This article examines the relationship between entrepreneurship and economic growth for 19 OECD countries from 2001 to 2009. We used two measures for entrepreneurship: the level of entrepreneurial activities and potential innovation. We estimated a growth function using techniques of panel data. The results show a significant and positive impact of the variables used to measure entrepreneurship on economic growth. The results also show that the impact of innovation becomes more potential significant and higher in the presence of a favorable institutional framework. These results have strong implications for economic policy. The government will further promote entrepreneurial activities, especially which generate innovation, by providing a favorable institutional framework.
This paper investigates empirically the extent of educational inequality and its impact on economic growth. Based on Barro and Lee's (2010) data, we calculate two indicators measuring inequality of education. The sample comprises 15 countries from the MENA region over the period . As a second step, we applied the Kuznets curve of education for each country of the sample. As a third step, we examine the impact of education inequality on the economic growth in MENA region by using OSL and Instrumental Variables panel regressions with country fixed-effects.The findings show a decline in the Gini index within all the countries, for men and women and also for all age groups. The results also indicate that the education distribution was more unequal in the middle-income countries than in the higher-income countries in 2010. The results suggested that the shape of the Kuznets curve depends basically on the measure used to approximate the inequality.The results demonstrate also that the Gini index of men negatively and significantly affects the growth of higher-income countries. At the same time, the total Gini index influenced negatively and significantly the economic growth of all the countries, including those of high income. These results are therefore robust for the used econometric techniques.In terms of economic policy, the results suggest policymakers to focus on educational policies apt to reduce educational inequalities, especially for women, to improve the well being of the population.
Although the quantity of education is widely used to measure the economical and social performances of educative systems, only a few works have addressed the issue of equity in education. In this work, we have calculated two measures of inequality in education based on Barro and Lee's (2010) data: the Gini index of education and the standard deviation of schooling. The sample comprises 15 countries from the MENA region over the period 1950-2010. We used hierarchical clustering to control for the heterogeneity of the sample and identify the existence of cluster of similar value. We applied the Kuznets curve of education over the countries of the region. The findings show a decline in the Gini index within all the participating countries, for men and women and also for all age groups. The results also indicate that the education distribution was more unequal in the middle-income countries than in the higher-income countries in 2010, although they had almost the same level in 1970. The results suggested that the shape of the Kuznets curve depends basically on the measure used to approximate the inequality. Indeed, the Kuznets hypothesis is emphasized once we use the standard deviation of schooling. The Gini index, for its part, has maintained a significant negative relationship within the average number of years of the study.
The Moroccan education system is faced with the difficulty of instituting good governance to improve the quality of academic services and pursue a sustainable sector performance. Unfortunately, the challenge has become more complicated with the adoption of online education as a response to the COVID-19 crisis. This chapter is primarily grounded on the tracks of improvement of the educational system governance by grounding on its literature (theoretical and empirical), clarifying the regulatory and institutional framework of the educational system, and presenting the stakes of the MASSAR system as well as the mechanism that it exerts in the approximation and the bringing together of the stakeholders. Finally, the authors give attention to the governance of the Moroccan education system in the era of online education. The results show that the educational governance is far from being completed and that the COVID-19 crisis has reinforced pre-existing inequalities, thus questioning the effectiveness of the governance system in the education sector.
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