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Does education reduce homicide? A panel data analysis of Asian region

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Abstract

Education may play an active role in enhancing the abilities of people. It does not only help in training for the professional field but is one of the most influential ways to do the psychological, moral, and social upbringing of a person. This training makes him a better human being that leads him to be more ethical and avoid illegal activities, e.g., crime. The current study focuses on the impact of education on violent crime (Homicide) in the Asian region from 2000 to 2015. The applied techniques Mean Group, Pooled Mean Group, and Dynamic Fixed Effects proved that there exists a significant negative relationship between education and homicide, and with higher education, the tendency of violent crime declines. Moreover, higher gross domestic product per capita decreases the chances of homicide while higher population density and unemployment have significant positive effects on homicide.

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Notes

  1. “Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, integrant violence over turf or control, and predatory violence and killing by armed groups” (The World Bank 2019; p. 1). It’s important to mention that Homicide excludes self- inflicted deaths/suicides and deaths from epidemics or fatal viruses e.g. Ebola, etc.

  2. Brunei Darussalam, Cambodia, Indonesia, and Laos People’s Democratic republic, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste, and Viet Nam.

  3. Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan.

  4. Afghanistan, Bangladesh, Bhutan, India, Iran, Maldives, Nepal, Pakistan, and Sri Lanka.

  5. Armenia, Azerbaijan, Bahrain, Cyprus, Georgia, Iraq, Israel, Jordan Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Palestine, Syria, Turkey, United Arab Emirates, and Yemen.

  6. Hong Kong, Macau, Japan, North Korea, South Korea, Mongolia, People’s Republic of China.

  7. The list of countries is given in Table 4 in the “Appendix 2” and Table 5 reports the data sources. Table 6 reports the summary stats of the dataset.

Abbreviations

MG:

Mean group

PMG:

Pooled mean group

DFE:

Dynamic fixed effects

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Authors and Affiliations

  1. S&P Global Market Intelligence, Islamabad, Pakistan

    Maham Furqan

  2. Department of Finance, College of Business Administration, Prince Sattam Bin Abdulaziz University, 173, Alkharj, 11942, Kingdom of Saudi Arabia

    Haider Mahmood

Authors
  1. Maham Furqan
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  2. Haider Mahmood
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Correspondence to Maham Furqan.

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Appendices

Appendix 1

See Figs. 1, 2 and Tables 1, 2, 3.

Fig. 1
figure 1

Source: Author’s analysis

Reasons for Crime.

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Fig. 2
figure 2

Source: Author’s analysis

How Education Reduces Crime.

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Table 1 Unit root tests
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Table 2 Pedroni cointegration test
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Table 3 MG, PMG, DFE, Hausman
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Appendix 2

See Tables 4, 5, 6.

Table 4 Sample countries
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Table 5 Data sources
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Table 6 Summary Stats
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Furqan, M., Mahmood, H. Does education reduce homicide? A panel data analysis of Asian region. Qual Quant 54, 1197–1209 (2020). https://doi.org/10.1007/s11135-020-00981-z

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  • DOI: https://doi.org/10.1007/s11135-020-00981-z

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