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The Effect of Colonial and Pre-Colonial Institutions on Contemporary Education in Africa

Author

Listed:
  • Leone Walters

    (Department of Economics, University of Pretoria, Pretoria, 0002, South Africa)

  • Carolyn Chisadza

    (Department of Economics, University of Pretoria, Pretoria, 0002, South Africa)

  • Matthew W. Clance

    (Department of Economics, University of Pretoria, Pretoria, 0002, South Africa)

Abstract

This paper argues that contrary to previous findings, present-day education outcomes in Africa cannot be independently attributed to colonial or pre-colonial ethnic institutions. We propose that it is instead the complementarity or contention between colonial and precolonial institutions that result in education outcomes we observe today. Using geolocated DHS literacy outcomes for Cameroon, Cote d'Ivoire, Ghana, and Nigeria, our findings suggest that the positive effect of British rule on contemporary literacy is diminished in centralised ethnic regions. This paper contributes to debates on colonial and pre-colonial ethnic influences on African development, moving beyond country-level analysis.

Suggested Citation

  • Leone Walters & Carolyn Chisadza & Matthew W. Clance, 2020. "The Effect of Colonial and Pre-Colonial Institutions on Contemporary Education in Africa," Working Papers 2020102, University of Pretoria, Department of Economics.
    • Handle: RePEc:pre:wpaper:2020102
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    References listed on IDEAS

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    More about this item

    Keywords

    Africa; Ethnic Institutions; Education;
    All these keywords.

    JEL classification:

    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • N17 - Economic History - - Macroeconomics and Monetary Economics; Industrial Structure; Growth; Fluctuations - - - Africa; Oceania
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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