Table of Contents

Setting Priorities for HIV/AIDS Interventions

Setting Priorities for HIV/AIDS Interventions

A Cost–Benefit Approach

Robert J. Brent

HIV/AIDS is much too complex a phenomenon to be understood only by reference to common sense and ethical codes. This book presents the cost–benefit analysis (CBA) framework in a well-researched and accessible manner to ensure that the most important considerations are recognized and incorporated.

Chapter 33: Human Capital Practice: The Benefits of Female Primary Education

Robert J. Brent

Subjects: development studies, development economics, economics and finance, development economics, health policy and economics, public finance, social policy and sociology, health policy and economics


There are two main types of education intervention. The first type basically involves providing information about HIV/AIDS and its transmission, which people can use to their advantage. This was the nature of the application covered in Chapter 23 in connection with threshold analysis. The information program could be disseminated out in the community or in a school setting. In a school environment the education program could be run by a teacher or by a peer of the student body. The second type of education intervention takes the form of a general basic education and need not specifically have any course or instruction that relates to HIV/ AIDS. This chapter is concerned with explaining how one goes about evaluating this second type of education intervention. It is this type of program that the World Bank (2002, p. xvii) thinks is one of the “strongest weapons against the HIV/AIDS epidemic”. The reasons why the World Bank thought this way were summarized in Chapter 14. Here we give the details of the evaluation of the provision of female primary education in Tanzania by Brent (2009d), which we introduced in the last chapter. FEMALE EDUCATION AND ITS EFFECTIVENESS IN REDUCING HIV/AIDS IN TANZANIA As we have stressed a number of times, there is no point in spending time evaluating an intervention that is ineffective, as it would never pass a cost– benefit test. There would be costs and no benefits to show for the costs. As we saw in Chapter 14, there is at...

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