University of Nairobi
This project aims to expand the existing evidence base around how pedagogical practices affect the development of critical thinking at African higher education institutions in Kenya, Ghana and Botswana.

This study used data from a field experiment and a quasi-experiment to investigate group formation for collective action in nineteen African villages. The field experiment involved a game that mimicked situations in which development agencies, non-governmental organisations, or government bodies invite villagers to form groups rapidly in order to address a shared problem.

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