Gender disparities in rural education attainments and agricultural landownership from the perspective of Sustainable Development Goals (SDGs): evidence from 16 Sub-Sahara African countries

Purpose - The purpose of this study is to explore the relationship between gender disparities in rural education attainments and agricultural landownership (ALO) in Sub-Sahara Africa with Sustainable Development Goal (SDG) perspective. Design/methodology/approach - This study uses SDG indicators interactions and pairwise correlation analysis. Findings - There is a significant negative association between gender disparities in rural education attainments and ALO in Sub-Sahara Africa. Such negative relationship is not influenced by national economic development and living standards. Research limitations/implications - The data is limited with 16 Sub-Sahara African countries, and as this is an early output of a number of follow-up studies in the author’s plan, the methodology is relatively simple. Practical implications - Reducing gender disparity in rural Sub-Sahara Africa especially in ALO requires more integrated approaches which also address other aspects of sustainable development. This is particularly the situation because of the strong male-favored customary practices in rural Sub-Sahara Africa. The prioritization of different dimensions of sustainable development is also important in Sub-Sahara Africa. Social implications - Strong awareness of SDGs is important. Further efforts in collecting data for and use data of sustainable development, especially the SDGs, are essential. Emerging trend of studying the interactions across SDGs reflects the future direction of relevant fields. Originality/value - This paper has high originality because it is an early-stage research in the SDG interactions in Sub-Sahara African countries with the perspective of gender, gender disparity, Sub-Sahara Africa, SDGs, ALO and rural education attainments. This paper has both academic and practical values because of its innovative research thoughts and policy-oriented implications.