The effects of free primary education in the Democratic Republic of Congo: A difference‐in‐differences approach
Following the Millennium Development Goals and the Dakar Framework for Action, many African countries instituted free primary education policies in 2000 to achieve universal primary education by 2015. However, the impact of free education policies remains understudied, particularly for late‐adopters...
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| Published in | Review of development economics Vol. 26; no. 4; pp. 2109 - 2120 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford
Blackwell Publishing Ltd
01.11.2022
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| Subjects | |
| Online Access | Get full text |
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| Abstract | Following the Millennium Development Goals and the Dakar Framework for Action, many African countries instituted free primary education policies in 2000 to achieve universal primary education by 2015. However, the impact of free education policies remains understudied, particularly for late‐adopters. This paper estimates the short‐term effects of free primary education on enrollment in the Democratic Republic of Congo, where the policy was implemented as a trial in only two provinces in 2010. We exploit the spatial variations in adopting the policies using difference‐in‐differences with propensity score matching and show that free primary education policies significantly increase enrollment. We find large heterogeneity in the effects depending on the school management types. Catholic conventional school accounts for most of the enrollment due to the perceived quality, level of teacher knowledge, school infrastructure, and better service delivery. |
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| AbstractList | Following the Millennium Development Goals and the Dakar Framework for Action, many African countries instituted free primary education policies in 2000 to achieve universal primary education by 2015. However, the impact of free education policies remains understudied, particularly for late‐adopters. This paper estimates the short‐term effects of free primary education on enrollment in the Democratic Republic of Congo, where the policy was implemented as a trial in only two provinces in 2010. We exploit the spatial variations in adopting the policies using difference‐in‐differences with propensity score matching and show that free primary education policies significantly increase enrollment. We find large heterogeneity in the effects depending on the school management types. Catholic conventional school accounts for most of the enrollment due to the perceived quality, level of teacher knowledge, school infrastructure, and better service delivery. |
| Author | Otchia, Christian S. Kodila‐Tedika, Oasis |
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| Copyright | 2022 John Wiley & Sons Ltd. |
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| DOI | 10.1111/rode.12922 |
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| References_xml | – year: 2011 – volume: 9 start-page: 453 year: 1998 end-page: 468 article-title: Gender differences in parental Investment in Education publication-title: Structural Change and Economic Dynamics – volume: 33 start-page: 185 issue: 1 year: 2019 end-page: 208 article-title: Financial constraints and Girls' secondary education: Evidence from school fee elimination in The Gambia publication-title: The World Bank Economic Review – volume: 21 start-page: 691 issue: 5 year: 2012b end-page: 722 article-title: Does free primary education narrow gender differences in schooling? Evidence from Kenya publication-title: Journal of African Economies – volume: 2 start-page: 23 year: 2010 end-page: 41 article-title: La survie de l’école primaire congolaise (RDC): héritage colonial, hybridité et résilience publication-title: Autrepart – volume: 74 start-page: 199 year: 2004 end-page: 250 article-title: School subsidies for the poor: Evaluating the Mexican Progresa poverty program publication-title: Journal of Development Economics – volume: 18 start-page: 183 issue: 2 year: 2009 end-page: 211 article-title: Universal primary education and school entry in Uganda publication-title: Journal of African Economies – volume: 19 start-page: 451 issue: 4 year: 2012 end-page: 464 article-title: Hard evidence on soft skills publication-title: Labour Economics – volume: 13 start-page: 265 issue: 3 year: 1993 end-page: 275 article-title: Why education projects in developing countries fail: A case study publication-title: International Journal of Educational Development – volume: 4 start-page: 226 issue: 4 year: 2012a end-page: 253 article-title: Access, sorting, and achievement: The short‐run effects of free primary education in Kenya publication-title: American Economic Journal: Applied Economics – year: 2013 2012 – volume: 22 start-page: 291 year: 2003 end-page: 305 article-title: Does cost of schooling affect enrollment by the poor? Universal Primary Education in Uganda publication-title: Economics of Education Review – volume: 24 start-page: 441 issue: 3 year: 2006 end-page: 482 article-title: The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior publication-title: Journal of Labor Economics – year: 2014 – year: 2015 – volume: 28 start-page: 161 year: 2008 end-page: 175 article-title: Impacts of the universal primary education policy on educational attainment and private costs in rural Uganda publication-title: International Journal of Educational Development – year: 2012 |
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| Title | The effects of free primary education in the Democratic Republic of Congo: A difference‐in‐differences approach |
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