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This paper examines the persistence of educational inequalities in Africa, focusing on colonial and contemporary Congo. By analyzing historical and contemporary surveys, archives, and school administrative data, we document the continuing impact of colonial-era factors and explore mechanisms of path dependency. We find that contemporary educational inequalities are driven by the clustering of postindependence schools around historical colonial schools. This clustering dynamic has increased over time and is shaped by religious competition between schools of different denominations. This spatial pattern significantly affects girls’ education more than boys’ because girls are more sensitive to distance barriers, explaining a stronger colonial legacy for female education. Our analysis suggests that parental education and missions as agents of structural change have limited influence on regional educational outcomes in this context

Author

Listed:
  • Pablo Álvarez-Aragón

    (Development Finance and Public Policies, University of Namur)

  • Catherine Guirkinger

    (Development Finance and Public Policies, University of Namur)

  • Paola Villar

    (University Paris Cité)

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Suggested Citation

  • Pablo Álvarez-Aragón & Catherine Guirkinger & Paola Villar, 2025. "This paper examines the persistence of educational inequalities in Africa, focusing on colonial and contemporary Congo. By analyzing historical and contemporary surveys, archives, and school administr," DeFiPP Working Papers 2502, University of Namur, Development Finance and Public Policies.
    • Handle: RePEc:nam:defipp:2502
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