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Economic performance in 2018 has been mixed. The data that are available suggest some areas of softening in the economy.1 Foreign direct investment declined to 2 percent of GDP in 2017, down from about 5 percent in 2014. The current account deficit has increased to 3.8 percent of GDP in the year ending September 2018, from 2.2 in the preceding 12 months. Recent Bank of Tanzania data confirm lower cashew exports and 2017 decline in non-traditional exports has continued into 2018, which raises concerns on prospects for longer term growth. The Tanzania Revenue Authority is reporting that many large tax payers are unable to meet their tax obligations on time. Nonperforming loans have declined recently to 9.7 percent in September 2018 from 12.5 percent in September 2017, but remain almost double the 5 percent statutory threshold. Banks have limited lending to businesses and interest rates are high (18 percent for one-year loans in August 2018), though some banks have lowered benchmark lending rates. On a positive note, credit to the private sector has been edging up, reaching 4.9 percent in the 12 months ending September 2018. The fiscal deficit is still low, not counting payment arrears and delayed refunds of value-added tax. The 2017/18 budget deficit after grants of 1.3 percent of GDP suggests effective spending management but does not factor in payment arrears, with an estimated stock of over 3 percent of GDP. Government is paying down roughly TZS 1 trillion of verified arrears per fiscal year. The low deficit is the result of controlled recurrent expenditures and under execution of the development budget by more than 40 percent. Contributing factors include shortfalls in domestic revenue and external financing for large projects. Public debt is currently sustainable, but there is need for the Government to consider cost-effective financing options and manage associated risks to support public investments. The 2018/19 budget targets public investment to consume 45 percent of total spending, equivalent to 9.1 percent of GDP compared to 5.5 a year prior.

Economic Growth --- Fiscal and Monetary Policy --- Gender --- Girls' Education --- Inequality --- Macroeconomics and Economic Growth --- Poverty Reduction

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Too many girls drop out of school prematurely, especially in low income countries. Low educational attainment for girls has negative consequences not only for them, but also for their children and household, as well as for their community and society. This study documents the potential impacts of educational attainment for girls and women in six domains: (1) earnings and standards of living; (2) child marriage and early childbearing; (3) fertility and population growth; (4) health, nutrition, and well-being; (5) agency and decision-making; and (6) social capital and institutions. The results are sobering: the potential economic and social costs of not educating girls are large. Low educational attainment reduces expected earnings in adulthood, and it depresses labor force participation, leading to lower standards of living. When girls drop out of school prematurely, they are much more likely to marry as children, and have their first child before the age of 18 when they may not yet be ready to be wife and mothers. This in turn is associated with higher rates of fertility and population growth, which in low income countries are major impediments for reaping the benefits of the demographic dividend. Low educational attainment is also associated with worse health and nutrition outcomes for women and their children, leading among others to higher under-five mortality and stunting. Girls who drop out of school also suffer in adulthood from a lack of agency and decision-making ability within the household, and in society more generally. They are also less likely to report engaging in altruistic behaviors such as donating to charity, volunteering, or helping others. Finally, when girls and women are better educated, they may be better able to assess the quality of the basic services they rely on and the quality of their country's institutions and leaders. These negative impacts have large economic costs, leading among others to losses in human capital wealth (future lifetime earnings of the labor force) estimated at USD 15 trillion to USD 30 trillion. Educating girls is not only the right thing to do: it is also a smart economic investment.

Education --- Education for All --- Gender --- Gender and Economics --- Gender and Social Policy --- Girls' Education --- Health --- Inequality --- Living Standards --- Poverty Reduction --- Productivity --- Secondary Education

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Ma Yan, fille de paysans très pauvre du nord-ouest de la Chine apprend que sa famille n'a plus les moyens de l'envoyer à l'école. Elle confie son quotidien dans son journal et sa mère donne celui-ci à des Français de passage... [RERO]

Chinese literature --- Girls --- Daughters --- Filles --- Education --- Ma, Yan, --- Girls - Daughters --- Girls - Education --- Filles - Chine - Journaux intimes --- Filles - Education - Chine --- Ma, Yan, - 1987- - Journal intime --- Ma, Yan, - 1987 --- -Chinese literature

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The gender gap reversal in educational attainment is ubiquitous in high-income countries, as well as in a growing share of low- and middle-income countries. To account for the reversal, this paper proposes a theoretical framework in which the interplay between the distributions of academic aptitudes and changes in the net benefits of schooling over time affect the gender composition of those getting more schooling. The framework is used to formulate and test alternative hypotheses to explain the reversal. The paper introduces the tail dynamics hypothesis, which builds on the lower dispersion of academic achievement among females observed empirically. It also studies the mean dynamics hypothesis, which is based on previous literature. Both hypotheses can explain the reversal in this framework. However, the assumption behind the tail hypothesis is better supported by the data. Its predictions are also consistent with gender differences in Scholastic Achievement Test score dynamics and in international test score distributions that cannot be explained by previous theories.

Access & Equity in Basic Education --- Economics of Education --- Education --- Education For All --- Educational Attainment --- Educational Populations --- Gender --- Gender & Education --- Gender Gap --- Girls' Education --- Students --- Technology Industry --- Technology Innovation --- Test Scores --- Testing

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The future woman – what would she be like? And what would be her place in society? These questions were explored through stories about girls’ upbringing and education in nineteenth and early twentieth century literature for girls. About the time of the breakthrough of women novelists in the 1830s, books for girls started to be published. They depict everyday games and exhilarating adventures, student life and vocational dreams. By addressing girls directly, these books aimed at both discussing and influencing future female citizens. In Future Women, Maria Andersson shows how Swedish literature for girls and its depiction of young women was a part of the nineteenth century debate on women’s civil and political rights. The genre gathered authors of different political convictions but they were all united by the fact that young women became the focal point of contemporary social changes in their works. Housewifely girls, manly women students and shopping coquettes illustrated different paths to adulthood and modern life. In the girl book genre, the young woman was simultaneously a vehicle of nostalgic memories from a lost world and the promise of a more equal, peaceful future.

Children's literature, Scandinavian --- Gunnar Örnulf --- Elna Wide --- Gerda Meyerson --- Hedda Anderson --- Hedvig Svedenborg --- Carl Sundbeck --- Ulrika von Strussenfelt --- Elisabeth Kuylenstierna-Wenster --- Cecilia Milow --- Ellen Idström --- Women’s Suffrage --- Girls’ Education --- Citizenship --- Women Authors --- Intersectionality --- Girls’ Literature --- History and criticism. --- Gunnar Örnulf --- Elna Wide --- Gerda Meyerson --- Hedda Anderson --- Hedvig Svedenborg --- Carl Sundbeck --- Ulrika von Strussenfelt --- Elisabeth Kuylenstierna-Wenster --- Cecilia Milow --- Ellen Idström --- Women’s Suffrage --- Girls’ Education --- Citizenship --- Women Authors --- Intersectionality --- Girls’ Literature