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1. Language and student learning: Evidence from an ethnographic study in Mozambique

Author:
Feliciano Chimbutane and Ritva Reinikka
Publication Date:
05-2023
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
This ethnographic study explores the implementation of bilingual education in Mozambique: how it is understood, adapted, and resisted by school directors, teachers, and local officials. Bilingual education uses local languages in early grades before a gradual shift into Portuguese, which most Mozambican children do not speak when entering school. Our study confirms that students participate actively and understand content better in bilingual classes. Regardless of education policy, school directors decide whether or not to form bilingual classes. They report pressure from parents for Portuguese-only instruction because of misunderstanding about the nature of bilingual education, poor resourcing, and fears about students failing tests. Some teachers demonstrate an impressive ability to provide bilingual education despite a lack of training and materials. Others resist and do little to hide their negative attitude. District officers are not able to supply schools with basic materials for local-language teaching. We conclude that bilingual education has lost momentum in Mozambique.
Topic:
Education, Ethnography, Language, and Policy Implementation
Political Geography:
Africa and Mozambique

2. Absolute or relative: perceptions of inequality among young adults in Mozambique

Author:
Giulia Barletta, Ines A. Ferreira, and Vincenzo Salvucci
Publication Date:
02-2023
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Different concepts of inequality lead to different positions in discussions about whether economic growth leads to increasing inequality. This study investigates how over 1,100 young adults in Mozambique perceive inequality and whether their perceptions are based on relative or absolute terms. It follows the line of work which examines attitudes (perceptions and preferences) towards different distributional axioms, and focuses on scale and translation invariance. Most of our respondents believe that inequality in their neighbourhood is too high and that circumstances beyond their control explain why some people are poor. We conclude that, while some respondents think in absolute terms, many do not agree with either the scale-invariance or the translation-invariance axioms, and there is great variation depending on the scenario presented to the respondents. We find some correlation between their way of thinking and gender, but no clear link with level of education and type of employment.
Topic:
Education, Inequality, Economic Growth, Youth, and Gender
Political Geography:
Africa and Mozambique

3. Only game in town? Inequality and demand for democracy in Africa – a micro perspective

Author:
Thomas Isbell
Publication Date:
08-2022
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
In this paper, the author explores whether perceived inequality is associated with demand for democracy among Africans. Past research has diverged on whether macro-level inequality should increase or decrease support for democracy, with some arguing that people might see democracy as a solution to inequality, and others that people might see it as a cause. I advance this literature by using a perceptual measure of inequality from Afrobarometer: how people feel their living situation compares to others’ in their country. I find that perceived equality is significantly associated with greater demand for democracy, while perceptions of relative deprivation and relative advantage are both associated with lower democratic demand. These effects are largely significant above and beyond the effect of absolute poverty and known predictors of support for democracy, such as free and fair elections and level of education.
Topic:
Education, Elections, Democracy, Inequality, and Social Order
Political Geography:
Africa

4. Profile and determinants of lived poverty in Benin

Author:
Romaric Samson and Richard Houessou
Publication Date:
10-2022
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
The 2030 Agenda for Sustainable Development, launched in 2015, outlines global aspirations and priorities through the end of this decade. Prominently, the first two Sustainable Development Goals (SDGs) call for ending poverty “in all its forms everywhere” and for “zero hunger” (United Nations, 2021a). The proportion of the world’s population living in extreme poverty decreased from 36% in 1990 to 16% in 2010 and to 10% in 2015, but the COVID-19 pandemic is likely to have reversed this trend (Sumner, Hoy, & Ortiz-Juarez, 2020). Benin has had one of the fastest-growing economies in sub-Saharan Africa in recent years (Adegoke, 2019), with per-capita gross domestic product (GDP) growth averaging 3.6% between 2017 and 2019 (World Bank, 2020). But the most recent household survey led by the Institut National de la Statistique et de l’Analyse Economique (2018) estimated that 38.5% of citizens still live in poverty. Are GDP gains translating into better lives for ordinary Beninese? According to Afrobarometer survey findings, “lived poverty” – the experience of going without basic life necessities – has worsened significantly over the past decade in Benin. More than three out of four Beninese face moderate or high levels of lived poverty. Many of these citizens continue to have limited access to the electricity grid, water and sanitation services, and other essential development infrastructure. Most importantly, our analysis shows they often lack the education and employment needed to break the poverty cycle.
Topic:
Education, Poverty, Infrastructure, Inequality, and Job Creation
Political Geography:
Africa and Benin

5. Education, Training and Capacity Building in the Forum on China-Africa Cooperation (FOCAC) 2021: Multilateral and Bilateral Ambitions Twenty Years On

Author:
Kenneth King
Publication Date:
04-2022
Content Type:
Special Report
Institution:
LSE IDEAS
Abstract:
The latest Forum for China-Africa Cooperation (FOCAC) took place in Dakar, Senegal in November 2021. Among the huge range of pledges and agreements, one of the most extensive was capacity building through scholarships, targeted training and people-to-people exchanges. In this Occasional Paper, Kenneth King analyses China’s pledges not just in the sphere of formal education, but across the many different sectors of China’s collaboration with Africa for the next three years. While the impact of COVID-19 can be seen in the reduction of some face-to-face opportunities in China, the extent of what is agreed to be implemented in Africa remains significant. Though these ambitious promises are agreed multilaterally with the whole of Africa, they are delivered bilaterally across the continent in more than fifty different country settings, reflecting how the Africa-China relationship remains strong after two decades of growing engagement.
Topic:
Foreign Policy, Education, International Cooperation, Bilateral Relations, Multilateralism, Training, and Capacity Building
Political Geography:
Africa and China

6. Labour market effects of digital matching platforms: Experimental evidence from sub-Saharan Africa

Author:
Sam Jones and Kunal Sen
Publication Date:
06-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Can digital labour market platforms reduce search frictions in either formal or informal labour markets? We study this question using a randomized experiment embedded in a tracer study of the work transitions of graduates from technical and vocational colleges in Mozambique. We implement an encouragement design, inviting graduates by SMS to join one of two local digital platforms: Biscate, a site to find freelancers for informal manual tasks; and Emprego, a conventional formal jobs website. In contrast to positive estimates of the contribution of both platforms to job outcomes from naïve (per-treatment) estimates, both intent-to-treat and complier average treatment effects are consistently zero in the full sample, while the impact on life satisfaction is negative. However, use of the informal jobs platform leads to better work outcomes for women, especially those with manual qualifications, for whom earnings rise by over 50 per cent.
Topic:
Education, Labor Issues, Digital Economy, and Unemployment
Political Geography:
Africa and Mozambique

7. Impact of teacher content knowledge on student achievement in a low-income country

Author:
Anna Holvio
Publication Date:
03-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. I find that, on average, teacher content knowledge does not have an impact on student achievement. However, the impact varies significantly by student’s first language, urban or rural location of the school, and the match of students and teachers in their knowledge.
Topic:
Education, Literacy, and Teachers
Political Geography:
Africa and Mozambique

8. MIT X TAU Series: Africa’s Innovation in Education

Publication Date:
03-2022
Content Type:
Video
Institution:
MIT Center for International Studies
Abstract:
The first webinar in a seven-part series focused on various aspects of sustainable development in Africa.
Topic:
Development, Education, Governance, Innovation, and Sustainability
Political Geography:
Africa

9. Getting Real about Unknowns in Complex Policy Work

Author:
Matt Andrews
Publication Date:
02-2022
Content Type:
Working Paper
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
As with all public policy work, education policies are demanding. Policy workers need to ‘know’ a lot—about the problems they are addressing, the people who need to be engaged, the promises they can make in response, the context they are working in, and the processes they will follow to implement. Most policy workers answer questions about such issues within the structures of plan and control processes used to devise budgets and projects. These structures limit their knowledge gathering, organization and sense-making activities to up-front planning activities, and even though sophisticated tools like Theories of Change suggest planners ‘know’ all that is needed for policy success, they often do not. Policies are often fraught with ‘unknowns’ that cannot be captured in passive planning processes and thus repeatedly undermine even the best laid plans. Through a novel strategy that asks how much one knows about the answers to 25 essential policy questions, and an application to recent education policy interventions in Mozambique, this paper shows that it is possible to get real about unknowns in policy work. Just recognizing these unknowns exist—and understanding why they do and what kind of challenge they pose to policy workers—can help promote a more modest and realistic approach to doing complex policy work.
Topic:
Education, Government, and Public Policy
Political Geography:
Africa and Mozambique

10. Policy Papers by Women of Color: Young Ambassadors Journal of Global Affairs

Author:
Shanel Wilson, Kyla Denwood, Mari Faines, Alonna Williams, and Mia Veal
Publication Date:
04-2022
Content Type:
Policy Brief
Institution:
Women of Color Advancing Peace, Security and Conflict Transformation (WCAPS)
Abstract:
The WCAPS Young Ambassadors Board presents to you the premiere version of the Young Ambassadors Journal of Global Affairs. The culmination of these five policy recommendations written by women of color covers a variety of issue areas that are relevant and researched and most importantly the passion areas for our members. These women are emerging experts and professionals in their fields of international development, national security, peace, and technology. Their contributions are representative of the areas of the world they want to improve and fortify the skills to do just that.
Topic:
Education, Foreign Exchange, Law Enforcement, Food Security, Internet, Police, Militarization, and Suburbanization
Political Geography:
Africa, Latin America, Nicaragua, North America, and United States of America