摘要：This Campbell systematic review assesses the effects of conditional and unconditional cash transfer programmes on education outcomes in low‐ and middle‐income countries. The review summarizes findings from 35 studies. Both conditional and unconditional cash transfer programmes increase enrolment compared to no program. But they have at best a small effect on learning outcomes, although the evidence base on learning is small. Cash transfers have a larger effect on enrolment if there are conditions that are strictly monitored and enforced. Programs that are explicitly conditional, monitor compliance and penalize non‐compliance have substantively larger effects – increasing the odds of enrolment by 60% compared to less than 20% for programs with no conditions.
