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Education in Sub-Saharan Africa : Comparing Faith-Inspired, Private Secular, and Public Schools

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  • Quentin Wodon

Abstract

The purpose of this study is to build a stronger evidence base on the role of faith-inspired, private secular, and public schools in sub-Saharan Africa using nationally representative household surveys as well as qualitative data. Six main findings emerge from the study: (1) Across a sample of 16 countries, the average market share for faith-inspired schools is at 10-15 percent, and the market share for private secular schools is of a similar order of magnitude; (2) On average faith-inspired schools do not reach the poor more than other groups; they also do not reach the poor more than public schools, but they do reach the poor significantly more than private secular schools; (3) The cost of faith-inspired schools for households is higher than that of public schools, possibly because of a lack of access to public funding, but lower than that of private secular schools; (4) Faith-inspired and private secular schools have higher satisfaction rates among parents than public schools; (5) Parents using faith-inspired schools place a stronger emphasis on religious education and moral values; and (6) Students in faith-inspired and private schools perform better than those in public schools, but this may be due in part to self-selection.

Suggested Citation

  • Quentin Wodon, 2014. "Education in Sub-Saharan Africa : Comparing Faith-Inspired, Private Secular, and Public Schools," World Bank Publications - Books, The World Bank Group, number 16391.
    • Handle: RePEc:wbk:wbpubs:16391
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    References listed on IDEAS

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    1. Svensson, Jakob & Reinikka, Ritva, 2004. "Working for God?," CEPR Discussion Papers 4214, C.E.P.R. Discussion Papers.
    2. World Bank, 2005. "Education in the Democratic Republic of Congo : Priorities and Options for Regeneration," World Bank Publications - Books, The World Bank Group, number 7466.
    3. Wodon, Quentin & Ying, Yvonne, 2009. "Literacy and Numeracy in Faith-Based and Government Schools in Sierra Leone," MPRA Paper 16462, University Library of Munich, Germany.
    4. Ravallion, Martin & Wodon, Quentin, 2000. "Does Child Labour Displace Schooling? Evidence on Behavioural Responses to an Enrollment Subsidy," Economic Journal, Royal Economic Society, vol. 110(462), pages 158-175, March.
    5. Quentin Wodon, 2000. "Low income energy assistance and disconnection in France," Applied Economics Letters, Taylor & Francis Journals, vol. 7(12), pages 775-779.
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    1. Clarence Tsimpo & Quentin Wodon, 2014. "Assessing The Role Of Faith-Inspired Primary And Secondary Schools In Africa: Evidence From Multi-Purpose Surveys," The Review of Faith & International Affairs, Taylor & Francis Journals, vol. 12(2), pages 5-15, April.
    2. Marshall, Katherine, 2018. "Global education challenges: Exploring religious dimensions," International Journal of Educational Development, Elsevier, vol. 62(C), pages 184-191.
    3. Franck Adoho & Clarence Tsimpo & Quentin Wodon, 2014. "Public, Private, And Faith-Inspired Schools In Ghana: A Comparative Assessment," The Review of Faith & International Affairs, Taylor & Francis Journals, vol. 12(2), pages 51-60, April.
    4. Regina Gemignani & Mari Shojo & Quentin Wodon, 2014. "What Drives The Choice Of Faith-Inspired Schools By Households? Qualitative Evidence From Two African Countries," The Review of Faith & International Affairs, Taylor & Francis Journals, vol. 12(2), pages 66-76, April.
    5. Krafft, Caroline & Elbadawy, Asmaa & Sieverding, Maia, 2019. "Constrained school choice in Egypt," International Journal of Educational Development, Elsevier, vol. 71(C).
    6. Wodon, Quentin, 2022. "Global report on integral human development 2022: measuring the contributions of Catholic and other faith-based organizations to education, healthcare, and social protection," MPRA Paper 114809, University Library of Munich, Germany.

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