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Generic
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Do School Facilities Matter?
The Case of the Peruvian Social Fund (FONCODES)
%A Schady, Norbert
%A Paxson, Christina
%A Schady, Norbert
%I The World Bank
%K Access To Schooling
%K Attendance Rate
%K Attendance Rates
%K Classrooms
%K Communities & Human Settlements
%K Disability
%K Education
%K Education for All
%K Educational Infrastructure
%K Educational Inputs
%K Educational Outcomes
%K Finance and Financial Sector Development
%K Financial Literacy
%K Gender
%K Gender and Education
%K Health, Nutrition and Population
%K Housing and Human Habitats
%K Illiteracy
%K Investments In Education
%K Population Policies
%K Poverty Monitoring and Analysis
%K Poverty Reduction
%K Primary Education
%K Public School
%K Rural Development
%K Rural Poverty Reduction
%K Sanitation
%K School
%K School Attendance
%K School Breakfast
%K School Facilities
%K School Level
%K Schoolchildren
%K Social Protections and Labor
%K Tertiary Education
%K Textbooks
%K Values
%D 1999
%X A revised version was published as The Allocation and Impact of Social Funds: Spending on School Infrastructure in Peru (with Christina Paxson). World Bank Economic Review 16 (2): 297-319, 2002. - Education projects of the Peruvian Social Fund (FONCODES) have reached poor districts and, to the extent they live in those districts, poor households. FONCODES has had a positive effect on school attendance rates for young children, but not on the likelihood that children will be at an appropriate school level for their age. Since its creation in 1991, the Peruvian Social Fund (FONCODES) has spent about US
%C The World Bank
%C Washington, D.C
%U http://slubdd.de/katalog?TN_libero_mab2