Walters, LeoneChisadza, CarolynClance, M.W. (Matthew)2024-07-312023Leoné Walters, Carolyn Chisadza & Matthew Clance (2023) The Effect of Pre-Colonial Ethnic Institutions and European Influences on Contemporary Education in Sub-Saharan Africa, The Journal of Development Studies, 59:10, 1469-1490, DOI: 10.1080/00220388.2023.2222211.0022-0388 (print)1743-9140 (online)10.1080/00220388.2023.2222211http://hdl.handle.net/2263/97353Present-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.en© 2023 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in Journal of Development Studies, vol. 59, no. 10, pp. 1469-1490, 2023. doi : 10.1080/00220388.2023.2222211. Journal of Development Studies is available online at : https://www.tandfonline.com/journals/fjds20.AfricaColonial ruleMissionariesEthnic institutionsLiteracyEducationSub-Saharan Africa (SSA)SDG-04: Quality educationPostprint Article