The Effect of Colonial and Pre-Colonial Institutions on Contemporary Education in Africa

Leoné Walters, Carolyn Chisadza and Matthew Clance

No 76, ERSA Working Paper Series from Economic Research Southern Africa

Abstract: This paper argues that contrary to previous findings, present-day education outcomes in Africa cannot be independently attributed to colonial or pre-colonial ethnic institutions. We propose that it is instead the complementarity or contention between colonial and pre-colonial institutions that result in education outcomes we observe today. Using geolocated DHS literacy outcomes for Cameroon, Cˆote d’Ivoire, Ghana, and Nigeria, our findings suggest that the positive effect of British rule on contemporary literacy is diminished in centralised ethnic regions. This paper contributes to debates on colonial and pre-colonial ethnic influences on African development, moving beyond country-level analysis.

Keywords: Ethnic institutions; Education; Africa (search for similar items in EconPapers)
JEL-codes: N37 O15 O43 (search for similar items in EconPapers)
Date: 2021-01
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Published in ERSA Working Paper Series, January 2021

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https://ersawps.org/index.php/working-paper-series/article/view/76/51 First version, 2021 (application/pdf)

Related works:
Working Paper: The Effect of Colonial and Pre-Colonial Institutions on Contemporary Education in Africa (2020)
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Persistent link: https://EconPapers.repec.org/RePEc:rza:ersawp:76

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