & Mathematical Sciences --- Urban Development --- Violence

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Zonder onderwerpscode: wereldeconomie, ontwikkelingsproblematiek

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Female education levels are very low in many developing countries. Does maternal education have a causal impact on children's educational outcomes even at these very low levels of education? By combining a nationwide census of schools in Pakistan with household data, the authors use the availability of girls' schools in the mother's birth village as an instrument for maternal schooling to address this issue. Since public schools in Pakistan are segregated by gender, the instrument affects only maternal education rather than the education levels of both mothers and fathers. The analysis finds that children of mothers with some education spend 75 minutes more on educational activities at home compared with children whose mothers report no education at all. Mothers with some education also spend more time helping their children with school work; the effect is stronger (an extra 40 minutes per day) in families where the mother is likely the primary care-giver. Finally, test scores for children whose mothers have some education are higher in English, Urdu (the vernacular), and mathematics by 0.24-0.35 standard deviations. There is no relationship between maternal education and mother's time spent on paid work or housework - a posited channel through which education affects bargaining power within the household. And there is no relationship between maternal education and the mother's role in educational decisions or in the provision of other child-specific goods, such as expenditures on pocket money, uniforms, and tuition. The data therefore suggest that at these very low levels of education, maternal education does not substantially affect a mother's bargaining power within the household. Instead, maternal education could directly increase the mother's productivity or affect her preferences toward children's education in a context where her bargaining power is low.

Access and Equity in Basic Education --- Benefits of education --- Early Childhood Development --- Educated mothers --- Education --- Education for All --- Educational activities --- Educational attainment --- Educational outcomes --- Female education --- Learning --- Learning environment --- Learning outcomes --- Low levels of education --- Maternal Education --- Older children --- Primary data --- Primary Education --- Primary schooling --- Public schools --- Reading --- School hours --- Schooling --- Schools --- Youth and Government

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This paper looks at the private schooling sector in Pakistan, a country that is seriously behind schedule in achieving the Millennium Development Goals. Using new data, the authors document the phenomenal rise of the private sector in Pakistan and show that an increasing segment of children enrolled in private schools are from rural areas and from middle-class and poorer families. The key element in their rise is their low fees-the average fee of a rural private school in Pakistan is less than a dime a day (Rs.6). They hire predominantly local, female, and moderately educated teachers who have limited alternative opportunities outside the village. Hiring these teachers at low cost allows the savings to be passed on to parents through low fees. This mechanism-the need to hire teachers with a certain demographic profile so that salary costs are minimized-defines the possibility of private schools: where they arise, fees are low. It also defines their limits. Private schools are horizontally constrained in that they arise in villages where there is a pool of secondary educated women. They are also vertically constrained in that they are unlikely to cater to the secondary levels in rural areas, at least until there is an increase in the supply of potential teachers with the required skills and educational levels.

Children --- Education --- Education for All --- Education Reform and Management --- Educational Outcomes --- Effective Schools and Teachers --- Enrollment --- Fees --- Gender --- Gender and Education --- Gender Disparities --- Investment --- Knowledge --- Participation --- Primary Education --- Primary Schools --- Private School --- Private Schooling --- Private Schools --- Rural Areas --- School Construction --- Secondary Education --- Skills --- Teacher Training --- Teachers --- Tertiary Education --- Training Programs --- Women