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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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Author Info
Wechtler, Annika
Michaelowa, Kathatrina
Fehrler, Sebastian

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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.

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Paper provided by Verein für Socialpolitik, Research Committee Development Economics in its series Proceedings of the German Development Economics Conference, Göttingen 2007 with number 5.

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Date of creation: 2007
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Handle: RePEc:zbw:gdec07:6528

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  1. Eric A. Hanushek, . "The Evidence on Class Size," Wallis Working Papers WP10, University of Rochester - Wallis Institute of Political Economy. [Downloadable!]
  2. Markus Froehlich & Katharina Michaelowa, 2005. "Peer effects and textbooks in primary education: Evidence from francophone sub-Saharan Africa," University of St. Gallen Department of Economics working paper series 2005 2005-11, Department of Economics, University of St. Gallen. [Downloadable!]
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  3. 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.
  4. Eric A. Hanushek, 2003. "The Failure of Input-Based Schooling Policies," Economic Journal, Royal Economic Society, vol. 113(485), pages F64-F98, February. [Downloadable!] (restricted)
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  5. 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. [Downloadable!] (restricted)
  6. Edward Miguel & Michael Kremer, 2001. "Worms: Education and Health Externalities in Kenya," NBER Working Papers 8481, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
  7. Katharina Michaelowa, 2000. "Dépenses d'éducation, qualité de l'éducation et pauvreté : L'exemple de cinq pays d'Afrique francophone," OECD Development Centre Working Papers 157, OECD, Development Centre. [Downloadable!]
  8. Jean Bourdon & Markus Frölich & Katharina Michaelowa, 2006. "Broadening Access to Primary Education: Contract Teacher Programs and Their Impact on Education Outcomes in Africa – An Econometric Evaluation for Niger," Post-Print halshs-00086003_v1, HAL. [Downloadable!]
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