Education, lifelong learning, inequality and financial access: evidence from African countries
Summary (1 min read)
Introduction
- Lifelong learning on inequality in 48 African countries for the period 1996 to 2014.
- Lifelong learning is conceived and measured as the combined knowledge gained from primary through tertiary education while the three educational indicators are: primary school enrolment; secondary school enrolment and tertiary school enrolment.
- Inequality is also an important policy syndrome because though Africa has experienced more than 20 years of renewed economic prosperity, the number of extremely poor people has been steadily increasing (Asongu & Le Roux, 2017).
- The policy relevance of financial development as opposed to educational enrolment builds the fact that financial access has a higher likelihood of being increased (given its current low rate), when compared with educational level which are reaching the maximum limit in some specific education levels like primary school enrolment.
- Hence, the authors use principal component analysis to reduce these variables to a single composite indicator.
PSE SSE TSE
- The following results can be established on the nexus between education levels, financial access and inclusive variables.
- 1) The significance of estimated coefficients and the Wald statistics.
- Not specifically applicable because the information criteria does not validate the model, also known as nsa.
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Cites methods from "Education, lifelong learning, inequ..."
...Data description To investigate how ICT influences inequality through financial access, we are consistent with Tchamyou (2018a, 2018b) in combining four sources of data, namely: (i) the Global Consumption and Income Project (GCIP) for inclusive variables; (ii) the Financial Development and…...
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Cites background or methods from "Education, lifelong learning, inequ..."
...Consistent with Tchamyou (2018) and Tchamyou et al. (2018), the Atkinson index employed in this study ranges from 0 to 1 as the Gini index....
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...…extension of Arellano and Bover (1995) is preferred in this inquiry because it has been acknowledged to take into account crosssectional dependence and restrict instrument proliferation (or over-identification) (see Baltagi, 2008; Boateng, Asongu, Akamavi, & Tchamyou, 2018; Love & Zicchino, 2006)....
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References
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"Education, lifelong learning, inequ..." refers methods in this paper
...Estimation technique: Generalised Method of Moments The estimation strategy adopted in this study is the two-step Generalised Method of Moments (GMM); an empirical strategy based on Roodman (2009a, 2009b) which is an extension of Arellano and Bover (1995)....
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"Education, lifelong learning, inequ..." refers background in this paper
...Kuznets (1955) advocated that the shape of the financeinequality relationship is an inverted U-shape, meaning that inequality rises at the beginning of the development process and decreases at a mature stage of development....
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