Does top-down or bottom-up institutional change matter to reduce education inequality in developing countries?

Itchoko Motande Mondjeli Mwa Ndjokou and Murielle Fokou Pepoung Dzeukoh

Revue d’économie du développement, 2022, vol. 31, issue 2, 63-70

Abstract: Using top-down and bottom-up approaches, we analyze the effects of institutional change on education inequality in developing countries. We find that the top-down approach can increase or decrease education inequality depending on the measure used, while the bottom-up approach tends to reduce education inequality. JEL Codes: O1, I2.

Keywords: institutional change; education inequality; sequential GMM (search for similar items in EconPapers)
JEL-codes: I2 O1 (search for similar items in EconPapers)
Date: 2022
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