Education Inequality, Economic Growth, and Income Inequality: Evidence from Indonesia, 1996-2005

Digdowiseiso, Kumba

doi:10.2139/ssrn.1602642

Cited by 21 publications

(19 citation statements)

References 41 publications

(32 reference statements)

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“…The theoretical literature suggests that gender inequality will reduce average human capital, thus harming economic growth. Thus, our results confirm the findings of Digdowiseiso (2009) that, higher human capital inequality leads to higher income inequality. The implication of the aforementioned discussions is that countries with higher levels of female labour force participation rate are more likely to have an improvement in the educational gender gap leading to an improvement in income inequality.…”

Section: Presentation and Discussion Of Resultssupporting

confidence: 91%

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Educational Gender Gap, Economic Growth and Income Distribution: An Empirical Study of the Interrelationship in Cameroon

Fonchamnyo¹,

Fokong²

2017

IJEF

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This study aimed at investigating the interrelationship existing between educational gender gap, economic growth and income distribution in Cameroon using time series data from 1970 to 2014 obtained from the World Bank Development indicators and University of Texas inequality project. For estimation, the three stage least square regression technique was employed to estimate the parameters of the system of equations. The econometrics results showed that, educational gender gap had a positive and significant effect on economic growth, while increase in income inequality deters growth in Cameroon. The results also revealed that the theil index of income inequality negatively and significantly affect the educational gender gap, while the proportion of female teachers in the labour force and trade openness had a positive influence on the educational gender gap. Based on the findings, it is recommended that policymakers should focus on socio-economic policies apt to reduce educational gender gap and income inequality and at promoting economic growth.

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Section: Presentation and Discussion Of Resultssupporting

confidence: 91%

“…In similar studies, Tinbergen (1972), Checchi (2001) and Digdowiseiso (2009) found that, higher human capital inequality leads to higher income inequality. Mahmood et al (2012) in their study obtained results suggesting that educational gap was statistically significant in affecting income inequality.…”

Section: Literature Reviewmentioning

confidence: 85%

Educational Gender Gap, Economic Growth and Income Distribution: An Empirical Study of the Interrelationship in Cameroon

Fonchamnyo¹,

Fokong²

2017

IJEF

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“…They conclude that there is a positive relationship between education and income inequality. However, Ram (1984), Park (1996) and Digdowiseiso (2009) find no significant relationship between education and income inequality. Pose and Tselios (2009) use the Theil index to estimate income inequality in European Union states.…”

Section: Literature Reviewmentioning

confidence: 83%

The Effect of Education on Income Inequality in Selected Islamic Countries

Abolfazl¹,

Nemati²,

Hosseinidoust³

2018

IJAPS

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The impact of education on income inequality remains a challenging issue at the core of economic debates. The present study attempts to investigate the effect of income inequality in a selection of Islamic countries during 1990-2013. Method of panel data has been implemented, and the fixed effects are examined against the random ones by the Hausman test. The impacts of gross domestic product (GDP) and training at primary, secondary and university levels on income inequality is investigated in the selected Islamic countries. Findings indicate that the enrolment rate in primary and secondary schools has a significant negative effect on income inequality, and the enrolment rate in university has a significant positive effect on income inequality. Thus, training in primary and secondary schools might reduce income inequality, and education in universities can increase income inequality because of the higher financial capability of certain classes of people and the expertise they have acquired. Likewise, the Kuznets inverted-U hypothesis is approved due to the positive and statistically significant estimated coefficient of

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“…West Java is included in the 8 provinces with the largest Gini ratio (Saifuddin, 2014). This income inequality is one of the factors causing it is the existence of educational inequality (Digdowiseiso, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Calculation of the income inequality of West Java which averaged 0.578 was also obtained from the results of research with 1998-2013 data (Saputra, 2016). Digdowiseiso (2009) conducted a study in 23 provinces in Indonesia in the 1996-2005 period. The results show that human capital as measured by the average length of school has the effect of inequality in income distribution.…”

Section: Introductionmentioning

confidence: 99%

Regional Typology Approach in Education Quality in West Java Based on Agricultural and Non-Agricultural Economic Structure

Hendajany¹,

Rizal²

2019

J.Rev

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West Java is the province in Indonesia with the highest population and has a location close to the capital. However, the condition of education in West Java is generally still low. This is estimated because there are imbalances between districts / cities. The research objective is to get a clear picture of the condition of education in West Java by using secondary data issued by the Central Statistics Agency. The research method uses descriptive analysis, with analysis tools of regional typology. The division of regional typologies from the two indicators produces four regional terms, namely developed regions, developed regions constrained, potential areas to develop, and disadvantaged areas. Based on the indicators of education quality and life expectancy in 2017, from 27 municipal districts in West Java there were 33.3% in developed regions, 18.52% in developed regions were constrained, 7.4% in potential developing regions, and 40.74 % in disadvantaged areas. Bandung and Bekasi regencies are included in developed regions. While the cities of Banjar and Tasikmalaya include potential developing regions. Regional division with three indicators, namely the average length of school, Location Quation, and life expectancy. This division produces three filled quadrants. Quadrant I has 29.6%, quadrant III has 18.5%, and the remaining 51.9% is in quadrant IV. The results of this regional typology show that there are imbalances in education and public health.

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Education Inequality, Economic Growth, and Income Inequality: Evidence from Indonesia, 1996-2005

Cited by 21 publications

References 41 publications

Educational Gender Gap, Economic Growth and Income Distribution: An Empirical Study of the Interrelationship in Cameroon

Educational Gender Gap, Economic Growth and Income Distribution: An Empirical Study of the Interrelationship in Cameroon

The Effect of Education on Income Inequality in Selected Islamic Countries

Regional Typology Approach in Education Quality in West Java Based on Agricultural and Non-Agricultural Economic Structure

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