Person:
Blimpo, Moussa
Author Name Variants
Fields of Specialization
Economics of Education,
Public Economics,
Energy Economics,
Electricity Access,
Human Capital
Degrees
ORCID
External Links
Departments
Office of the Regional Chief Economist, Africa, The World Bank
Externally Hosted Work
Contact Information
Last updated
March 13, 2023
Biography
Moussa P. Blimpo is a Senior Economist in the Office of the Chief Economist for the Africa Region (AFRCE) of the World Bank. Prior to this, he was an assistant professor of economics and international studies at the University of Oklahoma. His research interests cover a range of policy-relevant questions concerning African economies. His recent research and publications address issues of electricity access in Sub-Saharan Africa, the role of disruptive technologies on the prospects of African economies to leapfrog and address key development challenges, and human capital acquisition in African countries. He holds a PhD in economics from New York University and spent two years as a postdoctoral fellow at Stanford University’s Institute for Economic Policy Research (SIEPR). He founded, and led between 2011 and 2015, the Center for Research and Opinion Polls (CROP), a think tank based in Togo.
Publication Search Results
1 - 2 of 2
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Publication
Parental Human Capital and Effective School Management: Evidence from The Gambia
(World Bank, Washington, DC, 2015-04)Education systems in developing countries are often centrally managed in a top-down structure. In environments where schools have different needs and where localized information plays an important role, empowerment of the local community may be attractive, but low levels of human capital at the local level may offset gains from local information. This paper reports the results of a four-year, large-scale experiment that provided a grant and comprehensive school management training to principals, teachers, and community representatives in a set of schools. To separate the effect of the training from the grant, a second set of schools received the grant only with no training. A third set of schools served as a control group and received neither intervention. Each of 273 Gambian primary schools were randomized to one of the three groups. The program was implemented through the government education system. Three to four years into the program, the full intervention led to a 21 percent reduction in student absenteeism and a 23 percent reduction in teacher absenteeism, but produced no impact on student test scores. The effect of the full program on learning outcomes is strongly mediated by baseline local capacity, as measured by adult literacy. This result suggests that, in villages with high literacy, the program may yield gains on students learning outcomes. Receiving the grant alone had no impact on either test scores or student participation. -
Publication
Financial Constraints and Girls’ Secondary Education: Evidence from School Fee Elimination in The Gambia
(Published by Oxford University Press on behalf of the World Bank, 2019-02)We assess the impact of large-scale fee elimination for secondary school girls in The Gambia on the quantity, composition, and achievement of students. The gradual rollout of the program across geographic regions provides identifying variation in the policy. The program increased the number of girls taking the high school exit exam by 55%. The share of older test takers increased in poorer districts, expanding access for students who began school late, repeated grades, or whose studies had been interrupted. Despite these changes in the quantity and composition of students, we find robustly positive point estimates of the program on test scores, with suggestive evidence of gains for several subgroups of both girls and boys. Absence of learning declines is notable in a setting where expanded access could strain limited resources and reduce school quality. Our findings suggest that financial constraints remain serious barriers to post-primary education, and that efforts to expand access to secondary education need not come at the expense of learning in low-income countries like The Gambia.