撒哈拉以南非洲的早期人力资本投资

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jere R. Behrman , Claudia Vazquez
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引用次数: 0

摘要

本文侧重于支持撒哈拉以南非洲五岁以下儿童人力资本发展的三个一般方面:养育照料、营养和学前教育计划。我们在早期人力资本的这三个维度上模拟了投资不足而不作为的成本。对于学前教育项目,我们还模拟了2019冠状病毒病大流行期间项目关闭造成的长期经济损失。我们的研究结果表明:(i)在一些发育迟缓高发的国家,不为所有0-2岁发育迟缓儿童实施营养计划的不作为成本接近GDP的3% %;(ii)未实现学前教育普遍覆盖的不作为成本平均占该地区GDP的1.6% %;(iii)在该地区,不扩大3-5岁被认为发育不正常的儿童的家访计划所造成的不作为成本占GDP的比例平均为2.6% %;(四)因COVID-19而降低学前教育参与率的成本占国内生产总值的比例从0.1% %到6. %不等,具体取决于大流行前的学前教育参与率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early life human-capital investments in Sub-Saharan Africa
This article focuses on three general dimensions of support for human-capital development of Sub-Saharan African children under five years old: nurturing care, nutrition, and preprimary programs. We simulate the Costs of Inaction of under-investments in these three dimensions of early life human capital. For preprimary programs we also simulate the long-run economic losses due to program closures during the Covid-19 pandemic. Our results suggest that: (i) the Costs of Inaction of not implementing nutritional programs for all stunted children 0–2 years of age is close to 3 % of GDP in some countries with high prevalences of stunting; (ii) the Costs of Inaction of not reaching universal coverage in preprimary is 1.6 % of GDP on average for the region; (iii) the Costs of Inaction as a share of GDP of not expanding home-visits programs to children 3–5 years considered developmentally not on track is 2.6 % of GDP, on average for the region; and (iv) the costs of reducing preprimary school participation due to COVID-19 ranges from 0.1 % of GDP to 6.0 % of GDP depending on pre-pandemic preprimary participation rates.
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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