Working Paper: CEPR ID: DP9540
Authors: Pramila Krishnan; Sofya Krutikova
Abstract: Recent labour market research has shown that a good education comprises investment in both cognitive and non-cognitive skills. We examine the impact of a long-term programme designed to raise non-cognitive skills of children and adolescents in slums in Bombay. We use a cross-cutting design with two comparison groups of peers for young adults who have attended the programme until leaving high school to analyse whether, compared to those from a similar environment and background, enrollment in the programme demonstrably raises such skills. We find evidence of substantial impacts on both self-esteem and self-efficacy (of about one standard deviation), as well as evidence of a smaller impact on life evaluation and aspirations. Furthermore, in line with the literature, both self-esteem and self-efficacy are positively related to success in school-leaving examinations and initial labour market outcomes.
Keywords: noncognitive skills; programme evaluation
JEL Codes: C93; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Self-esteem (I31) | Life evaluation (C52) |
| Self-esteem (I31) | Aspirations (Y60) |
| Self-efficacy (D83) | Life evaluation (C52) |
| Self-efficacy (D83) | Aspirations (Y60) |
| Enrollment in the Akanksha programme (I24) | Self-esteem (I31) |
| Enrollment in the Akanksha programme (I24) | Self-efficacy (D83) |
| Enrollment in the Akanksha programme (I24) | Life evaluation (C52) |
| Enrollment in the Akanksha programme (I24) | Aspirations (Y60) |