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Does Colonialism Exert a Long Term Economic Impact on Adult Literacy?

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  • Arusha Cooray (University of Wollongong)

Abstract

Examining the reason for differences in adult literacy rates across countries, this study finds that colonialism exerts a long term negative economic impact on literacy rates of the colonised. Investigating in particular, the effects of the French and British colonisation policies, the results of this study indicate that the colonial legacy remained long after independence, slowing down improvements in literacy rates in the former colonies. In conclusion it is noted that the implementation of policies that will ensure equal access to education for all is important.

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Paper provided by Queen Elizabeth House, University of Oxford in its series QEH Working Papers with number qehwps176.

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Handle: RePEc:qeh:qehwps:qehwps176

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  1. Barro, Robert J., 1999. "Determinants of Democracy," Scholarly Articles 3451297, Harvard University Department of Economics.
  2. Brian Maddox, 2008. "What Good is Literacy? Insights and Implications of the Capabilities Approach," Journal of Human Development and Capabilities, Taylor & Francis Journals, Taylor & Francis Journals, vol. 9(2), pages 185-206.
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  14. Sundaram, Aparna & Vanneman, Reeve, 2008. "Gender Differentials in Literacy in India: The Intriguing Relationship with Women's Labor Force Participation," World Development, Elsevier, Elsevier, vol. 36(1), pages 128-143, January.
  15. Daniel Ortega & Francisco Rodríguez, 2008. "Freed from Illiteracy? A Closer Look at Venezuela's Misión Robinson Literacy Campaign," Economic Development and Cultural Change, University of Chicago Press, vol. 57(1), pages 1-30, October.
  16. Chaudhary, Latika, 2007. "Essays on Education and Social Divisions in Colonial India," The Journal of Economic History, Cambridge University Press, Cambridge University Press, vol. 67(02), pages 500-503, June.
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Cited by:
  1. Arusha Cooray, 2009. "Does Democracy Explain Gender Differentials in Education?," CAMA Working Papers 2009-20, Centre for Applied Macroeconomic Analysis, Crawford School of Public Policy, The Australian National University.
  2. Arusha Cooray, 2012. "Suffrage, Democracy and Gender Equality in Education," Oxford Development Studies, Taylor & Francis Journals, Taylor & Francis Journals, vol. 40(1), pages 21-47, June.

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