Usha Mishra
Author and international development expert. Eighteen years of experience in international development in senior management, policy analysis, research and advocacy gained with the UN, DFID, Oxfam GB and the Government of India. I worked with government ministers and top civil servants in reforming and strengthening national delivery systems in Asia, Africa and Europe. Led design and management of socio-economic projects leading to verifiable, sustainable improvements in the lives of millions of vulnerable people in the countries I worked for.
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2. Income, job location and education of the head of the household significantly affect the duration of schooling of children.
3. Families educate their children as they get relatively affluent. However, the magnitude of elasticity is rather small, implying that there is a base demand for education, which tends to vary only slightly around this base. In the ultimate analysis, people should have a minimum standard of living (minimum income) to ensure entry and continuation in education, and a forward-looking life for their children.
4. As long as there is poverty and/or the benefits of development do not reach the larger masses, the demand for education will stay limited. Consequently, a significant proportion of the next generation will remain ill/un educated/schooled and socio-economically weak, resulting in perpetuation of poverty through generations.
5. Deprived children are not a homogeneous group. Different groups require different policy and programme responses.
Framework for Ethiopia (UNDAF 2012–15)
presents the planned response to the five-year national
development plan for Ethiopia – the Growth and
Transformation Plan (GTP). The GTP is the first in a series
of three 5-year plans to propel the country’s transformation
to middle income country status by 2020-2023. This
UNDAF cycle is critical, as it coincides with the last 5 years
of the global Millennium Development Goals (MDGs)
campaign. It is designed, therefore, to set the framework
for identifying innovative strategies that accelerate propoor
growth and achievement of the MDGs by 2015.
https://www.amazon.co.uk/Social-Protection-Lands-Blossoming-Hope/dp/9382622330/ref=sr_1_1?dchild=1&keywords=usha+mishra+hayes&qid=1597569708&s=books&sr=1-1
2. Income, job location and education of the head of the household significantly affect the duration of schooling of children.
3. Families educate their children as they get relatively affluent. However, the magnitude of elasticity is rather small, implying that there is a base demand for education, which tends to vary only slightly around this base. In the ultimate analysis, people should have a minimum standard of living (minimum income) to ensure entry and continuation in education, and a forward-looking life for their children.
4. As long as there is poverty and/or the benefits of development do not reach the larger masses, the demand for education will stay limited. Consequently, a significant proportion of the next generation will remain ill/un educated/schooled and socio-economically weak, resulting in perpetuation of poverty through generations.
5. Deprived children are not a homogeneous group. Different groups require different policy and programme responses.
Framework for Ethiopia (UNDAF 2012–15)
presents the planned response to the five-year national
development plan for Ethiopia – the Growth and
Transformation Plan (GTP). The GTP is the first in a series
of three 5-year plans to propel the country’s transformation
to middle income country status by 2020-2023. This
UNDAF cycle is critical, as it coincides with the last 5 years
of the global Millennium Development Goals (MDGs)
campaign. It is designed, therefore, to set the framework
for identifying innovative strategies that accelerate propoor
growth and achievement of the MDGs by 2015.
https://www.amazon.co.uk/Social-Protection-Lands-Blossoming-Hope/dp/9382622330/ref=sr_1_1?dchild=1&keywords=usha+mishra+hayes&qid=1597569708&s=books&sr=1-1