Programs that transfer money, usually to poorer households, without requiring that the recipients fulfil any criteria. UCTs aim to reduce the need for child labour, and to offset other financial related barriers hindering school attendance. Unconditional cash transfers (UCTs) are less costly to implement, and it is argued that if poverty is the main educational constraint, families will use additional funds towards education, even in the absence of set requirements (UNESCO, 2015). UCTs can also empower households to make their own decisions for their children. However, evidence suggests that when conditional cash transfers (CCTs) are based on attendance, they can have a greater impact on education than UCTs. Like conditional cash transfers, unconditional transfers should carefully consider targeting methods, and entry and exit rules.
UNESCO. 2015. Education for all 2000-2015: Achievements and challenges. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0023/002322/232205e.pdf
To explore further
Baird, S.; Ferreira, F. H. G.; Özler, B.; Woolcock, M. 2013. ‘Relative Effectiveness of Conditional and Unconditional Cash Transfers for Schooling Outcomes in Developing Countries: A Systematic Review’. In: Campbell Systematic Reviews, 8. Retrieved from: https://onlinelibrary.wiley.com/doi/epdf/10.4073/csr.2013.8
Mundy, K.; Proulx, K. 2019. Making evaluation work for the achievement of SDG 4 target 5: equality and inclusion in Education. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000370558?posInSet=20&queryId=9c2eaeaa-81d8-4e3e-9b30-b75461b55743
UNESCO-Global Education Monitoring Report. 2021. How committed? Unlocking financing for equity in education. Policy Paper 44. Paris: UNESCO-GEM Report. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000375326?posInSet=1&queryId=9c2eaeaa-81d8-4e3e-9b30-b75461b55743