Prospera: Mexico’s Successful Conditional Cash Transfer Program – The Borgen Project

Prospera: Mexico’s Successful Conditional Cash Transfer Program

Prospera, which was formerly known as Oportunidades and Progresa, was the world’s first national conditional cash transfer program, originally launched in Mexico in 1997. The program, which ran between 1997 and 2019 and involved multiple rebrands, focused on incentivizing and improving access to education, nutrition, and health for poor families.

Conditional cash transfer programs are government welfare programs that provide residents in poor communities with funds as long as they meet the conditions of the program. Common requirements for programs like Prospera typically include mandating school enrollment for children and ensuring regular health check-ups.

Poverty and Education

Prospera targeted poverty reduction by emphasizing school enrollment. In Mexico, where families often depend on extra income, children are pushed to work, undermining their education. This issue is more acute in the South, where children frequently leave school to work in agriculture, exacerbating educational neglect and perpetuating the cycle of poverty.

Under Prospera, families would receive grants every month for each child attending school. As children progressed in school, the grant amount would increase. For girls, the grant amount would range from 105 pesos or $9.50 in third grade to 660 pesos or $60 by high school. The stipend for girls was higher than the stipend for boys because on average, girls were more likely to leave school at a younger age.

Additionally, children participating in Prospera from their earliest days show a higher likelihood of pursuing higher education. A study found children enrolled within their first 1,000 days were 67% more likely to attend college compared to those enrolled after 6th grade. Prospera’s emphasis on continuous school attendance played a crucial role in its success. Education plays a pivotal role in poverty reduction according to Childfund, who claim education is the “catalyst needed to pull families and communities out of the cycle of poverty.”

Health and Nutrition

Prospera provided families with health-related monetary transfers to ensure regular health checks for both parents and children. These funds, aimed at improving food consumption and nutritional health, came with no spending restrictions. The program tailored its conditions to meet specific demographic needs, such as organizing health and nutrition sessions for mothers and high school students. Notably, Prospera contributed to a 17% decrease in infant mortality rates in Mexico, highlighting its critical role in addressing health-related poverty and malnutrition issues.

Effects of Prospera

Mexico’s conditional cash transfer program, though scaled back in 2019 to focus on education, continues to significantly influence global poverty reduction strategies. Its model has inspired dozens of countries worldwide to implement similar programs, benefiting impoverished communities. While debates exist over Prospera’s long-term poverty impact, its achievements in reaching millions in Mexico’s needy urban and rural areas, enhancing educational outcomes, and reducing child health issues stand out.

– Marley Wilson
Photo: Unsplash

SDGs, Targets, and Indicators

1. SDG 1: No Poverty

   • Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
   • Indicator 1.2.1: Proportion of population living below the national poverty line, by sex and age.

2. SDG 2: Zero Hunger

   • Target 2.1: By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious, and sufficient food all year round.
   • Indicator 2.1.2: Prevalence of moderate or severe food insecurity in the population, based on the Food Insecurity Experience Scale (FIES).
   • Indicator 2.2.2: Prevalence of stunting (height for age <-2 standard deviation from the median of the World Health Organization (WHO) Child Growth Standards) among children under 5 years of age.

3. SDG 3: Good Health and Well-being

   • Target 3.2: By 2030, end preventable deaths of newborns and children under 5 years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 per 1,000 live births and under-5 mortality to at least as low as 25 per 1,000 live births.
   • Indicator 3.2.1: Under-5 mortality rate.
   • Indicator 3.2.2: Neonatal mortality rate.

4. SDG 4: Quality Education

   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The SDGs addressed or connected to the issues highlighted in the article are SDG 1: No Poverty, SDG 2: Zero Hunger, SDG 3: Good Health and Well-being, and SDG 4: Quality Education.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, the specific targets that can be identified are:
– Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
– Target 2.1: By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious, and sufficient food all year round.
– Target 3.2: By 2030, end preventable deaths of newborns and children under 5 years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 per 1,000 live births and under-5 mortality to at least as low as 25 per 1,000 live births.
– Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets:
– Indicator 1.2.1: Proportion of population living below the national poverty line, by sex and age.
– Indicator 2.1.2: Prevalence of moderate or severe food insecurity in the population, based on the Food Insecurity Experience Scale (FIES).
– Indicator 2.2.2: Prevalence of stunting (height for age <-2 standard deviation from the median of the World Health Organization (WHO) Child Growth Standards) among children under 5 years of age. - Indicator 3.2.1: Under-5 mortality rate. - Indicator 3.2.2: Neonatal mortality rate. - Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

SDGs, Targets, and Indicators