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Finance, Governance and Inclusive Education in Sub-Saharan Africa

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  • Simplice A. Asongu

    (Yaounde, Cameroon)

  • Nicholas M. Odhiambo

    (Pretoria, South Africa)

Abstract

This research assesses the importance of credit access in modulating governance for gender inclusive education in 42 countries in Sub-Saharan Africa with data spanning the period 2004-2014. The Generalized Method of Moments is employed as empirical strategy. The following findings are established. First, credit access modulates government effectiveness and the rule of law to induce positive net effects on inclusive “primary and secondary education†. Second, credit access also moderates political stability and the rule of law for overall net positive effects on inclusive secondary education. Third, credit access complements government effectiveness to engender an overall positive impact on inclusive tertiary education. Policy implications are discussed with emphasis on Sustainable Development Goals.

Suggested Citation

  • Simplice A. Asongu & Nicholas M. Odhiambo, 2020. "Finance, Governance and Inclusive Education in Sub-Saharan Africa," Working Papers 20/037, European Xtramile Centre of African Studies (EXCAS).
  • Handle: RePEc:exs:wpaper:20/037
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    More about this item

    Keywords

    Finance; Governance; Sub-Saharan Africa; Sustainable Development;
    All these keywords.

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I30 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - General
    • G20 - Financial Economics - - Financial Institutions and Services - - - General
    • O16 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Financial Markets; Saving and Capital Investment; Corporate Finance and Governance
    • O55 - Economic Development, Innovation, Technological Change, and Growth - - Economywide Country Studies - - - Africa

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