Education and Economic Growth in Cape and Natal Colonies: Learning from History

Although the relationship between colonial education and economic growth are topics of growing interest, few studies have examined the influence colonial education on economic growth in South Africa. This paper uses archival data (derived from Bluebooks, De Zwart 2011, Statistical yearbook of the colony of Natal and Malherbe (1925)) from colonial South Africa over the 1859-1910 period to study the extent to which economic growth is influenced by education. The analysis applies fixed effect to account for unobserved colony-level heterogeneity and minimise the omitted variable bias. It also employs certain methods (such as Fixed effects two-stage least squares (FE-2SLS) procedure)) that account for a possible endogeneity bias caused by reverse causation between the dependent variable (growth) and our variable of interest (education). Our analysis yields two important results. First, the results suggest that levels of education (proxied by spending on education) have a robust positive impact on economic growth. The results are robust to addressing the potential reverse causality between education and economic growth and using alternative measures of education (proxied by enrolment rate). Secondly, the impact of education on economic growth appear to vary from one population group to another. Specifically, the effect of education on economic growth is found to be significantly higher for Europeans compared to natives groups, adding a more nuanced understanding of the relationship between education and growth in the South African context. The estimated coefficients of control variables such as natural resources present positive and significant estimates on economic growth, in line with many studies in developing countries which have found that discovery of natural resources favourably affects the rate of economic growth. Thus our results suggest that there is a need to think about how available resources could be used more efficiently to guarantee quality education for all and proposes that policy interventions in the historically disadvantaged schools and universities might have important implications to stimulate economic growth. This does not mean that historically advantaged schools must be ignored as biased educational policy that is not inclusive to all would lead to large educational gaps that can be persistent and destructive to the development of a country.