Author(s)

Issouf Sangaré¹, Félix Fofana N’Zué^2,3,4*

¹Ministry of Employment and Social Protection of Côte d’Ivoire, Abidjan, Côte d’Ivoire.
²Department of Economics and Management, Universite Felix Houphouet Boigny, Cocody, Côte d’Ivoire.
³Economic Community of West African States, Abuja, Nigeria.
⁴Department of Economics and Business, Universite Nayeba International Dabou, Dabou, Côte d’Ivoire.

This study aims to determine the impact of Official Development Assistance on school performance within the West African Economic and Monetary Union (WAEMU). Aid to education is disaggregated by education subsectors. We have seven (07) countries and a time period of 20 years spanning from 2002 to 2021. We are therefore faced with a panel data setup with N = 7 and T = 20. The time series characteristics of the data which is made up of a mixture of I(0) and I(1) variables, indicated that the appropriate model to use is a panel ARDL. Thus, an ARDL model is to be estimated using the Pooled Mean Group method. The results showed that, in the long run, ODA allocated to education in the WAEMU contributes to improving school performance in the primary and secondary education sub-sectors; governance in the WAEMU has a negative and significant impact on both the primary completion rate and the gross enrollment rate in secondary education. The results also showed that in the short run, governance has a negative impact on the gross enrollment rate in tertiary education. Thus, African countries in general, and those in the WAEMU in particular, would therefore benefit by improving the quality of their institutions, their education system, by fighting corruption and creating a stable political environment free of violence.

Official Development Assistance, Education, School Performance

Sangaré, I. and N’Zué, F. (2023) How Effective Is the Official Development Assistance in the Education Sector? Evidence from the WAEMU Countries. Open Journal of Social Sciences, 11, 551-571. doi: 10.4236/jss.2023.1111036.