Democracy, Colonization, and Human Capital in Sub-Saharan Africa

In: Studies in comparative international development, Volume 35, Issue 1, p. 20-40

Abstract

This article examines an empirical anomaly. In most developing regions, poor democratic nations enroll more primary school students than their authoritarian counterparts. Regime type, however, cannot account for the wide variance in enrollment in Africa. This study demonstrates that colonial heritage is a good predictor of primary school enrollment for low-income countries in Africa. Additional analysis shows that colonization's impact on education has not diminished since independence. Rather, the initial differences in enrollment between the former French & British colonies have grown over time. The results hold important implications for the study of political institutions & their impact on economic development. Even after they no longer exist, political institutions can have substantial lingering effects on important developmental outcomes. 2 Tables, 3 Figures, 2 Appendixes, 34 References. Adapted from the source document.