The AGDI has published substantially in fulfillment of its mission statement of contributing to knowledge towards African development:
IDEAS
http://ideas.repec.org/d/agdiycm.html
ECONSTOR
https://www.econstor.eu/dspace/escollectionhome/10419/123513
Publications List
2019 |
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| 1. | Asongu, Nicholas Odhiambo Vanessa Tchamyou Simplice M S A African Development Review, 31 (3), pp. 261-274, 2019. Abstract | Links | BibTeX | Tags: Education, ICT, Lifelong Learning; Growth @article{Asongu_161, author = {Nicholas Odhiambo M Vanessa S. Tchamyou Simplice A. Asongu}, url = {https://onlinelibrary.wiley.com/doi/10.1111/1467-8268.12388}, doi = {10.1111/1467-8268.12388}, year = {2019}, date = {2019-10-16}, journal = {African Development Review}, volume = {31}, number = {3}, pages = {261-274}, abstract = {This study assesses the role of information and communication technologies (ICT) in modulating the impact of education and lifelong learning on income inequality and economic growth. It focuses on a sample of 48 African countries from 2004 to 2014. The empirical evidence is based on the generalized method of moments. The following findings are established. First, mobile phone and internet each interact with primary school education to decrease income inequality. Second, all ICT indicators interact with secondary school education to exert a negative impact on the Gini index. Third, fixed broadband distinctly interacts with primary school education and lifelong learning to have a positive effect on economic growth. Fourth, ICT indicators do not significantly influence inequality and economic growth through tertiary school education and lifelong learning. These main findings are further substantiated. Policy implications are discussed.}, keywords = {Education, ICT, Lifelong Learning; Growth}, pubstate = {published}, tppubtype = {article} } This study assesses the role of information and communication technologies (ICT) in modulating the impact of education and lifelong learning on income inequality and economic growth. It focuses on a sample of 48 African countries from 2004 to 2014. The empirical evidence is based on the generalized method of moments. The following findings are established. First, mobile phone and internet each interact with primary school education to decrease income inequality. Second, all ICT indicators interact with secondary school education to exert a negative impact on the Gini index. Third, fixed broadband distinctly interacts with primary school education and lifelong learning to have a positive effect on economic growth. Fourth, ICT indicators do not significantly influence inequality and economic growth through tertiary school education and lifelong learning. These main findings are further substantiated. Policy implications are discussed. |
| 2. | Asongu, International Journal of Public Administration, 2019. Abstract | Links | BibTeX | Tags: Education, insurance, technology @article{Asongu_186, author = {Asongu}, url = {https://www.tandfonline.com/doi/full/10.1080/01900692.2019.1660994}, doi = {10.1080/01900692.2019.1660994}, year = {2019}, date = {2019-09-02}, journal = {International Journal of Public Administration}, abstract = {This article examines the relevance of information and communication technology (ICT) in modulating the effect of education on life insurance and non-life insurance consumption in 48 African countries for the period 2004–2014. The empirical evidence is based on generalized method of moments. The following main findings are established. First, from the nexuses between education, ICT and life insurance, there are positive conditional effects from the interaction between: (i) broadband subscriptions and primary school enrollment; (ii) broadband subscriptions and secondary school enrollment and (iii) internet penetration and tertiary school enrollment. Second, from the nexuses between education, ICT and non-life insurance: (i) there is a negative net effect from the interactions between mobile phone penetration and primary education while positive net effects are apparent from the interactions between: mobile phone penetration and secondary school enrollment; secondary school enrollment and broadband subscriptions and; tertiary school enrollment and broadband subscriptions.}, keywords = {Education, insurance, technology}, pubstate = {published}, tppubtype = {article} } This article examines the relevance of information and communication technology (ICT) in modulating the effect of education on life insurance and non-life insurance consumption in 48 African countries for the period 2004–2014. The empirical evidence is based on generalized method of moments. The following main findings are established. First, from the nexuses between education, ICT and life insurance, there are positive conditional effects from the interaction between: (i) broadband subscriptions and primary school enrollment; (ii) broadband subscriptions and secondary school enrollment and (iii) internet penetration and tertiary school enrollment. Second, from the nexuses between education, ICT and non-life insurance: (i) there is a negative net effect from the interactions between mobile phone penetration and primary education while positive net effects are apparent from the interactions between: mobile phone penetration and secondary school enrollment; secondary school enrollment and broadband subscriptions and; tertiary school enrollment and broadband subscriptions. |
| 3. | Asongu, Simplice A; Odhiambo, Nicholas M Journal of Applied Social Science, 2019. Abstract | Links | BibTeX | Tags: Africa, Education, inclusive human development @article{Asongu_235, author = {Simplice A Asongu and Nicholas M Odhiambo}, url = {https://journals.sagepub.com/eprint/2CACJIUGHDIRUAKJG3ZQ/full}, doi = {10.1177/1936724419846198}, year = {2019}, date = {2019-05-09}, journal = {Journal of Applied Social Science}, abstract = {This study examines the importance of inclusive human development in promoting education quality in a panel of 49 sub-Saharan African countries for the period 2000–2012. The empirical evidence is based on ordinary least squares (OLS), fixed effects (FE), and quantile regression (QR) estimations. It is apparent from the OLS and FE findings that inclusive human development has a negative effect on the outcome variable. This negative effect implies that inclusive human development improves education quality. This result should be understood in the light of the fact that the adopted education variable is a negative economic signal given that it is computed as the ratio of pupils to teachers. Therefore, a higher ratio reflects diminishing education quality. From QR, with the exception of the highest quantile, the tendency of inclusive human development in reducing poor quality education is consistent throughout the conditional distribution of poor education quality. Policy implications are discussed.}, keywords = {Africa, Education, inclusive human development}, pubstate = {published}, tppubtype = {article} } This study examines the importance of inclusive human development in promoting education quality in a panel of 49 sub-Saharan African countries for the period 2000–2012. The empirical evidence is based on ordinary least squares (OLS), fixed effects (FE), and quantile regression (QR) estimations. It is apparent from the OLS and FE findings that inclusive human development has a negative effect on the outcome variable. This negative effect implies that inclusive human development improves education quality. This result should be understood in the light of the fact that the adopted education variable is a negative economic signal given that it is computed as the ratio of pupils to teachers. Therefore, a higher ratio reflects diminishing education quality. From QR, with the exception of the highest quantile, the tendency of inclusive human development in reducing poor quality education is consistent throughout the conditional distribution of poor education quality. Policy implications are discussed. |
2016 |
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| 4. | Asongu, Mohamed Jellal Mohamed Bouzahzah Simplice A Theoretical Economics Letters, 6 , pp. 131-137, 2016. Abstract | Links | BibTeX | Tags: Education, Growth, Human Capital, Institutions @article{Asongu_573, author = {Mohamed Jellal Mohamed Bouzahzah Simplice A. Asongu}, url = {http://file.scirp.org/pdf/TEL_2016033116111456.pdf}, doi = {10.4236/tel.2016.62015}, year = {2016}, date = {2016-04-13}, journal = {Theoretical Economics Letters}, volume = {6}, pages = {131-137}, abstract = {This study articulates the interaction among institutional governance, education and economic growth. Given the current pursuit of education policy reforms and knowledge economy around the world, it is of policy relevance to theoretically analyze the main mechanisms by which the macroeconomic impact of education on growth (and economic development) occurs. Our theoretical model demonstrates how incentives offered by the government affect human capital accumulation which ultimately engenders positive economic development externalities. We articulate two main channels through which education affects economic growth. The first channel highlights direct positive effect of educational quality on the incentive to accumulate human capital by individuals, which makes them more productive. The second channel appears in the explicit function of the economic growth rate. As a policy implication, we have shown that the growth rate depends on the rate of return on human capital or that this rate of return itself depends on the quality of governance, which further increases growth. As a result, institutional quality has a double dividend, which suggests considerable benefits to educational reforms.}, keywords = {Education, Growth, Human Capital, Institutions}, pubstate = {published}, tppubtype = {article} } This study articulates the interaction among institutional governance, education and economic growth. Given the current pursuit of education policy reforms and knowledge economy around the world, it is of policy relevance to theoretically analyze the main mechanisms by which the macroeconomic impact of education on growth (and economic development) occurs. Our theoretical model demonstrates how incentives offered by the government affect human capital accumulation which ultimately engenders positive economic development externalities. We articulate two main channels through which education affects economic growth. The first channel highlights direct positive effect of educational quality on the incentive to accumulate human capital by individuals, which makes them more productive. The second channel appears in the explicit function of the economic growth rate. As a policy implication, we have shown that the growth rate depends on the rate of return on human capital or that this rate of return itself depends on the quality of governance, which further increases growth. As a result, institutional quality has a double dividend, which suggests considerable benefits to educational reforms. |
2015 |
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| 5. | Jellal, Bouzahzah & Simplice Asongu Mohamed A Institutional Governance, Education and Growth 2015. Abstract | Links | BibTeX | Tags: Education, Growth, Human Capital, Institutions @workingpaper{Jellal2015, title = {Institutional Governance, Education and Growth}, author = {Bouzahzah & Simplice Asongu A Mohamed Jellal}, editor = {African 2015 Governance and Development Institute WP/15/059}, url = {http://www.afridev.org/RePEc/agd/agd-wpaper/Institutional-Governance-Education-and-Growth.pdf}, year = {2015}, date = {2015-12-01}, abstract = {This study articulates the interaction between institutional governance, education and economic growth. Given the current pursuit of education policy reforms and knowledge economy around the world, it is of policy relevance to theoretically analyze the main mechanisms by which the macroeconomic impact of education on growth (and economic development) occurs. Our theoretical model demonstrates how incentives offered by the government affect human capital accumulation which ultimately engenders positive economic development externalities. We articulate two main channels through which education affects economic growth. The first channel highlights direct positive effect of educational quality on the incentive to accumulate human capital by individuals, which makes them more productive. The second channel appears in the explicit function of the economic growth rate. As a policy implication, we have shown that the growth rate depends on the rate of return on human capital or that this rate of return itself depends on the quality of governance, which further increases growth. As a result, institutional quality has a double dividend, which suggests considerable benefits to educational reforms.}, keywords = {Education, Growth, Human Capital, Institutions}, pubstate = {published}, tppubtype = {workingpaper} } This study articulates the interaction between institutional governance, education and economic growth. Given the current pursuit of education policy reforms and knowledge economy around the world, it is of policy relevance to theoretically analyze the main mechanisms by which the macroeconomic impact of education on growth (and economic development) occurs. Our theoretical model demonstrates how incentives offered by the government affect human capital accumulation which ultimately engenders positive economic development externalities. We articulate two main channels through which education affects economic growth. The first channel highlights direct positive effect of educational quality on the incentive to accumulate human capital by individuals, which makes them more productive. The second channel appears in the explicit function of the economic growth rate. As a policy implication, we have shown that the growth rate depends on the rate of return on human capital or that this rate of return itself depends on the quality of governance, which further increases growth. As a result, institutional quality has a double dividend, which suggests considerable benefits to educational reforms. |