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Literacy Practices and Schooling: A Case Study from Mozambique

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  • Esposito, Lucio
  • Kebede, Bereket
  • Maddox, Bryan

Abstract

A novel approach to the assessment of literacy is used to tackle the issue of effectiveness of years of schooling. The dichotomy inherent in the literacy rate is rejected in favor of a “practice-based” approach, which considers literacy as a multifaceted phenomenon as advocated in anthropological and economic research. Primary data collected in the poorest region in Mozambique suggest that years of schooling have a differentiated impact on acquired literacy practices of adults. Results that are robust to different specifications are reported.

Suggested Citation

  • Esposito, Lucio & Kebede, Bereket & Maddox, Bryan, 2011. "Literacy Practices and Schooling: A Case Study from Mozambique," World Development, Elsevier, vol. 39(10), pages 1796-1807.
    • Handle: RePEc:eee:wdevel:v:39:y:2011:i:10:p:1796-1807
    DOI: 10.1016/j.worlddev.2011.04.011
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    References listed on IDEAS

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    7. Lucio Esposito & Enrica Chiappero-Martinetti, 2010. "Multidimensional Poverty: Restricted and Unrestricted Hierarchy Among Poverty Dimensions," Journal of Applied Economics, Taylor & Francis Journals, vol. 13(2), pages 181-204, November.
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