김부열 교수

Schooling rewards people with labor market returns and nonpecuniary benefits in other realms of life. However, there is no experimental evidence showing that education interventions improve individual economic rationality. We examine this hypothesis by studying a randomized 1-year financial support program for education in Malawi that reduced absence and dropout rates and increased scores on a qualification exam of female secondary school students. We measure economic rationality 4 years after t

While often pursued as a desirable state for a society or community, group cohesion can be a double-edged sword. When it comes to Community-Driven Development (CDD), in which community members are expected to collaborate to ensure their co-prosperity, group cohesion would be a matter of not only “WHETHER or not it is needed” but also “WHEN/WHERE/HOW MUCH it is needed”. This study examines a rural CDD case implemented by the Korea International Cooperation Agency (KOICA) and the Myanmar Ministry

Abstract This paper evaluates the impact of a rural community‐driven development programme in Myanmar, which promoted village‐level microfinance for income generation. Utilizing a three‐round household survey consisting of 100 treatment and 50 comparison villages with approximately 8500 households per round, we employ difference‐in‐differences and two‐stage least squares estimations. Our analysis shows three key findings. First, the programme significantly increased access to microfinance, prima

This paper evaluates a randomized controlled trial of a cash transfer program for the girls education by studying the shortterm academic achievement of 3,997 female students (9th–11th grade) across 124 classrooms in 33 public secondary schools in Malawi. Results show that students provided with one-year tuition support and monthly cash stipends are more likely to attend school and have better test scores in the short run. These students also regarded education more seriously with higher aspirati

This paper addresses two questions:\n\n1) How to promote demand for male circumcision in the context of secondary schools in Malawi and,\n\n2) What is the role of peer effects in the demand for male circumcision.\n\nWe randomly provided free male circumcision and transportation vouchers to male students across 33 public secondary schools near Lilongwe, Malawi. Using a two-step randomized design, we first assigned classrooms into three groups (100% Treatment, 50% Treatment, or No Treatment classr

This study analyzes the geographical patterns of aid in 38 sub-Saharan African countries from 2001 to 2020, focusing on the extent of spatial exclusion in aid allocation at the regional level. By incorporating the Multidimensional Poverty Index (MPI) with aid expenditure data, we reveal that more impoverished regions, as defined by higher MPI scores, receive less aid compared to regions with high urbanicity. This pattern of exclusion shows significant spatial clusters within adjacent regions wit

Business and skills training programs have been a popular social policy option to promote self-employment and improve its performance in developing countries. We study the Small Business of the Family Economy (SBFE) program, a government business training program in Nicaragua designed to support self-employed workers in Nicaragua. With data from three survey rounds of the Nicaragua Living Standards Measurement Survey, we use a difference-in-differences strategy exploiting variation across time a

Leadership has often been recognised as a major driver for successful team effectiveness. However, even weak leadership may lead to good team performance, and it is worth studying how weak leadership can be helped and complemented by followership. To investigate the paradoxical mechanism behind leadership – followership practices, we examined (1) multidimensional figures of leadership and followership using the multifactor leadership questionnaire (MLQ) and (2) the impacts of the combinations of

Data and codes for reproducing the results in the paper "How does Learner-Centered Education affect Teacher Self-Efficacy? The case of Project-Based Learning in South Korea."