 French and British Colonial Legacies in Education: Evidence from the Partition of CameroonPost-Print from HAL Abstract: Cameroon was partitioned between France and the United Kingdom after WWI and then reunited after independence. I use this natural experiment to investigate colonial legacies in education, using a border discontinuity analysis of historical census microdata from 1976. I find that men born in the decades following partition had, all else equal, one more year of schooling if they were born in the British part. This positive British effect disappeared after 1950, as the French increased education expenditure, and because of favoritism in school supply towards the Francophone side after reunification. Using 2005 census microdata, I find that the British advantage resurfaced more recently: Cameroonians born after 1970 are more likely to finish high school, attend a university, and have a high-skilled occupation if they were born in the former British part. I explain this result by the legacy of high grade repetition rates in the French-speaking education system and their detrimental effect on dropout. Date: 2019-09 Published in Journal of Economic History, 2019, 79 (3), pp.628-668. ⟨10.1017/S0022050719000299⟩ There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-03631388 DOI: 10.1017/S0022050719000299 Access Statistics for this paper More papers in Post-Print from HAL |
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