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It estimates relationships between enrolment and macroaggregates, including GDP per capita and the student/teacher ratio, and runs counterfactual exercises. Using micro-data from Mauritania, Uganda, and Ghana, it assesses returns to education in employment quality and wage levels. It further aggregates at household level to explain children’s schooling probabilities (ages 5–25) via parental education, school availability, and external shocks like drought, famine, and war.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-5-review-does-education-represent-a-social-protection-for-lifetime-in-sub-saharan-africa/590752/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-5-review-does-education-represent-a-social-protection-for-lifetime-in-sub-saharan-africa/590752.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study connect educational outcomes to national conditions?","Question",{"text":112,"@type":113},"It links school attendance and attainment to literacy rates, resource levels, and country institutional features across African countries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which external shocks are considered in explaining children’s schooling probabilities?",{"text":117,"@type":113},"The analysis considers shocks such as drought, famine, and war, alongside household-level mechanisms like reduced expenditure and resorting to child labour.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the authors measuring the returns to education?",{"text":121,"@type":113},"They estimate returns through better employment quality for those in the labour market and higher monetary returns for those earning a wage, using micro-data from selected countries.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590752,1792211360,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 5(4), pp. 254-280, December 2017 ISSN: 2354-2160  \nReview  \nDoes education represent a social protection for lifetime in Sub-Saharan Africa?  \nDaniele Checchi1* and Angelica Salvi2  \n12University of Milan and IZA, Italy.  \nOECD and Centro Luca D’Agliano, Italy.  \nAccepted 12 December, 2017  \n\n| ABSTRACT\u003Cbr>This study provides evidence on the distribution of school attendance and educational attainment across African countries, focusing on the correlation with literacy rates in the population, level of resources and country institutional features. The study also estimate sample correlations between enrolment and macroaggregates, related to resources (GDP per capita, student/teacher ratio), computing some counterfactuals. The authors then move to micro-data, selecting three African countries as representative examples of low (Mauritania), middle (Uganda) and high (Ghana) educational attainment. Using social surveys conducted in these countries, the authors estimate the returns to education in terms of better quality of employment (for those who are in the labour market) and of higher monetary returns (for the sub-sample of those earning a monetary wage) . In addition, the authors collapse the data at household level, in order to study the determinants of individual educational attainment of children aged between 5 and 25, showing the correlation between parental education, availability of schools at community level, external shocks (like drought, famine, war) and the individual probability of being in school.\u003Cbr>Keywords: Schooling, liquidity constraints, social policy. |\n| --- |\n| *Corresponding author. E-mail: [daniele.checchi@gmail.com](daniele.checchi@gmail.com). |\n\nINTRODUCTION  \nSocial protection aims to protect citizens against uninsurable shocks. This is usually achieved through the introduction of contributory funds (such as pensions and unemployment benefits) and through the provision of non-contributory safety-nets, financed through general taxation. The former includes an insurance component, while the latter responds to assistance needs. In the evolution of Bismarkian welfare system, social protection has moved from insurance to assistance, as well as from selective to universal.  \nSafety-nets represent a significant portion of povertyreduction strategies, but they may also have an efficiency-enhancing effect. In fact, they do not promote growth per se, but they may have important impacts on the investment choices of families, including the education of their children (Grosh et al. , 2008) . By  \nlengthening the time horizon of financially constrained families and/or by helping them to cope with risky periods of adverse fortunes, safety-nets may have beneficial effects on the education of children.  \nThe channel through which school attendance is at risk in the face of negative shocks (famine, war, flood, accident or death of household breadwinner, etc) is twofold: families hit by negative shocks tend to reduce all expenditure (including school expenditure, which accounts for a large portion of household incomes1) and try to resort to child labour as an additional source of income. In both cases, the likely outcome is a reduction  \n1 Between 5 and 20% of total household income, according to Grosh et al.(2008: 15) .  \nin children school attendance, especially among girls.  \nThis amplifies the long-term impact of adverse shocks, for two reasons. On the one hand, given the high intergenerational persistence in educational attainment, it creates a negative spill-over on future generations. On the other hand, the gender-biased impact of reduction in school attendance has a long-term impact, because greater education for girls has been proven to have a positive impact on the health of infants and children, on immunisation rates and on family nutrition (Bruns et al. , 2003) .  \nIn order to isolate school participation from negative shocks, international agencies put more and more e","cbCaieUvdjphphqY","https://ap.wps.com/l/cbCaieUvdjphphqY","pdf",953777,27,"English","# Review\n## Research focus and evidence base\n## School attendance risks under shocks\n## Conditional cash transfers and education outcomes\n## Data strategy and country comparison (Mauritania, Uganda, Ghana)\n## Household-level determinants of schooling","[{\"question\":\"How does the study connect educational outcomes to national conditions?\",\"answer\":\"It links school attendance and attainment to literacy rates, resource levels, and country institutional features across African countries.\"},{\"question\":\"Which external shocks are considered in explaining children’s schooling probabilities?\",\"answer\":\"The analysis considers shocks such as drought, famine, and war, alongside household-level mechanisms like reduced expenditure and resorting to child labour.\"},{\"question\":\"How are the authors measuring the returns to education?\",\"answer\":\"They estimate returns through better employment quality for those in the labour market and higher monetary returns for those earning a wage, using micro-data from selected countries.\"}]","African Educational Research Journal - Vol. 5 - Review - Does education represent a social protection for lifetime in Sub-Saharan Africa? | PDF",1792070344,68]