The Effect of Pre-Colonial Ethnic Institutions and European Influences on Contemporary Education in Sub-Saharan Africa
研究了前殖民时期的政治集权程度与欧洲殖民、传教活动如何共同影响当代非洲的识字率，发现两者相互作用而非单独决定教育结果。
Present-day education outcomes in Africa cannot independently be attributed to pre-colonial ethnic institutions, exposure to historical missionary activity or colonial rule. It is instead the complementarity or contention between these European influences and pre-colonial ethnic institutions such as political centralisation that result in education outcomes we observe today. Using geolocated DHS literacy outcomes for thirteen sub-Saharan African countries, our findings suggest pre-colonial political centralisation and European influences have heterogeneous effects on contemporary literacy, depending on the interaction between these institutions. This paper contributes to debates on colonial and pre-colonial ethnic influences on African development, moving beyond country-level analysis.