Finance, governance and inclusive education in Sub-Saharan Africa

Asongu, Simplice; Odhiambo, Nicholas M.

doi:10.1108/srj-02-2020-0039

Cited by 10 publications

(7 citation statements)

References 100 publications

(115 reference statements)

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“…The research model was developed based on the latest studies focusing on the GMM estimations technique. This paper employs the GMM estimation approach for a multitude of reasons articulated in the extant literature (Tchamyou et al, 2019a;Asongu & Odhiambo, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…Corporate sustainability is also associated with inclusive development, which encompasses "marginalized people, sectors, and countries in social, political and economic processes for increased human well-being, social and environmental sustainability, and empowerment". Hence, inclusive education has gained renewed interest among scholars and policy makers, in the light of the fact that it is central to most SDGs (sustainable development Goals) (Asongu & Odhiambo, 2020) 1 . According to the definition presented in the post-2015 development agenda published by the United Nations Development Programme (UNDP), inclusive education refers to the pooling of the strengths, qualities, or skills of people in a community (World Bank, 2015).…”

Section: Introductionmentioning

confidence: 99%

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ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

Asongu

Amari

Jarboui

et al. 2021

Telecommunications Policy

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This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote gender inclusive education in 57 developing countries for the period 2012-2016. Poverty is measured with the poverty headcount ratio at national poverty lines (% of the population) while inequality is proxied by the Gini coefficient, the Atkinson index and the Palma ratio. The ICT dynamics are measured with 'internet access in school', 'virtual social network', 'personal computers' 'mobile phone penetration', 'internet penetration' and 'fixed broadband subscriptions'. The empirical evidence is based on interactive Generalized Method of Moments estimators from which thresholds are computed contingent on the validity of tested hypotheses. First, the Gini coefficient should not exceed 0.5618 in order for 'internet access in school' to positively affect inclusive education. Second, the poverty headcount ratio at national poverty lines (% of the population) should remain below 33.6842% in order for 'internet access in school' to favorably influence inclusive education. Third, the Palma ratio should not exceed 3.3766 in order for internet penetration to favorably affect inclusive education. Fourth, for personal computers to increase inclusive education, the Gini coefficient, Palma ratio and poverty headcount (% of the population) should not exceed 0.4781, 3.5294 and 17.7272, respectively. The study confirms the significant role technological deepening plays in advancing inclusive education by means of policies that reduce poverty and income inequality, with potentially wider applicability to other developing economies. The study has provided poverty and inequality levels that should not be exceeded in order for personal computers, internet penetration and 'internet access in school' to promote gender inclusive education.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

Asongu

Amari

Jarboui

et al. 2021

Telecommunications Policy

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“…Asongu and Odhiambo (2020) assess the effect of credit access on the impact of governance on inclusive education. The authors use the gender parity index (GPI) at the primary, secondary and tertiary levels to capture gender inequality.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Context: Education is a public good, a fundamental right and a prerequisite for the exercise of other rights (UNESCO, 2015). According to the World Bank, it is the primary factor for equal opportunity.…”

Section: Introductionmentioning

confidence: 99%

Effects of public expenditure on education on gender inequality in education in sub‐Saharan Africa (SSA)

Mbodji

2023

Review of Education

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The study examines the effect of public education expenditures on gender inequality in education in sub‐Saharan Africa. It covers 25 countries in sub‐Saharan Africa for the period 2010–2019. The generalised method of moments was used. The estimator developed by Blundell and Bond was chosen. The following results are found: (i) public expenditure on education has a positive effect on gender equality in education at the primary, secondary and tertiary levels; (ii) remittances have a negative effect on gender equality in education at the primary, secondary and tertiary levels; (iii) population growth has a negative effect on gender equality in education at the primary and tertiary levels, but at the secondary level, the effect is positive. The main political implication is that sub‐Saharan African countries must continue to invest in inclusive school to ensure gender equality, which remains a goal to be achieved in the region.

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“…It is a common acknowledgement in policy and scholarly circles that good governance is imperative for the promotion of quality education (Asongu & Nwachukwu, 2016a;Asongu & Odhiambo, 2020) and existing inequality levels can severely constraint the ability of governments to formulate and implement policies that promote inclusive development (Goetz & Jenkins, 2016). Against this background, it is policy-relevant to position a research on the understanding of levels of inequality at which good governance is no longer relevant in promoting inclusive development within the framework of gender inclusion in the education sector.…”

Section: )mentioning

confidence: 99%

Governance, Inequality and Inclusive Education in Sub-Saharan Africa

Asongu

Diop

Addis

2020

Forum for Social Economics

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The study provides thresholds of income inequality that if exceeded will nullify the positive effect of governance dynamics on gender-inclusive education in 42 countries in sub-Saharan Africa for the period 2004-2014. The Generalised Method of Moments is used as an estimation strategy. The following findings are established. First, the unconditional effects of governance dynamics on inclusive education are consistently positive whereas the corresponding conditional effects from the interaction between inequality and governance dynamics are consistently negative. Second, the levels of inequality that completely crowdout the positive incidence of governance on inclusive "primary and secondary education" are: 0.587 for the rule of law and 0.565 for corruption-control. Third, the levels of inequality that completely dampen the positive incidence of governance on inclusive "secondary education" are: 0.601 for "voice & accountability" and 0.700 for regulation quality. Fourth, for tertiary education, inequality thresholds are respectively 0.568 for political stability and 0.562 for corruption-control. The main policy implication is that for governance dynamics to promote inclusive education in the sampled countries, income inequality levels should be kept within the established thresholds. Other implications are discussed in the light of Sustainable Development Goals.

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Finance, governance and inclusive education in Sub-Saharan Africa

Cited by 10 publications

References 100 publications

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries

Effects of public expenditure on education on gender inequality in education in sub‐Saharan Africa (SSA)

Governance, Inequality and Inclusive Education in Sub-Saharan Africa

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