Enhancing ICT for quality education in sub-Saharan Africa
- 7 Downloads
This research assesses the relevance of information and communication technology (ICT) in primary education quality in a panel of 49 Sub-Saharan African countries for the period 2000–2012. The empirical evidence is based on Two Stage Least Squares (2SLS) and Instrumental Quantile regressions (IQR). From the 2SLS: (i) mobile phone and internet penetration rates reduce poor quality education and enhancing internet penetration has a net negative effect of greater magnitude. From the IQR: (i) with the exception of the highest quantile for mobile phone penetration and top quantiles for internet penetration, ICT consistently has a negative effect on poor education quality with a non-monotonic pattern. (ii) Net negative effects are exclusively apparent in the median and top quantiles of internet-related regressions. It follows that enhancing internet penetration will benefit countries with above-median levels of poor education quality while enhancing internet penetration is not immediately relevant to reducing poor education quality in countries with below-median levels of poor education quality.
KeywordsICT Primary school education Development Sub-Saharan Africa
JEL classificationF24 F63 L96 O30 O55
The authors are indebted to the editor and reviewers for constructive comments.
- Agbor, J. A. (2015). How does colonial origin matter for economic performance in subSaharan Africa? In A. K. Fosu (Ed.), Growth and institutions in African 25 development, chapter 13 (pp. 309–327). New York: Routledge Studies in Development Economics.Google Scholar
- Antoninis, M., (2017). Education in sub-Saharan Africa gets a very poor report card. Business Day. https://www.businesslive.co.za/bd/world/africa/2017-10-25-education-in-sub-saharan-africa-gets-a-very-poor-report-card/. Accessed: 25/10/2018.
- Asiedu, E. (2014). Does foreign aid in education promote economic growth? Evidence from sub-Saharan Africa. Journal of African Development, 16(1), 37–59.Google Scholar
- Asongu, S. A., & Odhiambo, N. M. (2018). Basic formal education quality, information technology and inclusive human development in sub-Saharan Africa. Sustainable Development. https://doi.org/10.1002/sd.1914.
- Asongu, S. A., & Tchamyou, S. V. (2017). Foreign aid, education and lifelong learning in Africa. Journal of the Knowledge Economy. https://doi.org/10.1007/s13132-017-0449-1.
- Asongu, S. A., le Roux, S., Nwachukwu, J. C., & Pyke, C. (2019). The mobile phone as an argument for good governance in sub-Saharan Africa. Information Technology & People. https://doi.org/10.1108/ITP-01-2018-0011.
- Costantini, M., & Lupi, C. (2005). Stochastic convergence among EuropeanEconomies. Economics Bulletin, 3(38), 1–17.Google Scholar
- Mosha, H. (2018). The state and quality of education in Tanzania: a reflection. Dar es Salaam: Department of Educational Foundations, Management and Life-long Learning School of Education, University of Dar es Salaam.Google Scholar
- Penard, T., Poussing, N., Yebe, G. Z., & Ella, P. N. (2012). Comparing the determinants of internet and cell phone use in Africa: evidence from Gabon. Communications and Strategies, 86(2), 65–83.Google Scholar
- Tchamyou, V. S. (2019a).The role of information sharing in modulating the effect of financial access on inequality. Journal of African Business. https://doi.org/10.1080/15228916.2019.1584262.
- Tchamyou, V. S. (2019b). Education, lifelong learning, inequality and financial access: evidence from African countries. Contemporary Social Science, 1–19. https://doi.org/10.1080/21582041.2018.1433314.
- Tchamyou, V. S., & Asongu, S. A. (2018). Conditional market timing in the mutual fund industry. Research in International Business and Finance, 42(December), 1355–1366.Google Scholar