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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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    1. Lee, Jong-Wha & Barro, Robert J, 2001. "Schooling Quality in a Cross-Section of Countries," Economica, London School of Economics and Political Science, vol. 68(272), pages 465-488, November.
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    7. François Bourguignon & Satya Chakravarty, 2003. "The Measurement of Multidimensional Poverty," The Journal of Economic Inequality, Springer;Society for the Study of Economic Inequality, vol. 1(1), pages 25-49, April.
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    9. Kaushik Basu & Travis Lee, 2009. "A new and easy-to-use measure of literacy, its axiomatic properties and an application," Social Choice and Welfare, Springer;The Society for Social Choice and Welfare, vol. 32(2), pages 181-196, February.
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