Foreign Aid, Education and Lifelong Learning in Africa

Asongu, Simplice; Tchamyou, Vanessa S.

doi:10.2139/ssrn.2705678

Cited by 7 publications

(13 citation statements)

References 94 publications

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“…This suggestion for a paradigm shift is consistent with a recent theory by Asongu and Jellal (2016) on foreign aid policy which postulates that domestic and private investments (for economic growth and inclusive development) can be better achieved if foreign aid is channelled through mechanisms that reduce the burden of the taxation system on the private sector of recipient nations. The narrative of Kuada (2015) for understanding trends in high unemployment, poverty and exclusive growth in Africa is broadly consistent with a recent stream of African development literature which has responded to the MDG-related poverty trends by suggesting mechanisms by which foreign aid could be tailored to achieve more employment, inclusive growth and poverty alleviation Simpasa et al, 2015;Asongu & Tchamyou, 2015;Page & Söderbom, 2015).…”

Section: Theoretical Underpinnings and Reinventing Foreign Aid For Insupporting

confidence: 68%

Foreign Aid and Inclusive Development: Updated Evidence from Africa, 2005-2012

Asongu

Nwachukwu

2015

SSRN Journal

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Motivated by the April 2015 World Bank Publication on MDGs which reveals that poverty has been declining in all regions of the world with the exception of African countries, this study investigates the effects of a plethora of foreign aid dynamics on inequality adjusted human development. Contemporary and non-contemporary OLS, Fixed-effects and a system GMM technique with forward orthogonal deviations are employed. The empirical evidence is based on an updated sample of 53 African countries for the period 2005-2012.The following findings are established. First, the impacts of aid dynamics with high degrees of substitution are positive. These include aid for: social infrastructure, economic infrastructure, the productive sector and multi-sectors. Second, the effect of humanitarian assistance is consistently negative across specifications and models. Third, the effects of programme assistance and action on debt are ambiguous because they become positive with the GMM technique. Justifications for these changes and clarifications with respect to existing literature are provided. Policy implications are discussed in the light of the post-2015 development agenda. We also provide some recommendations for a rethinking of theories and models on which development assistance is based.JEL Classification: B20; F35; F50; O10; O55

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Section: Theoretical Underpinnings and Reinventing Foreign Aid For Insupporting

confidence: 68%

Foreign Aid and Inclusive Development: Updated Evidence from Africa, 2005-2012

Asongu

Nwachukwu

2015

SSRN Journal

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“…Borrowing from recent literature on education and knowledge economy (Tchamyou, ; Asongu and Tchamyou, ), lifelong learning can be measured and defined as the combined knowledge acquired during three educational levels, which are primary, secondary and tertiary education. Building on these levels of education, we thus employ PCA to derive a composite indicator named ‘Educatex’.…”

Section: Methodsmentioning

confidence: 99%

The Role of ICT in Modulating the Effect of Education and Lifelong Learning on Income Inequality and Economic Growth in Africa

Tchamyou¹,

Asongu²,

Odhiambo³

2019

African Development Review

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288

116

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This study assesses the role of information and communication technologies (ICT) in modulating the impact of education and lifelong learning on income inequality and economic growth. It focuses on a sample of 48 African countries from 2004 to 2014. The empirical evidence is based on the generalized method of moments. The following findings are established. First, mobile phone and internet each interact with primary school education to decrease income inequality. Second, all ICT indicators interact with secondary school education to exert a negative impact on the Gini index. Third, fixed broadband distinctly interacts with primary school education and lifelong learning to have a positive effect on economic growth. Fourth, ICT indicators do not significantly influence inequality and economic growth through tertiary school education and lifelong learning. These main findings are further substantiated. Policy implications are discussed.

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“…In accordance with Rosenberg (), human capital is fundamental in the adoption and usage of technology. Therefore, members of a society can be continuously trained on how to adapt to new technological channels (Anyanwu, ; Asongu & Tchamyou, ; Chavula, ; Dakhi & de Clereq, ; Kwan & Chiu, ). The duration of training depends on a number of factors, notably, on how complex the new technology is as well as the education status of the person adopting the technology (Asongu & Nwachukwu, ).…”

Section: Intuition and Theoretical Underpinningsmentioning

confidence: 99%

Basic formal education quality, information technology, and inclusive human development in sub‐Saharan Africa

Asongu

Odhiambo

2018

Sustainable Development

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150

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This study assesses the role played by basic formal education on the impact of information technology on inclusive human development in sub-Saharan African countries during the period 2000-2012. The study aims to answer one critical question: What is the relevance of basic formal education in the effect of mobile phone penetration on inclusive human development in sub-Saharan Africa when initial levels of inclusive human development are taken into account? The empirical evidence is based on instrumental quantile regressions. The findings of this study show that poor primary education dampens the positive effect of mobile phone penetration on inclusive human development. This finding should be understood from the perspective that the education quality indicator represents a policy syndrome because of the way it is computed, notably, the ratio of pupils to teachers. Hence, an increasing ratio indicates decreasing quality of education. It follows that decreasing quality of education dampens the positive effect of mobile phone on inclusive development. This tendency is consistent throughout the conditional distribution of inclusive sustainable human development. Policy implications are discussed.

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Foreign Aid, Education and Lifelong Learning in Africa

Cited by 7 publications

References 94 publications

Foreign Aid and Inclusive Development: Updated Evidence from Africa, 2005-2012

Foreign Aid and Inclusive Development: Updated Evidence from Africa, 2005-2012

The Role of ICT in Modulating the Effect of Education and Lifelong Learning on Income Inequality and Economic Growth in Africa

Basic formal education quality, information technology, and inclusive human development in sub‐Saharan Africa

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