The colonial legacy of education: Evidence from of Tunisia

Arbeitspapier

We study the effect of exposure to colonial public primary education on contemporary education outcomes in Tunisia. We assemble a new data set on the location of schools with the number of pupils by origin, along with population data during the French protectorate (1881-1956). We match those with contemporary data on education at both district and individual level. We find that the exposure of local population to colonial public primary education has a long-lasting effect on educational outcomes, even when controlling for colonial investments in education. A one per cent increase in Tunisian enrolment rate in 1931 is associated with a 1.69 percentage points increase in literacy rate in 2014. Our results are driven by older generations, namely individuals who attended primary schools before the 1989/91 education reform. We suggest that the efforts undertaken by the Tunisian government after independence to promote schooling finally paid off after 40 years and overturned the effects of history

Object Details

• Language: Englisch

References and Relationships

• Bibliographic citation: Series: Graduate Institute of International and Development Studies Working Paper ; No. HEIDWP13-2022

Classification and Topics

• Classification: Wirtschaft ; Household Behavior: General ; Economic History: Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy: Africa; Oceania ; Economic History: Government, War, Law, International Relations, and Regulation: Africa; Oceania
• Subject: Colonial investment ; Primary education ; Tunisia

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Ben Salah, Mhamed ; Chambru, Cédric ; Fourati, Maleke
• Event: Veröffentlichung
• (who): Graduate Institute of International and Development Studies
• (where): Geneva
• (when): 2022

Further information

• Handle: http://hdl.handle.net/10419/266127
• Last update: 10.03.2025, 11:42 AM CET