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Cost effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania

Research and Policy Paper 18/2

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Author/Publisher: Ricardo Sabates, Pauline Rose, Marcos Delprato, Ben Alcott/REAL Centre, University of Cambridge 
Language: English

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A new policy paper released by the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, using Camfed data, shows the impressive impact of raising learning for marginalized girls in Tanzania.  The analysis finds that, for all children supported through Camfed’s program, the impact is equivalent to an extra 1.7 years of schooling per $100 spent. This increases to an impact equivalent of an extra 2.4 years of schooling per $100 spent, when explicitly taking equity considerations into account. Key messages in the report include that: whilst it may cost more to reach the most marginalized children, the impact per dollar spent provides greater value for money. Camfed’s program has been able to attain similar cost effectiveness outcomes to ones that have not included the aim of reaching the most marginalized. Inclusive education systems will function for everyone if they function for the most marginalized.


 

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