Literacy Practices and Schooling: A Case Study from Mozambique

被引：4

作者：

Esposito, Lucio ^{[1
]}

Kebede, Bereket ^{[1
]}

Maddox, Bryan ^{[1
]}

机构：

[1] Univ E Anglia, Norwich NR4 7TJ, Norfolk, England

来源：

WORLD DEVELOPMENT | 2011年 / 39卷 / 10期

关键词：

literacy practices; schooling; measurement; adults; Africa; Mozambique; THAILAND; POVERTY;

D O I：

10.1016/j.worlddev.2011.04.011

中图分类号：

F0 [经济学]; F1 [世界各国经济概况、经济史、经济地理]; C [社会科学总论];

学科分类号：

0201 ; 020105 ; 03 ; 0303 ;

摘要：

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. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：1796 / 1807

页数：12

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