Levison Deborah, DeGraff Deborah S, Dungumaro Esther W
Humphrey School of Public Affairs, University of Minnesota, 301 19 Avenue S., Minneapolis, MN 55455 USA,
Department of Economics, Bowdoin College, 9700 College Station, Brunswick, ME 04011 USA,
Eur J Dev Res. 2018 Apr;30(2):217-234. doi: 10.1057/s41287-017-0079-2. Epub 2017 Mar 28.
In many developing countries, children devote substantial time to collecting firewood and fetching water. Is there a connection between such time-consuming work and children's schooling? If so, environmental degradation may have serious detrimental implications for children's education. To explore this question, this case study set in rural Tanzania uses evidence collected from children and their mothers about children's environmental chores. Although the sample is small, we find some descriptive quantitative evidence as well as qualitative evidence from focus groups with children supporting such a link, consistent with results from the few econometric analyses set in Africa. We also document substantial demands by schools for students to fetch water. The proposed conceptual framework takes into account confounding factors including school-related violence, which affected more than one-third of children in this study. We make a case for future research based on larger data collection projects designed to explore these issues more fully.
在许多发展中国家，儿童花费大量时间收集柴火和取水。这种耗时的工作与儿童上学之间存在关联吗？如果存在，环境退化可能会对儿童教育产生严重的不利影响。为探讨这个问题，这项以坦桑尼亚农村为背景的案例研究使用了从儿童及其母亲那里收集到的有关儿童环境家务的证据。尽管样本规模较小，但我们发现了一些描述性定量证据以及来自与儿童进行的焦点小组讨论的定性证据，这些证据支持了这种联系，这与在非洲进行的少数计量经济学分析结果一致。我们还记录了学校对学生取水的大量需求。所提出的概念框架考虑了包括校园暴力在内的混杂因素，在本研究中，超过三分之一的儿童受到了校园暴力的影响。我们主张基于更大规模的数据收集项目开展未来研究，以便更全面地探究这些问题。
