This dissertation comprises four chapters, which mainly deal with female's participation in household decision-making, a very important aspect of female's bargaining power within the household and closely linked to female's empowerment. The first three chapters, which all deal with female's participation in household decision-making, are two sides of the same coin, in that while the first one delves into the determinants of female's participation in household decision-making, the second and third chapters deal with its beneficial consequences. The fourth chapter is linked with Chapter 1. As a matter of fact, the data used in Chapter 1 has been collected in Rural Burundi, in the framework of the FNRS/FRFC-funded project “Microfinance Services, Intra-household Behavior and Welfare in Developing Countries: A Longitudinal and Experimental Approach”, which funded my PhD scholarship. In 2012, the project funded data collection in Rural Burundi. In respect to the experimental component of the project, these are baseline data. The 2012 household survey targeted a sample of rural households that have been interviewed in 1998 and 2007. This is where the longitudinal design of the project comes into play. Independently from the experimental research, the longitudinal nature of the data, that is to say three waves of data (1998, 2007 and 2012), had the advantage of allowing panel analysis of interesting and relevant issues in development, including for example the long-term welfare effects of shocks at either individual or household levels.In Chapter 1, entitled “The Power of The Family: kinship and Intra-household Decision-making in Rural Burundi” and co-authored with Bram De Rock and Philip Verwimp, we delve into the determinants of female's participation in household decision-making, by laying a particular emphasis on the role of female's kinship. We show that in rural Burundi the characteristics of the female's kinship are highly correlated with her decision-making power. First, a female whose own immediate family is at least as rich as her husband's counterpart enjoys a greater say over children- and asset-related decision-making. Second, the size, relative wealth and proximity of the extended family also matter. Third, kinship characteristics prove to be more important than (standard) individual and household characteristics. Finally, we also show that the female's say over asset-related decision-making is positively associated with males' education, more than with female's education per se. All these correlation patterns can inform policies aiming at empowering women or targeting children through women's empowerment.In Chapter 2, entitled “The Returns of I Do: Multifaceted Female Decision-making and Agricultural Yields in Tanzania?”, I use the third round of the Tanzanian National Panel Survey to investigate the effect of multifaceted female's empowerment in agriculture on agricultural yields. The classic approach in the empirical literature on gender gap in agriculture includes the gender of the plot's owner/manager as the covariate of interest and interprets the associated coefficient estimate as the gender gap in agricultural productivity. Unlike this classic approach in the analysis of productivity differentials, my approach lays emphasis on the overlapping and interaction effects of manifold aspects of female's empowerment in agriculture, including female plot's ownership, female plot's management and female output's control. I find significant productivity gaps, which the classic empirical approach does not bring out in the same context. As compared to plots (solely) owned, managed and controlled by male, (i) plots merely owned by female and (ii) those owned & managed (but not controlled) by female are less productive, but those owned, managed & controlled by female are not. Furthermore, the latter are the more productive among plots at least owned by female. All these productivity gaps are predominantly explained by the structural effect, that is differences in productivity returns to observable production factors. Our findings are robust along a number of dimensions and suggest that female's management and control rights are of prime importance. Therefore, female plot's owners should be entitled the rights to manage their plot and, subsequently and most importantly, the rights to control the (agricultural) output of their work, for their productivity to be enhanced and the gender gap in agriculture to be closed. In Chapter 3, entitled “Say On Income and Children's Outcomes: Evidence from Nigeria”, I delve into the effect of female bargaining power on child education and labor outcomes in Nigeria. Female bargaining power is proxied by “female say on labor income”, rather than by her income per se. This is motivated by the fact the female labor force participation might be low in some contexts, while control over income is by all means what matters the most. The empirical methodology accounts for a number of empirical issues, including endogeneity and sample selection issues of female say on labor income, the multi-equation and mixed process features of the child outcomes, as well as the fact that hours of work are left-censored. My findings are consistent with the overall idea that female say on income leads to better child outcomes, rather than female income earning per se. Nevertheless, the type of income under female control, child gender and child outcome matter. Chapter 4, entitled “Violence Exposure and Welfare Over Time: Evidence From The Burundi Civil War” and co-authored with Marion Mercier and Philip Verwimp, investigates the relationship between exposure to conflict and poverty dynamics over time. We use a three-wave panel data from Burundi, which tracked individuals and reported local-level violence exposure in 1998, 2007 and 2012. Firstly, the data reveal that headcount poverty has not changed since 1998 while we observe multiple transitions into and out of poverty. Moreover, households exposed to the war exhibit a lower level of welfare than non-exposed households, with the difference between the two groups predicted to remain significant at least until 2017, i.e. twelve years after the conflict termination. The correlation between violence exposure and deprivation over time is confirmed in a household-level panel setting. Secondly, our empirical investigation shows how violence exposure over different time spans interacts with households' subsequent welfare. Our analysis of the determinants of households' likelihood to switch poverty status (i.e. to fall into poverty or escape poverty) combined with quintile regressions suggest that, (i) exposure during the first phase of the conflict has affected the entire distribution, and (ii) exposure during the second phase of the conflict has mostly affected the upper tail of the distribution: initially non-poor households have a higher propensity to fall into poverty while initially poor households see their propensity to pull through only slightly decrease with recent exposure to violence. Although not directly testable with the data at hand, these results are consistent with the changing nature of violence in the course of the Burundi civil war, from relatively more labor-destructive to relatively more capital-destructive. / Doctorat en Sciences économiques et de gestion / info:eu-repo/semantics/nonPublished

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-08-24T13:35:42Z No. of bitstreams: 1 Maria Jose Poloni.pdf: 3043268 bytes, checksum: e439001b2c5efbafeee93ee20f6e8649 (MD5) / Made available in DSpace on 2017-08-24T13:35:43Z (GMT). No. of bitstreams: 1 Maria Jose Poloni.pdf: 3043268 bytes, checksum: e439001b2c5efbafeee93ee20f6e8649 (MD5) Previous issue date: 2017-06-05 / The right to education appears in legal texts, especially in the Federal Constitution of Brazil of 1988, in the Statute of the Child and Adolescent (ECA), of 1990, and in the Law of Directives and Bases of National Education (LDB) of 1996. However, there is still a meaningful number of children, adolescents and young people, totally or partially excluded from the formal education system. This fact becomes more evident in early childhood education; within the age group from zero to three years old, that is, in kindergarten. Considering that early childhood education is the first stage of basic education, which, besides being a social right, is a universal right, a duty of the State and the family, this thesis has the objective of analyzing and understanding the reasons for the mismatch between legal texts and the reality in childhood education. Particularly in the context of kindergarten, in the Mauá district, leading to the judicialization of education at this stage. The scope of this research comprises, in the bibliographic context, research and study on the theme of education as a right, the main official texts on the legislation of the subject, and, empirically, data and information collected in a municipal school of early child education. It considers the discourse of the different agents involved in this reality (mothers of children at day-care centers, teachers and school administrators) as well as data obtained at the Municipal Department of Education regarding registration and legal actions, filed by parents, to obtain a vacancy in the day-care center. The theoretical reference of this research is based on authors who have developed studies focused on the right to education and its viability, thinkers who identified with the emancipating approaches to education, among them Paulo Freire and scholars of child education, specifically of early child education. This research develops from quantitative and qualitative approaches, operating with both official data (Municipal Secretary of Education, Federal Government and Public Ministry) as well as information from protagonists of the school reality. According to the data analysis obtained so far, it is quite clear that, since LDB / 96, when early childhood education was included in the basic system, this stage of education gained greater visibility and became the target of public policies. However, there is still not enough amount of schools to care for children between zero and three years of age. Thus, as well as the legal text, which states that education is a universal right, a real text, noticed by a movement of the organization of society, through a claim with the public institutions, is being developed those who have had their rights historically denied. / El derecho a la educación está presente en textos legales, en particular, en la Constitución Federal de Brasil de 1988, en el Estatuto del Niño y del Adolescente (ECA), de 1990, y en la Ley de Directrices y Bases de la Educación Nacional (LDB) 1996. Sin embargo, todavía hay un significativo número de niños, adolescentes y jóvenes, excluidos total o parcialmente del sistema educativo formal. Este hecho se vuelve más evidente en la educación primaria, en el grupo etário compreendido entre cero y tres años de edad, es decir, en la eduacación inicial. Considerando que esta fase es la primera de la educación básica, que, además de ser un derecho social, es un derecho de todos, deber del Estado y de la familia, esta tesis tiene como objeto de estudio el análisis y comprensión de las razones de los desencuentros entre el texto legal y la realidad de la educación inicial. Particularmente en el contexto de la educación inicial, en el municipio de Mauá, llevando a la judicialización en esa etapa de la educación. El universo de esta investigación comprende, en el ámbito bibliográfico, estudios sobre la temática del derecho a la educación y los principales textos oficiales respecto a la legislación del tema, y, en el ámbito empírico, datos e informaciones recogidas en una escuela municipal de educación inicial, considerando los discursos de los diferentes agentes involucrados en esa realidad (madres de los niños de la guardería, profesoras y gestor escolar), además de datos obtenidos en la Secretaría Municipal de Educación referentes a la matrícula y acciones judiciales, realizadas por padres y madres, para obtener una vacante en la guardería. El marco teórico de esta investigación se basa en autores que desarrollaron estudios centrados en el derecho a la educación y su viabilidad, pensadores identificados con los enfoques emancipadores de la educación, entre los cuales están Paulo Freire y otros estudiosos de la educación inicial en especial. Esta investigación se desarrolla a partir de enfoques cuantitativos y cualitativos, basándose tanto datos oficiales (Secretaría Municipal de Educación, Gobierno Federal y Ministerio Público) como en informaciones de los actores y protagonistas de la realidad escolar. A partir del análisis de los datos obtenidos hasta ahora, queda evidente que, a partir de la LDB / 96, cuando aconteció la inclusión de la educación inicial en la educación primaria, esta fase ganó mayor visibilidad y se convirtió en objeto de políticas públicas; Sin embargo, todavía es insuficiente el número de escuelas y guarderías, para la atención de niños de entre cero y tres años de edad. Así, paralelamente al texto legal, que afirma que la educación es un derecho de todos, un texto real, notado por un movimiento de organización de la sociedad, a través de la reivindicación de los poderes públicos, está siendo desarrollado por aquellos que han tenido sus derechos históricamente negados. / O direito à educação está presente nos textos legais, em especial, na Constituição Federal do Brasil de 1988, no Estatuto da Criança e do Adolescente (ECA), de 1990, e na Lei de Diretrizes e Bases da Educação Nacional (LDB), de 1996. No entanto, ainda há um significativo número de crianças, adolescentes e jovens, excluídos, total ou parcialmente da educação formal. Esse fato se torna mais presente na educação infantil, na faixa etária de zero a três anos de idade, isto é, na creche. Considerando que a educação infantil é a primeira etapa da educação básica, que, além de ser um direito social, é um direito de todos, dever do Estado e da família, esta tese tem como objeto de estudo a análise e compreensão das razões do descompasso entre o texto legal e a realidade, na educação infantil, particularmente no contexto da creche, no município de Mauá, situação que contribui para a judicialização da educação nessa etapa da educação. O universo desta pesquisa compreende, no âmbito bibliográfico, estudos sobre a temática do direito à educação e os principais textos oficiais sobre a legislação do tema, e, no âmbito empírico, dados e informações colhidas em uma escola municipal de educação infantil, considerando os discursos dos diferentes agentes envolvidos nessa realidade (mães das crianças da creche, professoras e gestor escolar) e dados obtidos na Secretaria Municipal de Educação referentes à matrícula e ações judiciais, impetradas por pais e mães, para obtenção de uma vaga na creche. O referencial teórico desta pesquisa aporta-se em autores que desenvolveram estudos centrados no direito à educação e sua exequibilidade, pensadores identificados com as abordagens emancipadoras da educação, dentre os quais Paulo Freire, e estudiosos da educação infantil, em especial, da educação em creches. Esta pesquisa desenvolve-se a partir de abordagens quantitativas e qualitativas, operando tanto com dados oficiais (Secretaria Municipal de Educação, Governo Federal e Ministério Público) quanto com informações dos diversos protagonistas da realidade escolar. As análises dos dados desta tese revelaram que, a partir da LDB/96, quando da inclusão da educação infantil na educação básica, esta etapa de educação ganhou maior visibilidade e se tornou objeto de políticas públicas; contudo, ainda é insuficiente o número de escolas e creches, para atendimento de crianças de zero a três anos de idade. Assim, paralelo ao texto legal, que afirma que a educação é direito de todos, um texto real, notado por um movimento de organização da sociedade, via reivindicação junto aos poderes públicos, está sendo construído por aqueles que têm seu direito historicamente negado.

PhD (African Studies) / Department of African Studies / Moral degeneration is rampant among the youth across the globe. Juvenile delinquency and diversified social ills are prevalent and manifesting moral degeneration among the youth. This study sought to explore youth moral degeneration at Makuya area in the Vhembe District, Limpopo Province, South Africa. The study is qualitative and exploratory in nature. Non-probability purposive sampling technique was used to select twenty-eight research participants comprised of the parents, educators, youth, religious leaders, traditional leaders, social workers and SAPS officials. Data was collected using unstructured face-to-face interviews and focus group discussions to gain insights of youth moral degeneration challenges. The narrative analysis method was used to analyse and interpret data. The study found that moral degeneration among the youth at Makuya area is rife and is exemplified by the high rate of teenage pregnancies, teen parenthood, school dropout, alcohol and substance abuse, bullying trends, vandalism and other criminal acts committed by the youth in the Makuya area. The study recommended the use of a multi-pronged comprehensive youth moral regeneration strategy which emphasises the restoration, among the others, humanness, love, discipline, integrity, respect for authority, promotion of accountability and responsibility. / NRF

La educación remota de emergencia se ha convertido en la principal estrategia educativa para que los alumnos de todo el mundo puedan garantizar su continuidad de los estudios de todos los niveles. Aquello conlleva a un uso de soluciones de enseñanzas totalmente remotas a la educación donde la tecnología cumple un rol protagónico; y por ende, los maestros se convierten en alfabetizadores digitales. El objetivo de este estudio es indagar acerca de las percepciones de los usos de las TIC por docentes de educación inicial en instituciones privadas de Lima dentro de la educación inicial durante la educación remota de emergencia con el fin de recolectar datos y experiencias de las docentes para así, conocer las percepciones; el uso que se les dio a las TIC; de la misma manera que los procesos y desafíos que atravesaron durante dicho contexto. Las entrevistas realizadas fueron analizadas mediante un análisis temático y los resultados de estas indicaron que a pesar de los desafíos y limitaciones presentadas por el contexto de la pandemia y por el propio centro educativo, las TIC tienen consecuencias positivas en los estudiantes y en los docentes de educación inicial. / Emergency remote education has become the main educational strategy for students around the world to guarantee their continuity of studies at all levels. This leads to the use of totally remote teaching solutions in education where technology plays a leading role; and therefore, teachers become digital literacy teachers. The objective of this study is to inquire about the perceptions of the uses of ICT by early education teachers in private institutions in Lima within early education during emergency remote education in order to collect data and experiences of teachers to thus, to know the perceptions; the use that was given to ICTs; in the same way as the processes and challenges they went through during that context. The interviews carried out were analyzed through a thematic analysis and the results of these indicated that despite the challenges and limitations presented by the context of the pandemic and by the educational center itself, ICTs have positive consequences for students and teachers. Initial education. / Tess

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-23T12:04:28Z No. of bitstreams: 2 Tese - Christine Garrido Marquez - 2016.pdf: 6917394 bytes, checksum: 526d6b5f8053bab6b76ca9985fe07da9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-23T12:04:51Z (GMT) No. of bitstreams: 2 Tese - Christine Garrido Marquez - 2016.pdf: 6917394 bytes, checksum: 526d6b5f8053bab6b76ca9985fe07da9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-05-23T12:04:51Z (GMT). No. of bitstreams: 2 Tese - Christine Garrido Marquez - 2016.pdf: 6917394 bytes, checksum: 526d6b5f8053bab6b76ca9985fe07da9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-10-28 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research integrates the project of Public Policy and Education of Children in Goiás: history, concepts, projects and practices developed by the Center of Studies and Research of Childhood and its Education in Different Contexts (NEPIEC) which is inserted in the research line: Education, Teaching Professionalization, Educational Work of the Postgraduate Program in the School of Education of the Federal University of Goiás. Propositions of multisectoral policies and integrated development of Early Childhood of the World Bank for developing countries have been investigated, which involve interconnected actions in education, health, nutrition, social protection (child protection and social assistance) and basic sanitation, in order to understand how this process has been set up in Brazil as of the 1990s. A documentary and literature research was carried out and we propose as reference of analysis historical and dialectical materialism. The starting point being a survey called State of the Art on the studied subject, in order to map out the academic and scientific production in the field, to enable a look at the production, observing the evolution of research, its features, focus and gaps. Presenting the multiple aspects of the organizational structure of the World Bank and its development policy propositions on Early Childhood supported in the six Education Sectoral Documents and the eight publications produced from 1974 to 2014 by the International Organization, which were formulated to instruct the political debate with governments, development partners and civil society in developing countries, including Brazil. The strategic entry points of investment have been analyzed, classified into four themes based on: 1) programs based on Early Childhood Development Centers focusing on school readiness; 2) residential programs based on behavioral change in relation to health, nutrition and child care; 3) communication / media campaigns aimed at families with young children on child health, nutrition and overall development; and, 4) conditional cash transfer for families with small children. It is concluded that the World Bank since its inception in 1944, besides project financing, policy-making, technical assistance to governments, also plays an important role in the meeting, synthesis and dissemination of knowledge about the specific development issues covering its extensive practice area, including the development of Early Childhood, services in the area and around the world. Since the seventies, the World Bank references the relevance of the adoption of multisectoral and integrated programs designed for Early Childhood, with the theoretical support based on the political theory of human capital, which seeks the reproduction and accumulation of capital, as opposed to a project that aims to guarantee full rights the children in Brazil. / Esta pesquisa integra o projeto Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, desenvolvido pelo Núcleo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos (NEPIEC) e está inserida na Linha de Pesquisa: Formação, Profissionalização Docente, Traballho Educativo do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. Investigamos as proposições de políticas multissetoriais e integradas de Desenvolvimento da Primeira Infância do Banco Mundial para os países em desenvolvimento, os quais envolvem ações interligadas no campo da educação, saúde, nutrição, proteção social (proteção à criança e assistência social) e de saneamento básico, a fim de compreender como este processo tem se configurado no Brasil, a partir dos anos de 1990. Foi realizada uma pesquisa documental e bibliográfica e propomos como referencial de análise o materialismo histórico e dialético. A metodologia de pesquisa abrange a constituição do Estado da Arte acerca da temática em estudo, com o propósito de mapearmos as produções acadêmicas e científicas na área, possibilitando um olhar sobre a produção, observando a evolução das pesquisas, suas características, foco e as lacunas existentes. Apresentamos os múltiplos aspectos da estrutura organizacional do Banco Mundial e as suas proposições políticas de Desenvolvimento da Primeira Infância apoiadas nos seis Documentos Setoriais de Educação e nas oito publicações produzidas no período de 1974 a 2014 pela referida Organização Internacional sobre a temática, as quais foram formuladas para instruir o debate político com governos, parceiros de desenvolvimento e a sociedade civil dos países em desenvolvimento, inclusive com o Brasil. Analisamos os pontos de entrada estratégicos de investimento, classificados em quatro eixos temáticos baseados em: 1) programas baseados em Centros de Desenvolvimento da Primeira Infância com foco na prontidão escolar; 2) programas domiciliares baseados na mudança de comportamento em relação à saúde, à nutrição e aos cuidados parentais; 3) campanhas de comunicação/mídia destinadas a família com crianças pequenas sobre saúde infantil, nutrição e desenvolvimento global; e, 4) transferência condicionada de renda para famílias com crianças pequenas. Com base na pesquisa realizada, conclui-se que o Banco Mundial desde sua criação, em 1944, além do financiamento de projetos, formulação de políticas, da assistência técnica a governos, desempenha um papel relevante na reunião, síntese e disseminação do conhecimento sobre os temas específicos de desenvolvimento que abrangem sua extensa área de atuação, inclusive sobre o desenvolvimento da primeira infância e serviços na área em todo o mundo. Desde os anos setenta, o Banco Mundial referencia a relevância da adoção de programas multissetoriais e integrados dirigidos à primeira infância, tendo como base de sustentação teórica das políticas a teoria do capital humano, que busca a reprodução e a acumulação do capital, em contraposição a um projeto que objetive a garantia dos direitos plenos da criança no Brasil.

本稿では、日本の高学歴女性の就業率がOECD諸国の平均就業率より低い(OECD 2014)原因を数量分析により検証した。本稿は、「母親が就業していると子どもの育児・教育が十分にできないのではないかという不安感が高学歴の母親にある」ことが日本の高学歴女性の就業率に影響しているという仮説を立てた。分析の結果、「子どもの育児・教育のために就業しない」人の中には、高学歴の母親の割合が高いことが検証された。 / The employment rate of highly educated Japanese women is below the average for OECD countries (OECD 2014). Here, I investigated the reason for this by conducting a quantitative analysis to examine the following hypothesis: Highly educated mothers are anxious that, if they become employed, they will be unable to provide sufficient childcare and education for their child. The analysis revealed that highly educated women accounted for a large proportion of women who were not employed in order to prioritize child care and education. / 博士(政策科学) / Doctor of Philosophy in Policy and Management / 同志社大学 / Doshisha University