فناوری اطلاعات و آموزش فراگیر
Abstract
JEL classification
1. Introduction
2. Literature review
3. Data and methodology
4. Empirical results
5. Concluding implications and future research directions
Acknowledgement
Appendix 1. Definitions of variables
Appendix 2. Summary statistics (2004–2014)
Appendix 3. Correlation matrix (uniform sample size: 141)
References
Abstract
This study examines linkages between inequality, information and communication technology (ICT) and inclusive education in order to establish inequality thresholds that should not be exceeded in order for ICT to promote inclusive education in 42 countries in sub-Saharan Africa for the period 2004–۲۰۱۴٫ The empirical evidence is based on the Generalized Method of Moments. The following findings are established. First, a Gini coefficient and an Atkinson index of respectively, 0.400 and 0.625 are income inequality thresholds that should not be exceeded in order for internet penetration to positively influence inclusive education. Second, a Gini coefficient, an Atkinson index and a Palma ratio of respectively, 0.574, 0.676 and 9.000 are thresholds of income inequality that if exceeded, fixed broadband subscriptions will no longer positively affect inclusive education. As a main policy implication, the established inequality thresholds should not be exceeded in order for ICT to promote inclusive education in sampled countries. Other implications in the light of Sustainable Development Goals (SDGs) are discussed.
Introduction
Inclusive education is clearly articulated in the post-2015 development agenda of the United Nations Development Programme (UNDP), notably: SDG (Sustainable Development Goal) 4 (i.e. “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”) and SDG 5 (i.e. “achieve gender equality and empower all women and girls”). Moreover, inclusive development is central to most SDGs. The positioning of this study on inequality thresholds that dampen the favorable effect of information and communication technology (ICT) on inclusive education in sub-Saharan Africa (SSA) is motivated by three main factors, notably: (i) the relevance of inclusive development in SSA in the post-2015 sustainable development agenda; (ii) the importance on information and communication technology in development outcomes and (iii) gaps in the literature. These three factors are expanded in turn. First, both policy and scholarly literature are consistent on the relevance of inclusive development in SSA in the light of the post-2015 SDG agenda. On the policy front, the UNDP has recently established that in order for countries in SSA to sustainably achieve poverty reduction initiatives, income inequality has to be reduced considerably (UN, 2017).