scholarly journals ROLE OF GOVERNANCE ON PRIMARY SCHOOL EDUCATION: EVIDENCE FROM SUB-SAHARAN AFRICAN (SSA) COUNTRIES

2021 ◽  
Vol 5 (5) ◽  
pp. 172-187
Author(s):  
Debabrata MUKHOPADHYAY ◽  
Dipankar DAS
Keyword(s):  
Primary School ◽  
School Education ◽  
Sub Saharan ◽  
Ssa Countries

Interactive effects of human capital in finance–economic growth nexus in Sub-Saharan Africa

2018 ◽  
Vol 45 (6) ◽  
pp. 1192-1210 ◽  
Author(s):  
Muazu Ibrahim
Keyword(s):  
Economic Growth ◽  
Human Capital ◽  
Interactive Effect ◽  
Financial Sector ◽  
Content Type ◽  
Long Run ◽  
The World ◽  
Sub Saharan ◽  
Ssa Countries

Purpose The purpose of this paper is to examine the interactive effect of human capital in financial development–economic growth nexus. Relative to the quantity-based measure of enrolment rates, the main aim was to determine how quality of human capital proxied by pupil–teacher ratio influences the relationship between domestic financial sector development and overall economic growth. Design/methodology/approach Data are obtained from the World Development Indicators of the World Bank for 29 sub-Saharan African (SSA) countries over the period 1980–2014. The analyses were conducted using the system generalised method of moments within the endogenous growth framework while controlling for country-specific and time effects. The author also follows Papke and Wooldridge procedure in examining the long-run estimates of the variables of interest. Findings The key finding is that, while both human capital and financial development unconditionally promotes growth in both the short and long run, results from the interactive terms suggest that, irrespective of the measure of finance, financial sector development largely spurs growth on the back of quality human capital. This finding is also confirmed by the marginal and net effects where the interactive effect of pupil–teacher ratio and indicators of finance are consistently huge relative to the enrolment. Statistically, the results are robust to model specification. Practical implications While it is laudable for SSA countries to increase access to education, it is equally more crucial to increase the supply of teachers at the same time improving on the limited teaching and learning materials. Indeed, there are efforts to develop rather low levels of the financial sector owing to its unconditional growth effects. Beyond the direct benefit of finance, however, higher growth effect of finance is conditioned on the quality level of human capital. The outcome of this study should therefore reignite the recognition of the complementarity role of human capital and finance in economic growth process. Originality/value The study makes significant contributions to existing finance–growth literature in so many ways: first, the auhor extend the literature by empirically examining how different measures of human capital shape the finance–economic growth nexus. Through this the author is able to bring a different perspective in the literature highlighting the role of countries’ human capital stock in mediating the impact of financial deepening on economic growth. Second, the author makes a more systematic attempt to evaluate the relative importance of finance and human capital in growth process while controlling for several ancillary variables.

More Finance or Better Finance in Feldstein–Horioka Puzzle: Evidence from SSA Countries

2017 ◽  
Vol 18 (1) ◽  
pp. 132-143 ◽  
Author(s):  
Ibrahim Dolapo Raheem
Keyword(s):  
Financial Development ◽  
Resource Mobilization ◽  
Financial Reforms ◽  
Retention Coefficient ◽  
Substantial Investment ◽  
Sub Saharan ◽  
Saving Retention ◽  
Ssa Countries ◽  
Domestic Resource

This study examined the role of financial development in the Feldstein–Horioka (FH) puzzle for 31 sub-Saharan African (SSA) countries for the period 1999–2011. Unlike previous studies that used traditional measures of finance (‘more finance’), we advocated for superior measures of financial development (‘better finance’). The baseline regression shows that ‘more finance’ increases the FH estimate, while ‘better finance’ serves as drag to the same retention coefficients. The reverse of these results was obtained when the baseline regression was extended to account for the interaction between savings and proxies for finance. The results obtained show a considerable improvement in the saving retention coefficient when ‘better finance’ was used as against ‘more finance’. This concretely reinforces the superior role of ‘better finance’ in mobilizing, distributing and utilizing savings for investment within these economies. Based on these findings, domestic resource mobilization can be a veritable vehicle for plugging the substantial investment gap in these SSA economies. However, such policy thrust must be complemented by far-reaching financial reforms.

scholarly journals SELECTED FACTORS AFFECTING GIRLS’ PARTICIPATION IN PRIMARY SCHOOL EDUCATION IN KENYA

2012 ◽  
Vol 48 (1) ◽  
pp. 52-61
Author(s):  
Benjamin C. Kipkulei ◽  
Micah C. Chepchieng ◽  
Mary J. Chepchieng ◽  
Lydia M. Boitt
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Basic Education ◽  
School Education ◽  
Sub Saharan Africa ◽  
Girl Child ◽  
Factors Affecting ◽  
School Based ◽  
Child Education ◽  
Sub Saharan

The girl child participation in primary school level of education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, Kenya included. Girl child education worldwide provides benefits to the family and the society at large thus factors affecting it should be addressed for the sake of human and societal development. The objective of the study was to establish the factors affecting girls’ participation in primary schools in Kenya. Specifically, the study investigated the effect socio-economic, socio-cultural and school -based factors have on a girl-child’s participation in primary school education in Kenya. In some parts of Kenya, there is low girls’ participation in primary school education thus the interest in establishing the factors that may be contributing to this problem. This was considered crucial as Kenya strives to achieve basic Education for All by 2015. The study employed a survey design. 210 girls drawn from primary classes 6, 7 and 8 participated in the study. The simple random technique was used in the selection of the sample. A questionnaire was used to collect data that were analyzed by use of descriptive statistics (frequencies and percentages). The findings of the study revealed that socio-economic, socio-cultural and school related factors affect girls’ participation in primary schools in Kenya. In effect, unless these factors are expeditiously addressed, primary school girls will continue to be disadvantaged in the Kenya’s school system. This will frustrate the world’s efforts in attaining basic education for all by 2015. The study therefore recommended that the Ministry of Education in Kenya should create awareness to all education stakeholders on the importance of girl child education in the country. It was also recommended that a large scale study involving sub-Saharan Africa developing nations experiencing low girls' participation in education be carried out to falsify or corroborate the findings. Key words: education, factors, girls’ participation, socio-economic, socio-cultural, school-based.

scholarly journals Poziom sytuacyjnej wrażliwości edukacyjnej uczniów z uszkodzonym słuchem w momencie startu edukacyjnego

2018 ◽  
pp. 295-309
Author(s):  
Magdalena Olempska-Wysocka
Keyword(s):  
Primary School ◽  
Hearing Impairment ◽  
First Grade ◽  
Significant Degree ◽  
School Education ◽  
Special Schools ◽  
First Semester ◽  
Central Poland ◽  
Starting School

Situational educational sensitivity is one of the components of the educational sensitivity model, which is the child's vulnerability to the implementation of tasks related to the role of the student. There are situational sensitivity of instrumental processes and situational educational sensitivity of directional processes. The study involved 74 children with hearing impairment in a profound and significant degree, beginning their studies in the first grade in primary school. The research was carried out in the first semester, in central Poland, in integration and special schools. The aim of the research was to determine the situational level of sensitivity of deaf pupils starting school education. The conducted research allows to determine which of the ranges are the best and the least developed, which enables orientation towards the rehabilitation and therapeutic interactions of this group of students.

scholarly journals Remittances and health outcomes in Sub-Saharan African countries: Understanding the role of financial development and institutional quality

2021 ◽  
Vol 66 (229) ◽  
pp. 119-144
Author(s):  
Uweis Bare ◽  
Yasmin Bani ◽  
Normaz Ismail ◽  
Anitha Rosland
Keyword(s):  
Health Outcomes ◽  
Financial Development ◽  
Institutional Quality ◽  
Sub Saharan Africa ◽  
African Countries ◽  
Dynamic Panel ◽  
Sub Saharan ◽  
Ssa Countries

Sub-Saharan Africa (SSA) is one of the highest recipients of remittances; however, this is inconsistent with the region?s growth and the state of its weak healthcare systems. This paper therefore analyses the effect of remittances on health outcomes for 39 selected SSA countries over the period 1996 to 2016. It considers the channels through which remittances affect health outcomes, including financial development and institutional quality. Using dynamic panel estimation, we find that remittances sustain health outcomes, while both financial development and institutional quality complement remittances in this respect. SSA countries should therefore continue to improve their financial sectors and develop the quality of institutions to an adequate level. Achieving sound financial systems and institutions would both allow and attract a substantial amount of remittances, benefitting human capital and health outcomes and alleviating poverty.

scholarly journals Determinants of fiscal effort in sub-Saharan African countries: Does conflict matter?

2021 ◽  
Vol 7 (2) ◽  
pp. 50-73
Author(s):  
Princewill U. Okwoche ◽  
Chimere O. Iheonu
Keyword(s):  
Fixed Effects ◽  
African Countries ◽  
Fiscal Effort ◽  
Econometric Methods ◽  
Reaction Functions ◽  
Fiscal Reaction Function ◽  
Sub Saharan ◽  
Generalised Method Of Moments ◽  
Ssa Countries

This study investigates the determinants of fiscal effort in sub-Saharan African (SSA) within the framework of fiscal reaction functions. Whereas previous studies focusing on SSA have mainly considered the economic non-debt determinants this study accounts for the role of conflict given its persistence in many SSA countries. It employs a variety of panel econometric methods that are applicable in tackling the problem of endogeneity. Specifically the study employs the instrumental variables fixed effects, the two-step generalised method of moments (GMM) and the traditional two-stage least squares techniques. Mainly the evidence shows that although SSA governments have made fiscal adjustments in response to the escalating levels of debt, conflict impacts negatively on this response in SSA. Furthermore, the results affirm the presence of fiscal fatigue in SSA’s fiscal reaction function. Recommendations based on these findings are discussed.

scholarly journals The Role of Institutions in the Finance-Inequality Nexus in Sub-Saharan Africa

2017 ◽  
Vol 137 (1-2) ◽  
pp. 173-192
Author(s):  
Ngozi Adeleye ◽  
Evans Osabuohien ◽  
Ebenezer Bowale
Keyword(s):  
Income Inequality ◽  
Financial Development ◽  
Sub Saharan Africa ◽  
Jel Codes ◽  
Domestic Credit ◽  
Sub Saharan ◽  
Generalised Method Of Moments ◽  
Control Of Corruption ◽  
Ssa Countries

This study contributes to the literature on income inequality by providing evidence that financial development not only impacts income distribution, but the effects can improve when there is a strong institutional framework. Using the system-generalised method of moments (sys-GMM) technique on a sample of 42 Sub-Saharan African (SSA) countries from 1996 to 2015, our major findings are summarised as follows: (1) inequality is persistent in the region (2) financial development does not significantly reduce income inequality; and (3) the control of corruption and its interaction with domestic credit exhibit an inverted-U relation with income inequality. Thus, policies that will reduce income inequality require that corruption be controlled given increase in domestic credit. JEL Codes: F36; G21; O15

scholarly journals Foreign Development Assistance and Macroeconomic Policy Stance: The Underlying Levers of Growth in Emerging SSA Countries

2020 ◽  
Author(s):  
Samson Edo ◽  
Oluwatoyin Matthew ◽  
Ifeoluwa Ogunrinola
Keyword(s):  
Economic Growth ◽  
Development Assistance ◽  
Control Variable ◽  
Macroeconomic Policy ◽  
Estimation Methods ◽  
Negative Effect ◽  
Sub Saharan ◽  
Ssa Countries ◽  
Variable Exchange

Abstract The role of foreign development assistance and macroeconomic policy stance, in economic growth performance of the emerging Sub-Saharan African economies, is investigated in this study. The GMM and VECM methods are employed in estimating the relationships and impacts, for the period 1980-2019. Results from the two estimation methods are comparable and consistent. The effect of foreign development assistance is revealed to be positive, and more significant than that of monetary policy, but less significant than fiscal policy. The control variable, exchange rate, exerts significant negative effect on growth. The results also reveal that economic growth is unable to significantly reinforce itself. Generally, the estimation results conform to theoretical expectations of the relationships that exist between economic growth and the underlying variables. The results are also considered to be significantly reliable for forecasting and policy making.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

Primary School Education in India: An Overview

2011 ◽  
Vol 3 (5) ◽  
pp. 439-440
Author(s):  
R. Solai Raja R. Solai Raja ◽  
◽  
S. Banumathi S. Banumathi ◽  
T. Dhanabalan T. Dhanabalan
Keyword(s):  
Primary School ◽  
School Education ◽  
Education In India
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