Owusu, Solomon

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Structural transformation, International trade, Global value chains, Development Economics
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Last updated January 31, 2023
Solomon Owusu is a research economist at the German Development Institute (DIE) in Bonn, Germany, and also serves as a coordinator of the Complexity Economics Working Group of the Young Scholars’ Initiative, Institute for New Economic Thinking (INET, New York). He is also a former World Bank Africa fellow. Solomon has experience in economic research, teaching, and policy from working with and working on projects for reputable organizations such as the World Bank (Washington, DC), United Nations Industrial Development Organization (UNIDO, Vienna), European Commission (EU-JRC, Belgium), Asian Development Bank, United Nations University–MERIT (the Netherlands), and Ghana Statistical Service. He is currently finalizing his PhD in economics at the Maastricht University in the Netherlands. Solomon’s research focuses broadly on development economics in areas such as the measurement and analysis of structural transformation, jobs and inclusive growth, global and regional value chains, international trade, and issues at the intersection of technology and productivity in developing countries with particular focus on countries in Africa. Solomon’s research has been published in peer-reviewed journals such as the World Economy and Journal of Economic Behavior & Organization.

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    Technology in the Classroom and Learning in Secondary Schools
    (World Bank, Washington, DC, 2020-06) Blimpo, Moussa P. ; Gajigo, Ousman ; Owusu, Solomon ; Tomita, Ryoko ; Xu, Yanbin
    This paper studies the impact of a computer-assisted learning program on learning outcomes among high school students in The Gambia. The program uses innovative technologies and teaching approach to facilitate the teaching of mathematics and science. Since the pilot schools were not randomly chosen, the study first used administrative and survey data, including a written test, to build a credible counterfactual of comparable groups of control students. It used these data to conduct a pre-analysis plan prior to students taking the high-stakes certification exam. The study later used the certification exam data on the same students to replicate the results. The findings show that the program led to a 0.59 standard deviation gains in mathematics scores and an increase of 15 percentage points (a threefold increase) in the share of students who obtained credit in mathematics and English, a criterion for college admission in The Gambia. The impact is concentrated among high-achieving students at the baseline, irrespective of their gender or socioeconomic background.