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Economic Complexity and Gender Inequality in Education: An Empirical Study

Author

Listed:
  • Myriam Ben Saâd

    (PRISM, University of Paris 1, France)

  • Giscard Assoumou-Ella

    (CIREGED, Omar Bongo University)

Abstract
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.

Suggested Citation

  • Myriam Ben Saâd & Giscard Assoumou-Ella, 2019. "Economic Complexity and Gender Inequality in Education: An Empirical Study," Economics Bulletin, AccessEcon, vol. 39(1), pages 321-334.
    • Handle: RePEc:ebl:ecbull:eb-18-00765
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    File URL: http://www.accessecon.com/Pubs/EB/2019/Volume39/EB-19-V39-I1-P34.pdf
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    References listed on IDEAS

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    Cited by:

    1. Messono O. Omang & Simplice A. Asongu & Vanessa S. Tchamyou, 2022. "Historical prevalence of infectious diseases and sustainable development in 122 countries," Working Papers 22/036, European Xtramile Centre of African Studies (EXCAS).
    2. Omang Ombolo Messono & Simplice A. Asongu & Vanessa S. Tchamyou, 2022. "Historical prevalence of infectious diseases and gender equality in 122 countries," Working Papers of The Association for Promoting Women in Research and Development in Africa (ASPROWORDA). 22/005, The Association for Promoting Women in Research and Development in Africa (ASPROWORDA).
    3. Hidalgo, César A., 2023. "The policy implications of economic complexity," Research Policy, Elsevier, vol. 52(9).
    4. C'esar A. Hidalgo, 2022. "Knowledge is non-fungible," Papers 2205.02167, arXiv.org.
    5. María Guadalupe Montiel-Hernández & Carla Carolina Pérez-Hernández & Blanca Cecilia Salazar-Hernández, 2024. "The Intrinsic Links of Economic Complexity with Sustainability Dimensions: A Systematic Review and Agenda for Future Research," Sustainability, MDPI, vol. 16(1), pages 1-26, January.
    6. Acheampong, Alex O. & Opoku, Eric Evans Osei & Amankwaa, Afua & Dzator, Janet, 2024. "Energy poverty and gender equality in education: Unpacking the transmission channels," Technological Forecasting and Social Change, Elsevier, vol. 202(C).
    7. C'esar A. Hidalgo, 2022. "The Policy Implications of Economic Complexity," Papers 2205.02164, arXiv.org, revised Aug 2023.
    8. Dominik Hartmann & Flavio L. Pinheiro, 2022. "Economic complexity and inequality at the national and regional level," Papers 2206.00818, arXiv.org, revised Jun 2022.
    9. Nguyen, Canh Phuc, 2021. "Gender equality and economic complexity," Economic Systems, Elsevier, vol. 45(4).
    10. Cesar A. Hidalgo, 2022. "Knowledge is non-fungible," Papers in Evolutionary Economic Geography (PEEG) 2229, Utrecht University, Department of Human Geography and Spatial Planning, Group Economic Geography, revised Nov 2022.

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    More about this item

    Keywords

    Gender inequality in education; economic complexity; dynamic panel; income level groups; African countries and MENA countries;
    All these keywords.

    JEL classification:

    • O1 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development
    • F1 - International Economics - - Trade

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