Paper long abstract:

Co-authors: Ruth Wedgwood and Robert Palmer (University of Edinburgh).

There has been a widespread interest in the international community in the potential for education and training initiatives to assist in breaking the cycle of poverty. This aspiration lies behind the Millennium Development Goals, as well as the Education for All agenda. Education is often included, for similar reasons, in the Poverty Reduction Strategy Papers. Of course, a great deal depends on what kind of access the poor get to education and training systems, and what quality they find there, and what they can do in the labour market as a result. The poor don't need a great deal of research to tell them about the value of 5 years of poor quality education, nor about the labour market potential of an under-funded community skills training centre, with absentee instructors. But what of the successes? Has education really played a role in Africa - and especially in these five countries -in moving so many millions out of poverty? Where has skills development succeeded in moving young people from poverty? Do other political or economic conditions need to be in place (in an enabling environment) for education and training to be effective?

Paper long abstract:

co-author: Deborah Johnston, SOAS

There has been extensive debate on the efficacy of child support grants (CSGs) in South Africa. It is hoped that such grants will meet a range of welfare needs. However, for some commentators, a particular aim is that CSGs will improve the educational attainment of orphans and vulnerable children, in the hope that this will break the cycle of disadvantage and improve long-term welfare. The limited evidence, from studies in the Free State province, is that grants do improve school attainment. This suggests a strong parallel with the experience of Brazil and Mexico, where family-focused grants have improved school attendance, although these grants have also sought to enforce school attendance.

Clearly the CSG is a much needed part of the social welfare architecture. However, this article argues that it will not always have the hoped for impact on the demand for education. Studies in KwaZulu Natal, Limpopo and Eastern Cape provinces of South Africa show that while poverty is crucial in determining the demand for education, there are other important factors. Poor infrastructure and safety concerns, as well as perceptions of the low quality of education and pessimism regarding employment prospects all have a role to play. The impact of HIV/Aids is already worsening some of these factors, while others will be worsened by government education policy.

The conclusion is that additional policy actions are needed if CSGs are to have a clear impact on the demand for education. The factors that determine both educational access and attainment are complex and varied. CSGs are likely to have an important role in poverty alleviation, but their impact in reducing long-term disadvantage through improvements in education is less apparent.