From education to democracy: evidence from long-run time-varying estimates
Nicholas Apergis () and
James Payne ()
International Review of Economics, 2017, vol. 64, issue 4, 313-325
Abstract This study reinvestigates the hypothesis that education is expected to have a positive and statistically significant effect on democracy for a panel of 169 countries over the period 1990–2014. Unlike previous studies, we employ the time-varying cointegration approach of Bierens and Martins (Econom Theory 26:1453–1490, 2010) to show the time-varying coefficient associated with education has a positive impact on democracy. Further examination of the countries by income classification reveals that education has a positive and increasing impact on democracy with the greatest impact in low-income countries.
Keywords: Democracy; Education; Time-varying cointegration (search for similar items in EconPapers)
JEL-codes: I21 C33 (search for similar items in EconPapers)
References: View references in EconPapers View complete reference list from CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
http://link.springer.com/10.1007/s12232-017-0273-8 Abstract (text/html)
Access to the full text of the articles in this series is restricted.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:spr:inrvec:v:64:y:2017:i:4:d:10.1007_s12232-017-0273-8
Ordering information: This journal article can be ordered from
http://www.springer. ... cy/journal/12232/PS2
Access Statistics for this article
International Review of Economics is currently edited by Luigino Bruni
More articles in International Review of Economics from Springer, Happiness Economics and Interpersonal Relations (HEIRS)
Bibliographic data for series maintained by Sonal Shukla ().