¿Pura vida para quién? A Qualitative Study on the Removal of Benefits in Costa Rica's Conditional Cash Transfer Program Avancemos and its Effects on Secondary Students' Educational Trajectories and School-to-Work Transitions
This research examines the conditional cash transfer program Avancemos in Costa Rica, analyzing the effects of benefit removal on secondary students' educational trajectories and school-to-work transitions. The research employs a qualitative case study approach, drawing on Life Course Theory, s...
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| Formato: | tesis de maestría |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:320471 |
| Acesso em linha: | https://ddd.uab.cat/record/320471 |
| Access Level: | acceso abierto |
| Palavra-chave: | Conditional cash transfer CCT Avancemos Costa Rica Benefit removal Educational trajectory School-to-work transition STWT Education policy Poverty Transferencia monetaria condicionada TMC Eliminación de beneficios Trayectoria educativa Transición de la escuela al trabajo Política educativa Pobreza Transferència monetària condicionada Eliminació de beneficis Trajectòria educativa Transició de l'escola al treball Pobresa |
| Resumo: | This research examines the conditional cash transfer program Avancemos in Costa Rica, analyzing the effects of benefit removal on secondary students' educational trajectories and school-to-work transitions. The research employs a qualitative case study approach, drawing on Life Course Theory, school-to-work transition frameworks, and Rawlsian principles of social justice to understand how the lived experiences of students are affected when the benefit is removed. The study finds that while Avancemos effectively alleviated financial burdens and enabled student aspirations, its abrupt removal re-established significant financial barriers (e.g., for school materials, transportation, and food) for these vulnerable families, particularly exacerbating challenges for students in rural areas due to lacking local academic and labor market opportunities. Despite these barriers being put back into place, students largely demonstrated resilience and remained enrolled in school, suggesting that the monthly transfer enables intrinsic motivation by alleviating financial obstacles. These issues point to the need for policymakers to carefully consider the long-term implications on students' life trajectories when benefits are taken away. |
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