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dc.contributor.authorKrishnan, P.
dc.contributor.authorKrutikova, S.
dc.date.accessioned2016-08-11T15:25:30Z
dc.date.available2016-08-11T15:25:30Z
dc.date.issued2010-01-29
dc.identifier.otherCWPE1010
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/257201
dc.description.abstractRecent 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.en
dc.publisherFaculty of Economics
dc.relation.ispartofseriesCambridge Working Papers in Economics
dc.rightsAll Rights Reserveden
dc.rights.urihttps://www.rioxx.net/licenses/all-rights-reserved/en
dc.subjectnon-cognitive skills
dc.subjectprogramme evaluation
dc.titleNon-cognitive skill formation in poor neighbourhoods of urban India (updated 27-02-2012)
dc.typeWorking Paper
dc.identifier.doi10.17863/CAM.1129


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