Education and Agricultural Productivity in Democratic Republic of Congo: The Case of South-Kivu Province
International Journal of Elementary Education
Volume 7, Issue 1, March 2018, Pages: 7-12
Received: Oct. 27, 2017;
Accepted: Dec. 7, 2017;
Published: Mar. 7, 2018
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Murhi Mihigo Isidore, Expertise Centre on Mining Governance, Faculty of Economics, Catholic University of Bukavu, Bukavu, Democratic Republic of Congo; Laboratory of Applied Economics for Development, Faculty of Economics, Bukavu, Democratic Republic of Congo
Mubagwa Cihinda Muko Cisabu, Laboratory of Applied Economics for Development, Faculty of Economics, Bukavu, Democratic Republic of Congo
Mireille Mwamini Murhebwa, Higher Pedagogical Institute (ISP), School of Language Studies (SOLAS), Bukavu, Democratic Republic of Congo
The problem of education and agricultural productivity has widely been addressed in literature. The Agriculture sector plays a great role of survival in the planet. Many countries found their savings reach the pinnacle because they oriented their investment in agriculture and in education. The Democratic Republic of the Congo (DRC) is one of the best equipped countries in the world in terms of arable land. However, it remains a country through which the population has a limited food access. This paper shows how education impacts agricultural productivity in South-Kivu. Data used in this article are from survey conducted in November 2016 and completed in June 2017 on 210 small farmers. The main result is that when the education level increases, the tendency of people is to leave the agriculture sector. In other words, the high formal education has a negative influence on agricultural productivity.
Murhi Mihigo Isidore,
Mubagwa Cihinda Muko Cisabu,
Mireille Mwamini Murhebwa,
Education and Agricultural Productivity in Democratic Republic of Congo: The Case of South-Kivu Province, International Journal of Elementary Education.
Vol. 7, No. 1,
2018, pp. 7-12.
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