The effects of free primary education in the Democratic Republic of Congo: A difference-in-differences approach
The effects of free primary education in the Democratic Republic of Congo: A difference-in-differences approach
复制标题
刚果民主共和国免费初等教育的影响：双重差异法
DOI：
10.1111/rode.12922
复制
发表时间：
2022
影响因子：
1.6
通讯作者：
Oasis Kodila-Tedika
中科院分区：
文献类型：
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作者：
Christian S. Otchia;Oasis Kodila-Tedika
在千年发展目标和《达喀尔行动框架》之后，许多非洲国家于2000年制定了免费初等教育政策，以便到2015年实现普及初等教育。然而，免费教育政策的影响仍然没有得到充分研究，特别是对于后期采用者。本文估计了免费初等教育对刚果民主共和国入学率的短期影响，2010年该政策仅在两个省试行。我们利用差异中的差异与倾向分数匹配来利用政策的空间差异，并表明免费小学教育政策显着增加入学率。我们发现大的异质性的影响取决于学校的管理类型。天主教传统学校占入学人数的大部分，由于感知质量，教师知识水平，学校基础设施和更好的服务提供。
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.