Blimpo, Moussa

Office of the Regional Chief Economist, Africa, The World Bank
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Economics of Education, Public Economics, Energy Economics, Electricity Access, Human Capital
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Office of the Regional Chief Economist, Africa, The World Bank
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Last updated: March 13, 2023
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.
Citations 19 Scopus

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  • 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) Blimpo, Moussa P.; Pugatch, Todd
    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.