Literacy Practices and Schooling: A Case Study from Mozambique

Esposito, L., Kebede, B. ORCID: https://orcid.org/0000-0003-4163-6614 and Maddox, B. (2011) Literacy Practices and Schooling: A Case Study from Mozambique. World Development, 39 (10). pp. 1796-1807.

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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. © 2011 Elsevier Ltd.

Item Type:	Article
Uncontrolled Keywords:	literacy practices,schooling,measurement,adults,africa,mozambique
Faculty \ School:	Faculty of Social Sciences > School of Global Development (formerly School of International Development)
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Literacy and Development Group Faculty of Social Sciences > Research Centres > Centre for Behavioural and Experimental Social Sciences Faculty of Social Sciences > Research Groups > Gender and Development Faculty of Social Sciences > Research Groups > Impact Evaluation University of East Anglia Schools > Faculty of Science > Tyndall Centre for Climate Change Research Faculty of Science > Research Centres > Tyndall Centre for Climate Change Research Faculty of Social Sciences > Research Groups > Behavioural and Experimental Development Economics
Related URLs:	http://www.scopus.com/inward/record.url?...
Depositing User:	Bereket Kebede
Date Deposited:	06 Feb 2012 11:22
Last Modified:	02 Sep 2023 00:16
URI:	https://ueaeprints.uea.ac.uk/id/eprint/36736
DOI:	10.1016/j.worlddev.2011.04.011

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