WHAT DRIVES THE CHOICE OF FAITH-INSPIRED SCHOOLS BY HOUSEHOLDS? QUALITATIVE EVIDENCE FROM TWO AFRICAN COUNTRIES

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Notes

1. This article is based in part on a World Bank study (Wodon 2014). The authors are grateful to the researchers who assisted in qualitative data collection, including Sidi Barry and Boubacar Cisse in Burkina Faso, and Rosina Adobor, Peter Kodzo Atakuma Agbodza, Patience Mama Yeboah, and Avicor Silas Wintuma in Ghana. The opinions expressed in this article are those of the authors only and need not represent those of the World Bank, its Executive Directors, or the countries they represent.

Additional information

Regina Gemignani, a PhD cultural anthropologist, is a consultant with the World Bank. Her research interests include community development, gender and class inequities, public policy, and qualitative methodologies. She has conducted research in West and East Africa where she lived for extended periods of time, and in the USA. Her previous publications include African Immigrant Religions in America (NYU Press, 2007).

Mari Shojo (PhD, International Education Policy) is an education specialist with the Education Department of the South Asia Region at the World Bank. Her most recent work focuses on education policies in Afghanistan, the Maldives, and Sri Lanka. Previously, she worked with the World Bank's Human Development Network.

Quentin Wodon is an adviser in the Education Department of the Human Development Network at the World Bank, where he serves as cluster leader for equity, resilience, and early childhood development. Previously, he managed the Bank's unit working on faith and development, served as Lead Poverty Specialist for West and Central Africa, and as Economist/Senior Economist in the Latin American region. Author of more than 300 books and articles, Dr. Wodon holds graduate degrees in business engineering, economics, and philosophy, and PhDs in Economics and in Theology and Religious Studies.