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PUBLISHED PAPERS

PUBLISHED PAPERS

IDTitreDescriptionDate of PublicationDownload link
1The Role of Knowledge Economy in African BusinessThis paper assesses the role of knowledge economy (KE) in African business in 53 countries for the period 1996-2010. The four KE components of the World Bank are employed, notably: education, innovation, economic incentives & institutional regime and information & communication technology. The business indicators are classified into: starting, doing and ending business. Principal components analysis and panel instrumental variable fixed effect approaches are employed as empirical strategies.13/10/2020Download
2Gender Inclusive Intermediary Education, Financial Stability and Female Employment in the Industry in Sub-Saharan AfricaThe study examines how financial stability modulates the effect of inclusive intermediary education on female employment in the industry for the period 2008-2018 in Sub-Saharan Africa. The empirical evidence is based on Tobit, Ordinary Least Squares (OLS) and Quantile
regressions. There are positive interactive or conditional effects between inclusive
intermediary education and financial stability in the Tobit, OLS and bottom quantiles
estimations. A net positive (negative) effect is apparent in the 10th quantitle (median) of
female employment in the industry distribution. Implications are discussed.
Febuary 2021Download
3ICT dynamics for gender inclusive intermediary education: minimum poverty and inequality thresholds in developing countriesThis 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 inc lusive
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.
March 2021Download
4The Mobile Phone Technology, Gender Inclusive Education and
Public Accountability in Sub-Saharan Africa
This study assesses the relevance of mobile phone technology in complementing gender
inclusive education (i.e. primary, secondary and tertiary) to promote public accountability (i.e.
involving horizontal, vertical and diagonal accountability dynamics). The study utilizes the
generalized method of moments (GMM) technique to establish the empirical evidence based on
48 Sub-Saharan African countries for the period 2005-2018. The following findings are
documented from the linkages between mobile phone technology, inclusive education and public
accountability. First, the interactions between mobile phone technology and inclusive education
promote public accountability. Second, with regard to net effects, while unexpected negative
signs are established, the corresponding positive interactive effects indicate that enhancing the
penetration of mobile phone technology beyond some critical thresholds ensures positive net
effects. Hence, policy makers should ensure that mobile phone technology penetration exceeds
the established thresholds in order for gender inclusive education to positively affect public
accountability.
January 2021Download