Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/204987 
Year of Publication: 
2018
Series/Report no.: 
AGDI Working Paper No. WP/18/043
Publisher: 
African Governance and Development Institute (AGDI), Yaoundé
Abstract: 
This study assesses the relevance of basic formal education in information technology for inclusive human development in 49 countries in sub-Saharan Africa for the period 2000-2012. The question it aims to answer is the following: 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. Poor primary education dampens the positive effect of mobile phone penetration on inclusive human development. This main finding should be understood in 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 human development. Policy implications for sustainable development are discussed.
Subjects: 
Quality education
Mobile phones
Inclusive human development
Sustainable Development
Africa
JEL: 
G20
I10
I32
O40
O55
Document Type: 
Working Paper

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