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The cost-effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa

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  • Wechtler, Annika
  • Michaelowa, Katharina
  • Fehrler, Sebastian

Abstract

With SACMEQ and PASEC there are now two large data bases available on student achievement, socio-economic background and school and teacher characteristics in both anglophone and francophone Sub-Saharan Africa. A joint analysis of PASEC and SACMEQ in a common education production function framework allows us to estimate the impact of educational inputs on student achievement in 22 sub-Saharan African countries, and to compare our results with those of earlier empirical studies for education systems in Africa and other world regions. Our empirical results based on a traditional retrospective analysis of student achievement in PASEC and SACMEQ countries are broadly in line with earlier analyses. In addition, we find some evidence for the effectiveness of incentive based policy options. Some differences between francophone and anglophone education systems can be observed with respect to the impact of the teachers' own education and training if differences in the sampling methodology are duly taken into account. These differences may themselves be related to education quality. Other inputs show similar effects in both linguistic areas.

Suggested Citation

  • Wechtler, Annika & Michaelowa, Katharina & Fehrler, Sebastian, 2007. "The cost-effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa," Proceedings of the German Development Economics Conference, Göttingen 2007 5, Verein für Socialpolitik, Research Committee Development Economics.
    • Handle: RePEc:zbw:gdec07:6528
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    1. Lassibille, Gerard & Tan, Jee-Peng, 2003. "Student Learning in Public and Private Primary Schools in Madagascar," Economic Development and Cultural Change, University of Chicago Press, vol. 51(3), pages 699-717, April.
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    6. Michaelowa, Katharina. & Wittmann, Eveline., 2007. "The cost, satisfaction, and achievement of primary education- evidence from francophone sub-saharan Africa," Journal of Developing Areas, Tennessee State University, College of Business, vol. 41(1), pages 51-78, September.
    7. Michaelowa, Katharina, 2001. "Primary Education Quality in Francophone Sub-Saharan Africa: Determinants of Learning Achievement and Efficiency Considerations," World Development, Elsevier, vol. 29(10), pages 1699-1716, October.
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    Cited by:

    1. Bourdon, Jean & Michaelowa, Katharina & Frölich, Markus, 2007. "Teacher shortages, teacher contracts and their impact on education in Africa," HWWI Research Papers 2-10, Hamburg Institute of International Economics (HWWI).
    2. Nadir Altinok & Manos Antoninis & Phu Nguyen-Van, 2017. "Smarter Teachers, Smarter Pupils? Some New Evidence from Sub-Saharan Africa," Working Papers of BETA 2017-35, Bureau d'Economie Théorique et Appliquée, UDS, Strasbourg.
    3. repec:unu:wpaper:wp2012-75 is not listed on IDEAS
    4. Frölich, Markus & Michaelowa, Katharina, 2011. "Peer effects and textbooks in African primary education," Labour Economics, Elsevier, vol. 18(4), pages 474-486, August.

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