Democracy and Education Spending in Africa
2005; Wiley; Volume: 49; Issue: 2 Linguagem: Inglês
10.2307/3647681
ISSN1540-5907
Autores Tópico(s)Global Educational Policies and Reforms
ResumoAmerican Journal of Political ScienceVolume 49, Issue 2 p. 343-358 Democracy and Education Spending in Africa David Stasavage, David Stasavage London School of EconomicsSearch for more papers by this author David Stasavage, David Stasavage London School of EconomicsSearch for more papers by this author First published: 01 March 2005 https://doi.org/10.1111/j.0092-5853.2005.00127.xCitations: 265 David Stasavage is Senior Lecturer at the London School of Economics, Houghton St., London WC2A 2AE, United Kingdom ([email protected]). I would like to thank Chris Adam, Robert Bates, Varun Gauri, Francis Teal, Phil Keefer, Ken Scheve, Alice Sindzingre, Nic van de Walle, Leonard Wantchekon, seminar participants at CSAE, Oxford and at the LSE, as well as three anonymous referees and the editors for comments and suggestions. I would also like to thank the Department for International Development (United Kingdom) for funding this research. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where "weak institutions" may mean that the formal adoption of electoral competition has little effect on policy. In this article I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game-theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. 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