Literacy Practices and Schooling: A Case Study from Mozambique

Lucio Esposito (), Bereket Kebede and Bryan Maddox

World Development, 2011, vol. 39, issue 10, 1796-1807

Abstract: A novel approach to the assessment of literacy is used to tackle the issue of effectiveness of years of schooling. The dichotomy inherent in the literacy rate is rejected in favor of a “practice-based” approach, which considers literacy as a multifaceted phenomenon as advocated in anthropological and economic research. Primary data collected in the poorest region in Mozambique suggest that years of schooling have a differentiated impact on acquired literacy practices of adults. Results that are robust to different specifications are reported.

Keywords: literacy practices; schooling; measurement; adults; Africa; Mozambique (search for similar items in EconPapers)
Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:eee:wdevel:v:39:y:2011:i:10:p:1796-1807

DOI: 10.1016/j.worlddev.2011.04.011

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