Economic Complexity and Gender Inequality in Education: An Empirical Study
Myriam Ben SaÃ¢d () and
Giscard Assoumou-Ella ()
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Myriam Ben SaÃ¢d: PRISM, University of Paris 1, France
Giscard Assoumou-Ella: CIREGED, Omar Bongo University
Economics Bulletin, 2019, vol. 39, issue 1, 321-334
Based on the generalized method of moments (GMM) developed by Blundell and Bond (1998), the effect of economic complexity on the Gender Parity Index in education (GPI) is empirically analyzed over the period from 1984 to 2014. The results show, firstly, that the economic complexity positively impacts the GPI at the primary and secondary levels taking into account the global sample. Secondly, they show that it negatively impacts the GPI at the tertiary level in the case of the sample of high-income countries and MENA. They also show that it has a positive effect on the GPI taking into account the global sample, middle-income countries, low-income countries and African countries. Finally, they show that public spending on education, good governance and financial openness reduce gender inequalities at all levels of education in all samples.
Keywords: Gender inequality in education; economic complexity; dynamic panel; income level groups; African countries and MENA countries (search for similar items in EconPapers)
JEL-codes: O1 F1 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:ebl:ecbull:eb-18-00765
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