A novel approach to the assessment of literacy is used to tackle the issue of effectiveness of years of schooling. The dichotomy inherent in the literacy rate is rejected in favor of a " practice-based" approach, which considers literacy as a multifaceted phenomenon as advocated in anthropological and economic research. Primary data collected in the poorest region in Mozambique suggest that years of schooling have a differentiated impact on acquired literacy practices of adults. Results that are robust to different specifications are reported. © 2011 Elsevier Ltd.
Original languageEnglish
Pages (from-to)1796-1807
Number of pages12
JournalWorld Development
Issue number10
Early online date11 May 2011
Publication statusPublished - Oct 2011


  • literacy practices
  • schooling
  • measurement
  • adults
  • Africa
  • Mozambique

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