Inclusive education and labour productivity: The case of Sub‐Saharan African countries

Abstract

Education is instrumental in developing skills that determine the level of labour productivity in an economy. This study cross‐examines the effect of inclusive education on labour productivity growth in Sub‐Saharan Africa (SSA). The methodology involves the instrumental variable two‐stage least square (IV‐2SLS) with data collected for 48 SSA countries spanning between the years 2000–2021. The following results are arrived at: (i) Inclusive education significantly boosts labour productivity across all income groups. (ii) Pre‐primary, secondary and tertiary education significantly affect labour productivity more than primary education with the impact less evident in middle‐income countries. (iii) The impact of secondary and primary educational enrolments on labour productivity is greater in African countries that follow the French civil system compared to those under British common‐law jurisdiction. Based on the study findings, the following policy recommendations can be forwarded: SSA countries should design policies that improve the productive capacity of their workforce through the enhancement of inclusive education. In addition, more investments should be made in the educational sector to increase access to education and equitable opportunities for schooling for all, especially in Africa where the attainment rate has been relatively low.