Smarter through social protection? Evaluating the impact of Ethiopia’s safety-net on child cognitive abilities-Reference-Cited by-同舟云学术

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Smarter through social protection? Evaluating the impact of Ethiopia’s safety-net on child cognitive abilities

Published:2018-08-10 Issue:1 Volume:47 Page:79-96
ISSN:1360-0818
Container-title:Oxford Development Studies
language:en
Short-container-title:Oxford Development Studies

Author:

Favara Marta¹^ORCID,Porter Catherine²^ORCID,Woldehanna Tassew³

Affiliation:

1. Oxford Department of International Development, University of Oxford, Oxford, UK

2. Department of Accountancy, Economics and Finance, Heriot-Watt University, Edinburgh, UK

3. Department of Economics, University of Addis Ababa, Addis Ababa, Ethiopia

Publisher

Informa UK Limited

Subject

Development,Geography, Planning and Development

Link

https://www.tandfonline.com/doi/pdf/10.1080/13600818.2018.1499884

Reference45 articles.

1. Long term consequences of early childhood malnutrition

2. Do Value-Added Estimates Add Value? Accounting for Learning Dynamics

3. Conditional, unconditional and everything in between: a systematic review of the effects of cash transfer programmes on schooling outcomes

4. Cash or Condition? Evidence from a Cash Transfer Experiment

Cited by 13 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Rural Roads, Child Labor, and Schooling in Rural Ethiopia;The Journal of Development Studies;2024-08

2. Reprioritising inclusion and equity to meet SDG4: Action is needed beyond the education sector – and must begin before school entry;International Journal of Educational Development;2024-01

3. Social Protection and Foundational Cognitive Skills during Adolescence: Evidence from a Large Public Works Program;The World Bank Economic Review;2023-11-13

4. Social protection and vulnerability to nutrition security: empirical evidence from Ethiopia;Food Security;2022-04-25

5. School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?;British Educational Research Journal;2022-03-22

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