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Education and subjective well-being. Observations from Madagascar

Author

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  • Klein Małgorzata

    (Faculty of Geography and Regional Studies, University of Warsaw, Warsaw, Poland)

Abstract

This paper examines the association between education and subjective well-being (SWB). To this end, the data collected during the My Baobab Foundation's (FMB) operations in Madagascar in 2007–2020 are analyzed a posteriori. The paper offers some insight into what is required for a low-income country to follow the pathway to education, and examines how educational efforts can translate into an improvement in SWB.

Suggested Citation

  • Klein Małgorzata, 2021. "Education and subjective well-being. Observations from Madagascar," Miscellanea Geographica. Regional Studies on Development, Sciendo, vol. 25(3), pages 188-193, July.
    • Handle: RePEc:vrs:mgrsod:v:25:y:2021:i:3:p:188-193:n:6
    DOI: 10.2478/mgrsd-2020-0056
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    References listed on IDEAS

    as
    1. Björn Nilsson, 2019. "The School-to-Work Transition in Developing Countries," Journal of Development Studies, Taylor & Francis Journals, vol. 55(5), pages 745-764, May.
    2. World Bank, 2019. "The World Bank Annual Report 2019 [Rapport annuel 2019 de la Banque mondiale]," World Bank Publications - Books, The World Bank Group, number 32333, December.
    3. Sarah White & Jethro Pettit, 2004. "Participatory Approaches and the Measurement of Human Well-being," WIDER Working Paper Series RP2004-57, World Institute for Development Economic Research (UNU-WIDER).
    4. Kristoffersen, Ingebjørg, 2018. "Great expectations: Education and subjective wellbeing," Journal of Economic Psychology, Elsevier, vol. 66(C), pages 64-78.
    5. World Bank, 2018. "The World Bank Annual Report 2018 [Informe Anual 2018 del Banco Mundial]," World Bank Publications - Books, The World Bank Group, number 30326, December.
    Full references (including those not matched with items on IDEAS)

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