Christopher Ksoll has extensive experience in leading research projects on improving education, labor market, and agricultural outcomes in Africa and India. He is an expert on the potential and constraints of information and communications technology (ICT), as well as experimental and quasi-experimental methods.
Before joining Mathematica in 2016, Ksoll was an assistant professor at the University of Ottawa, Canada, a research officer at the Centre for the Study of African Economies at the University of Oxford, and a research fellow at Nuffield College and the Department of Economics at the University of Oxford.
Ksoll was the principal investigator on a multicountry research project evaluating the use of ICT in adult education programs in the United States, Niger, and India. Ksoll has directed impact evaluations of electronic whiteboard-assisted learning in Senegal and satellite-transmitted English, math, and girls’ empowerment classes in Ghana. He also led an evaluation of village savings and loan associations in Malawi and is the co-principal investigator on the evaluation of a job market information platform in India.
Ksoll has published in peer-reviewed publications, such as the American Economic Journal: Applied Economics, the Journal of Development Economics, and Food Policy. He has served as a reviewer for the Journal of Development Economics, Journal of Development Studies, Journal of African Economies, World Development, Canadian Journal of Development Studies, Economic Development and Cultural Change, Journal of Development Effectiveness, IZA Journal of Labor & Development, Review of Economic Studies, and the Journal of the European Economic Association, among others. He holds a Ph.D. in economics from Yale University.
Adult education, knowledge and confidence
21 Sep 2015
Illiteracy, in India and elsewhere, is largely a female phenomenon. This column analyses a literacy programme aimed at adult women in India and finds that it has impacts beyond increasing literacy and numeracy. The general knowledge of participants improved and they were less likely to be over-confident about what they know – attributes that may contribute to better educating their children and absorbing new information.
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