|
Field
Primary Outcomes (End Points)
|
Before
Education and learning measured by: (1) a binary indicator for grade 10 completion (highest grade completed >=10); (2) an index comprised of (i) a binary indicator for currently enrolled in school; (ii) proportion of time spent at school or studying in a typical day (hours in a typical day/24); and (iii) learning measured by total scores on reading and math tests.
Socioemotional Skills measured by an index comprised of: (i) a grit scale (generated from seven items following Alan, Boneva, and Ertac [2019]); (ii) a malleability scale (generated from six items following Alan, Boneva, and Ertac [2019]; and (iii) a growth mindset scale (generated from four items from the World Bank STEP survey [2014]).
Gender Attitudes measured an index comprised of: (i) a scale of 4 education gender attitudes; (ii) an IAT score of gender bias around education and domestic work; and (iii) a scale of gender equitable responses to a vignette around early marriage, street harassment, gender roles, and mobility.
All indexes are constructed by standardizing each component to the mean and standard deviation in the control group and taking the unweighted mean of the standardized components.
|
After
Medium term (2022)
Education and learning measured by: (1) a binary indicator for grade 10 completion (highest grade completed >=10)*; (2) an index comprised of (i) a binary indicator for currently enrolled in school; (ii) proportion of time spent at school or studying in a typical day (hours in a typical day/24); and (iii) learning measured by total scores on reading and math tests.
*Grade 10 completion unable to be measured in 2022 as adolescents were expected to be currently enrolled in grades 9 and 10 at that time.
Socioemotional Skills measured by an index comprised of: (i) a grit scale (generated from seven items following Alan, Boneva, and Ertac [2019]); (ii) a malleability scale (generated from six items following Alan, Boneva, and Ertac [2019]; and (iii) a growth mindset scale (generated from four items from the World Bank STEP survey [2014]).
Gender Attitudes measured an index comprised of: (i) a scale of 4 education gender attitudes; (ii) an IAT score of gender bias around education and domestic work; and (iii) a scale of gender equitable responses to a vignette around early marriage, street harassment, gender roles, and mobility.
All composite indexes are constructed by standardizing each component to the mean and standard deviation in the control group and taking the unweighted mean of the standardized components.
Long term (2025)
Education and learning measured by: (1) a binary indicator for grade 10 completion (highest grade completed >=10); (2) an index comprised of (i) a binary indicator for currently enrolled in school; (ii) proportion of time spent at school or studying in a typical day (hours in a typical day/24); and (iii) learning measured by total scores on reading and math tests; (3) an index comprised of items listed in (1) and (2).
Marriage before the age of 18 measured with a binary indicator (among females).
Engaged in paid work, schooling, or training measured with a binary indicator.
Gender attitudes measured by a gender stereotypical roles scale comprised of eight items.
All composite indexes are constructed by standardizing each component to the mean and standard deviation in the control group and taking the unweighted mean of the standardized components.
|
|
Field
Secondary Outcomes (End Points)
|
Before
Aspirations measured by an index comprised of: (i) a binary indicator for aspire to university education; (ii) a binary indicator for aspire to professional career; (iii) a binary indicator for set an education-related goal in the next week; (iv) a binary indicator for set an education-related goal in the next year; and (v) a binary indicator for adolescent has a role model outside the household.
Socioemotional skills measured by an index comprised of: (i) confidence and curiosity scale of eight items developed by Jukes (2018); and (ii) degree of control the adolescent feels over their lives (scale 1-10)
Economic Empowerment measured by: (1) an index comprised of (i) proportion of time spent in domestic work or caring for others; (ii) proportion of time spent in paid work; (2) a binary indicator for being married; (3) a binary indicator for being engaged in paid work; (4) an index comprised of (i) a binary indicator for having money the adolescent controls; and (ii) a binary indicator that the adolescent has savings
Psychosocial well-being measured by a binary indicator of minimal depression (PHQ-9<=4);
Social inclusion measured by a binary indicator that the adolescent has a trusted friend.
Gender attitudes measured by an index comprised of (i) a stereotypical roles scale comprised of eight items; (ii) a gender consciousness scale comprised of four items; and (iii) a gender malleability beliefs scale comprised of two items.
All indexes are constructed by standardizing each component to the mean and standard deviation in the control group and taking the unweighted mean of the standardized components.
|
After
Medium term (2022)
Aspirations measured by an index comprised of: (i) a binary indicator for aspire to university education; (ii) a binary indicator for aspire to professional career; (iii) a binary indicator for set an education-related goal in the next week; (iv) a binary indicator for set an education-related goal in the next year; and (v) a binary indicator for adolescent has a role model outside the household.
Socioemotional skills measured by an index comprised of: (i) confidence and curiosity scale of eight items developed by Jukes (2018); and (ii) degree of control the adolescent feels over their lives (scale 1-10).
Economic Empowerment measured by: (1) an index comprised of (i) proportion of time spent in domestic work or caring for others; (ii) proportion of time spent in paid work; (2) a binary indicator for being married; (3) a binary indicator for being engaged in paid work; (4) an index comprised of (i) a binary indicator for having money the adolescent controls; and (ii) a binary indicator that the adolescent has savings.
Psychosocial well-being measured by a binary indicator of minimal depression (PHQ-9<=4).
Social inclusion measured by a binary indicator that the adolescent has a trusted friend.
Gender attitudes measured by an index comprised of (i) a stereotypical roles scale comprised of eight items; (ii) a gender consciousness scale comprised of four items; and (iii) a gender malleability beliefs scale comprised of two items.
All composite indexes are constructed by standardizing each component to the mean and standard deviation in the control group and taking the unweighted mean of the standardized components.
Long term (2025)
Socioemotional Skills measured by an index comprised of: (i) a grit scale (generated from seven items following Alan, Boneva, and Ertac [2019]); (ii) a malleability scale (generated from six items following Alan, Boneva, and Ertac [2019]; and (iii) a growth mindset scale (generated from four items from the World Bank STEP survey [2014]).
Education Gender Attitudes measured by an index comprised of: (i) a scale of 5 education gender attitudes; (ii) an IAT score of gender bias around education and domestic work; and (iii) a scale of gender equitable responses to a vignette around early marriage, street harassment, gender roles, and schooling.
Gender attitudes measured by an index comprised of (i) a gender consciousness scale comprised of four items; and (ii) a gender malleability beliefs scale comprised of two items.
Economic Empowerment measured by: an index comprised of (i) a binary indicator for being engaged in paid work, school, or training; (ii) a binary indicator for having money the adolescent controls; (iii) a binary indicator that the adolescent has savings; (iv) a binary indicator for aspiring to a professional career; and (v) an index of time use control.
Mental health measured by (i) a binary indicator of minimal depression (PHQ-9<=4); (ii) a binary indicator of minimal anxiety; and (iii) degree of control the adolescent feels over their lives (scale 1-10).
Social inclusion measured by: (i) a binary indicator that the adolescent has a trusted friend; (ii) a binary indicator that the adolescent can express opinion to friends; (iii) a binary indicator that the adolescent can express opinion to adults; and (iv) a binary indicator that the adolescent has a role model.
All composite indexes are constructed by standardizing each component to the mean and standard deviation in the control group and taking the unweighted mean of the standardized components.
|