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dc.rights.licenseIn Copyrighten_US
dc.creatorAbiza, Zainab
dc.date.accessioned2019-04-16T16:36:18Z
dc.date.available2019-04-16T16:36:18Z
dc.date.created2019
dc.identifierWLURG38_Abiza_POV_2019
dc.identifier.urihttp://hdl.handle.net/11021/34341
dc.descriptionCapstone; [FULL-TEXT RESTRICTED TO WASHINGTON AND LEE UNIVERSITY LOGIN]en_US
dc.descriptionZainab Abiza is a member of the Class of 2019 of Washington and Lee University.en_US
dc.description.abstractThis paper examines ways in which the conditional cash transfer program Tayssir can help increase girls' secondary school attainment in rural areas of Morocco. Currently, the Tayssir program only targets children at the primary school level. I propose the expansion of the Tayssir program to the secondary school level with a specific targeting of girls. Throughout the paper, I examine the various social and family structures in rural Morocco and how they affect girls' ability to enroll in secondary school if the program was to be expanded. First, I will review existing economic and anthropology literature that looks at the effect of cash transfers on school enrollment and attendance, marriage and fertility, and cognitive achievements measured through test scores. Next, using the budget constraint model, I will explain why low-income households might choose to not invest or underinvest in their daughter's education. Using the same model, I will show how the cash transfers loosen up the budget constraint faced by low-income households through decreasing the cost of education. However, the cash incentive is not always enough: lower costs of education do not always translate into higher investment in girls' education, especially at the secondary school level. I will use economic graphs to explain this market failure and demonstrate how the household's willingness to invest in their daughter's education depends on various cultural and societal factors including patriarchy, the seclusion of women, early marriage and family structure. I will also include anecdotal stories of rural Moroccan girls, many of whom I worked with this summer, to highlight some of the barriers they faced in accessing secondary school education. Following the analysis, I will include a discussion of the ethical implications of the cash transfer programs. More specifically, I will look at whether the CCT programs are culturally imperialistic and whether they violate household's autonomy as well as Islamic beliefs and values. The last section of the paper will conclude and present policy recommendations. [From Methodology]en_US
dc.description.statementofresponsibilityZainab Abiza
dc.format.extent29 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with the source.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subject.otherWashington and Lee University, Shepherd Poverty Programen_US
dc.titleThe Expansion of Tayssir CCT Program: Increasing Girls' Secondary Educational Attainment in Rural Moroccoen_US
dc.typeTexten_US
dcterms.isPartOfRG38 - Student Papers
dc.rights.holderAbiza, Zainab
dc.subject.fastMoroccoen_US
dc.subject.fastEducation, Secondaryen_US
dc.subject.fastDaughtersen_US
dc.subject.fastIncentive (Psychology)en_US
local.departmentShepherd Poverty Programen_US
local.scholarshiptypeCapstoneen_US


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