Category Archives: Development

Make a reverse Advent calendar for your kids

SOS Children’s Villages Norway have a project for schools that they call a reverse Advent xmascalendar_giftletters2calendar, in which pupils collect funds every day and learn about the organisation’s projects. I think that is a great concept, combining doing some good, letting kids join in the do-gooding, and teaching them something about the world at the same time. I wanted something to implement at home for my 8-year old, however, and when I did not find anything, I decided to make my own.

I felt that to prepare something for all the 24 days before Christmas eve would probably require too much work to do it properly, and would also risk turning the reverse calendar into a chore, so I decided to go for every other day. I wholeheartedly support the thinking behind GiveWell’s strategy of efficient giving, and therefore took as a basis the seven top charities from GiveWell, combining three of those working on deworming to create three groups:

1. Against Malaria Foundation (AMF)
2. Schistosomiasis Control Initiative (SCI)
3. END Fund for work on dewormingSightsavers for work on deworming and Deworm the World Initiative
4. GiveDirectly
5.  Malaria Consortium for work on seasonal malaria chemoprevention

I added four groups from their six Other Standout Charities (GiveWell’s descriptions):

6. Development Media International produces mass media to promote improved health behaviors in developing countries.
7. Food Fortification Initiative and Project Healthy Children work to reduce micronutrient deficiencies through food fortification programs.
8. The Global Alliance for Improved Nutrition (GAIN)’s Universal Salt Iodization program and Iodine Global Network (IGN) aid salt iodization programs in developing countries.
9. Living Goods supports a network of community health promoters in sub-Saharan Africa.

That made 9 charities in total. I also wanted to have represented some well-established charities that my son might have heard of or come across himself, and that I believe do important work but that for various reasons are not able to cut it in the kind of evaluation that GiveWell performs. Thus for the final three I chose:

10. Red Cross
11. Doctors without borders
12. Amnesty International

For each charity, I prepared a one-page document presenting some of the charity’s work xmascalendar_giftlettersin simple language and with some illustrations. (Tip: The organisation Effektiv altruisme, which bases its recommendations on GiveWell, has material available in Norwegian about some of the top charities.) I wanted each donation to be presentable as a round number, and since giving NOK 100 per day had some salience, I settled for an average of NOK 200 (€22) per gift. I ended each document with the words “We give X kroner to cause/charity”.

GiveWell recommends prioritizing the Against Malaria Foundation because they have the most valuable current funding gap, so I decided to allocate 900 NOK to them, 200 to the other four of the top five, and 100 to the rest.

All the envelopes were with Christmas stickers and hung from the curtain pole. The first picture above shows how it looked in the end.

 

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The hedonic treadmill exists even for basic necessities

Does people’s life satisfaction adapt to material improvements? In a recent paper (gated), Galiani, Gertler and Undurraga find that it does, even in a case of very poor people receiving a really basic service (housing). In a large-scale experiment, some poor households in El Salvador, Mexico and Uruguay were randomly selected to receive a ready-made small house. Receiving such housing increased the share of households reporting to be “satsfied” or “very satisfied” with the quality of their life by around around 40 %, from 0.53 to 0.73, thus confirming that it was something these households really needed. What about the effect in the long term? Eight months later, more than half of the gain had disappeared, highly consistent with the hedonic treadmill hypothesis.

Ragnar Frisch on economic planning

Ragnar Frisch in the early 1960’s had high hopes for future Soviet economic development:

The blinkers will fall once and for all at the end of the 1960s (perhaps before). At this time the Soviets will have surpassed the US in industrial production. But then it will be too late for the West to see the truth. (Frisch 1961a)

That is from an article by Sæther and Eriksen in the new Econ Journal Watch. The paper contains much more than this angle.

It must be said that it was quite common for economists at the time to believe that the Soviet Union had a sustainable system. For instance Paul Samuelson, who repeatedly pushed his predictions for when the American GNP would be overtaken by the Soviet GNP further into the future. If anyone knows about any modern Norwegian debate about this, I would be interested to learn about it.

H/t: MR, Arnold Kling.

 

 

Welfare helps the children of the poor and unemployed

That may sound obvious, but debates about welfare too often focus on the worthiness of the recipients, i.e. the adults. 

Matt Yglesias summarises a recent academic study of a cash transfer scheme that took place during the Great Depression in the US. Kids of mothers who received cash transfers went on to earn more, live longer, have better health and obtain more schooling. These were really long-term – lifetime – outcomes. 

Why do we study?

Now that the world is obsessing about the PISA scores of 2012 is a good time to think a little of the trade-offs involved. South Korea is one of the best performers in international student achievement tests, such as PISA. However it is also “the world’s top producer of unhappy schoolchildren” (h/t MR). Lant Pritchett made a related comment in his Econtalk interview:

I think the parents in Bedford got out of their school system exactly what they wanted out of it. And they wanted football teams. And my wife teachers choir, and they wanted choir. And they wanted the school to put on a musical; and they wanted the school to provide their children with a range of athletic and artistic experiences. And engagement in a variety of other activities; and that’s what the school system delivered. Because it was quite carefully and closely controlled, both formally and informally by the parents. And that produces kind of not world-beating math scores. I don’t think that’s what the parents of Bedford thought was the totality of their educational system. So, I’m a very big fan of the local control by parents of educational systems. And if that doesn’t produce scores of 600, I am actually pretty happy with that. Because I’ve seen what it takes in Korea to produce scores of 600, and no American parent is willing to put their kid through that. Nor should they be, in my opinion.

To put in something more classic as well, here is US president John Adams:

I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.

(Letter to Abigail Adams, 1780)