Michael Lokshin

Stefano Paternostro

Lokshin, Umapathi, and Paternostro analyze the subjective perceptions of poverty in Madagascar in 2001 and their relationship to objective poverty indicators. They base their analysis on survey responses to a series of subjective perception questions. The authors extend the existing empirical methodology for estimating subjective poverty lines on the basis of categorical consumption adequacy questions. Based on this methodology they calculate the household-specific, subjective poverty lines and compare the poverty profiles derived from different subjective welfare questions. The results show that the aggregate poverty measures derived from consumption adequacy questions accord quite well with the poverty measures based on objective poverty lines. The subjective welfare analysis can be used in poor developing countries for evaluating socioeconomic and distributional impacts of various policy interventions. This paper--a product of the Poverty Team, Development Research Group--is part of a larger effort in the group to understand the relationship between subjective and objective economic welfare.

Madagascar 2001

Robustness of Subjective Welfare Analysis in a Poor Developing Country

Erwin R. Tiongson

Luca Flabbi

This paper examines the assertion that returns to schooling increase as an economy transitions to a market environment. This claim has been difficult to assess as existing empirical evidence covers only a few countries over short time periods. A number of studies find that returns to education increased from the "pre-transition" period to the "early transition" period. It is not clear what has happened to the skills premium through the late 1990s, or the period thereafter. The authors use data that are comparable across countries and over time to estimate returns to schooling in eight transition economies (Bulgaria, Czech Republic, Hungary, Latvia, Poland, Russia, Slovak Republic, and Slovenia) from the early transition period up to 2002. In the case of Hungary, they capture the transition process more fully, beginning in the late 1980s. Compared to the existing literature, they implement a more systematic analysis and perform more comprehensive robustness checks on the estimated returns, although at best they offer only an incomplete solution to the problem of endogeneity. The authors find that the evidence of a rising trend in returns to schooling over the transition period is generally weak, except in Hungary and Russia where there have been sustained and substantial increases in returns to schooling. On average, the estimated returns in the sample are comparable to advanced economy averages. There are, however, significant differences in returns across countries and these differentials have remained roughly constant over the past 15 years. They speculate on the likely institutional and structural factors underpinning these results, including incomplete transition and significant heterogeneity and offsetting developments in returns to schooling within countries.

A Systematic Assessment Using Comparable Data

Returns to Education in the Economic Transition

Aline Coudouel

Anis A. Dani

"Poverty and Social Impact Analysis (PSIA) is an approach used increasingly by governments, civil society organizations, the World Bank, and other development partners to examine the distributional impacts of policy reforms on the well-being of different stakeholders groups, particularly the poor and vulnerable. PSIA has an important role in the elaboration and implementation of poverty reduction strategies in developing countries because it promotes evidence-based policy choices and fosters debate on policy reform options. Poverty and Social Impact Analysis of Reforms presents a collection of case studies that illustrate the spectrum of sectors and policy reforms to which PSIA can be applied; it also elaborates on the broad range of analytical tools and techniques that can be used for PSIA. The case studies provide examples of the impact that PSIA can have on the design of policy reforms and draw operational lessons for PSIA implementation. The case studies deal largely with policy reforms in a single sector, such as agriculture (crop marketing boards in Malawi and Tanzania and cotton privatization in Tajikistan); energy (mining sector in Romania and oil subsidies in Ghana); utilities (power sector reform in Ghana, Rwanda, and transition economies, and water sector reform in Albania); social sectors (education reform in Mozambique and social welfare reform in Sri Lanka); taxation reform (Nicaragua); as well as macroeconomic modeling (Burkina Faso)."

Lessons and Examples from Implementation

Poverty and Social Impact Analysis of Reforms

Stefano Paternostro

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