{"id":95,"date":"2015-07-28T18:23:39","date_gmt":"2015-07-28T18:23:39","guid":{"rendered":"http:\/\/helpinghands.skat.tf\/?page_id=95"},"modified":"2020-10-13T17:46:47","modified_gmt":"2020-10-13T17:46:47","slug":"volunteers","status":"publish","type":"page","link":"https:\/\/asproworda.org\/?page_id=95&lang=en","title":{"rendered":"PUBLISHED PAPERS"},"content":{"rendered":"

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PUBLISHED PAPERS<\/p>\n

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ID<\/th>Titre<\/th>Description<\/th>Date of Publication<\/th>Download link<\/th>\n<\/tr>\n<\/thead>\n
1<\/td>The Role of Knowledge Economy in African Business<\/td>This 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.<\/td>13\/10\/2020<\/td>Download<\/a><\/td>\n<\/tr>\n
2<\/td>Gender Inclusive Intermediary Education, Financial Stability and Female Employment in the Industry in Sub-Saharan Africa<\/td>The 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
\nregressions. There are positive interactive or conditional effects between inclusive
\nintermediary education and financial stability in the Tobit, OLS and bottom quantiles
\nestimations. A net positive (negative) effect is apparent in the 10th quantitle (median) of
\nfemale employment in the industry distribution. Implications are discussed.<\/td>		Febuary 2021<\/td>Download<\/a><\/td>\n<\/tr>\n
3<\/td>ICT dynamics for gender inclusive intermediary education: minimum poverty and inequality thresholds in developing countries<\/td>This study examines linkages between information and communication technology (ICT)
\ndynamics, inequality and poverty in order to establish critical masses of poverty and
\ninequality that should not be exceeded in order for ICT dynamics to promote gender inc lusive
\neducation in 57 developing countries for the period 2012-2016. Poverty is measured with the
\npoverty headcount ratio at national poverty lines (% of the population) while inequality is
\nproxied by the Gini coefficient, the Atkinson index and the Palma ratio. The ICT dynamics
\nare measured with \u2018internet access in school\u2019, \u2018virtual social network\u2019, \u2018personal computers\u2019
\n\u2018mobile phone penetration\u201d, \u2018internet penetration\u2019 and \u2018fixed broadband subscriptions\u2019. The
\nempirical evidence is based on interactive Generalized Method of Moments estimators from
\nwhich thresholds are computed contingent on the validity of tested hypotheses. First, the Gini
\ncoefficient should not exceed 0.5618 in order for \u2018internet access in school\u2019 to positively
\naffect inclusive education. Second, the poverty headcount ratio at national poverty lines (% of
\nthe population) should remain below 33.6842% in order for \u2018internet access in school\u2019 to
\nfavorably influence inclusive education. Third, the Palma ratio should not exceed 3.3766 in
\norder for internet penetration to favorably affect inclusive education. Fourth, for personal
\ncomputers to increase inclusive education, the Gini coefficient, Palma ratio and poverty
\nheadcount (% of the population) should not exceed 0.4781, 3.5294 and 17.7272, respectively.
\nThe study confirms the significant role technological deepening plays in advancing inclusive
\neducation by means of policies that reduce poverty and income inequality, with potentially
\nwider applicability to other developing economies. The study has provided poverty and
\ninequality levels that should not be exceeded in order for personal computers, internet
\npenetration and \u2018internet access in school\u2019 to promote gender inclusive education.<\/td>		March 2021<\/td>Download<\/a><\/td>\n<\/tr>\n
4<\/td>The Mobile Phone Technology, Gender Inclusive Education and
\nPublic Accountability in Sub-Saharan Africa<\/td>		This study assesses the relevance of mobile phone technology in complementing gender
\ninclusive education (i.e. primary, secondary and tertiary) to promote public accountability (i.e.
\ninvolving horizontal, vertical and diagonal accountability dynamics). The study utilizes the
\ngeneralized method of moments (GMM) technique to establish the empirical evidence based on
\n48 Sub-Saharan African countries for the period 2005-2018. The following findings are
\ndocumented from the linkages between mobile phone technology, inclusive education and public
\naccountability. First, the interactions between mobile phone technology and inclusive education
\npromote public accountability. Second, with regard to net effects, while unexpected negative
\nsigns are established, the corresponding positive interactive effects indicate that enhancing the
\npenetration of mobile phone technology beyond some critical thresholds ensures positive net
\neffects. Hence, policy makers should ensure that mobile phone technology penetration exceeds
\nthe established thresholds in order for gender inclusive education to positively affect public
\naccountability.<\/td>		January 2021<\/td>Download<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/p>\n

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