Reading and numeracy skills after school leaving in southern Malawi: A longitudinal analysis

Erica Soler-Hampejsek, Barbara S. Mensch, Stephanie R. Psaki, Monica J. Grant, Christine A. Kelly and Paul C. Hewett

International Journal of Educational Development, 2018, vol. 59, issue C, 86-99

Abstract: The extent to which skills acquired during schooling are retained after school-leaving in developing countries remains largely unknown. Using a longitudinal dataset of Malawian adolescents aged 14–17 attending school when first interviewed in 2007, we investigate whether literacy and numeracy skills at school leaving were retained several years after. We find a significant gender difference in skill level after school leaving for English skills, even after controlling for initial skill level and grade attainment, with females scoring lower than males. Although the gender difference in numeracy is not significant, females score lower than males after school leaving.

Keywords: Adolescents; Malawi; Numeracy; Reading skills; Skill retention (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0738059316303078
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:59:y:2018:i:c:p:86-99

DOI: 10.1016/j.ijedudev.2017.08.011

Access Statistics for this article

International Journal of Educational Development is currently edited by Stephen P Heyneman

More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Catherine Liu ().