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.
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In the light of Fosu (2013), policy syndromes are characteristics that are detrimental to economic development, inter alia: “administered redistribution”, “state breakdown”, “state controls”, and “suboptimal inter temporal resource allocation”. According to Asongu (2017), a policy syndrome is a gap in knowledge economy between two countries whereas Asongu and Nwachukwu (2017) conceive and define it as economic growth that is not pro-poor. Tchamyou et al. (2019) and Tchamyou (2019a) consider it as inequality. Within the context of this study, policy syndrome is poor educational quality.
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Asongu, S.A., Odhiambo, N.M. Enhancing ICT for quality education in sub-Saharan Africa. Educ Inf Technol 24, 2823–2839 (2019). https://doi.org/10.1007/s10639-019-09880-9
- Primary school education
- Sub-Saharan Africa
- L96 O30