Finance, Governance and Inclusive Education in Sub-Saharan Africa

Forthcoming: Social Responsibility Journal, Forthcoming

DOI: 10.1108/SRJ-02-2020-0039

24 Pages Posted: 8 Jul 2020

See all articles by Simplice Asongu

Simplice Asongu

African Governance and Development Institute

Nicholas Odhiambo

University of South Africa - Department of Economics

Date Written: June 15, 2020

Abstract

This research assesses the importance of credit access in modulating governance for gender inclusive education in 42 countries in Sub-Saharan Africa with data spanning the period 2004-2014. The Generalized Method of Moments is employed as empirical strategy. The following findings are established. First, credit access modulates government effectiveness and the rule of law to induce positive net effects on inclusive “primary and secondary education”. Second, credit access also moderates political stability and the rule of law for overall net positive effects on inclusive secondary education. Third, credit access complements government effectiveness to engender an overall positive impact on inclusive tertiary education. Policy implications are discussed with emphasis on Sustainable Development Goals.

Keywords: Finance; Governance; Sub-Saharan Africa; Sustainable Development

JEL Classification: I28; I30; G20; O16; O55

Suggested Citation

Asongu, Simplice and Odhiambo, Nicholas, Finance, Governance and Inclusive Education in Sub-Saharan Africa (June 15, 2020). Forthcoming: Social Responsibility Journal, Forthcoming, DOI: 10.1108/SRJ-02-2020-0039, Available at SSRN: https://ssrn.com/abstract=3627214 or http://dx.doi.org/10.2139/ssrn.3627214

Simplice Asongu (Contact Author)

African Governance and Development Institute ( email )

P.O. Box 8413
Yaoundé, 8413
Cameroon

Nicholas Odhiambo

University of South Africa - Department of Economics ( email )

PO Box 392
Pretoria, 0003
South Africa

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