Policy Impacts on Schooling Gender Gaps in Developing Countries : The Evidence and a Framework for Interpretation

In many regions of the developing world girls continue to receive less education than boys. This paper reviews the evidence on the effects of policies in the education sector and outside it on household schooling investments in girls and boys, distinguishing between policies that are ostensibly gender neutral and those that explicitly target girls. It is frequently (but certainly not universally) found that the demand for girl's schooling is more responsive than boys' to gender neutral changes in school cost or distance as well as quality. Although these patterns can be interpreted in terms of parental preferences, this paper shows that they can also plausibly be explained within a human capital investment framework through assumptions about the nature of schooling cost and returns functions. Among these policies, increasing the physical accessibility of schools emerges as a measure that may result in disproportionate enrollment gains for girls. Where gender gaps are large or persistent, however, direct targeting of girls is probably necessary. Formal evidence from a number of demand or supply side interventions, including subsidies to households and to schools to enroll girls and the provision of girls-only schools, suggests the potential for targeted measures to yield substantial gains for girls. Many other policies, such as subsidized childcare or flexible school scheduling that address the opportunity costs of girls' time, hold promise but for the most part have yet to be subject to rigorous assessment. The paper discusses methodological problems in such assessments and concludes with suggestions for future research on policies to close schooling gender gaps