Economic Complexity and Gender Inequality in Education: An Empirical Study

Myriam Ben Saâd (1, 2) , Giscard Assoumou Ella

1 PRISM Sorbonne - Pôle de recherche interdisciplinaire en sciences du management
2 ESPI2R - Laboratoire ESPI Réflexions et Recherches (1997-2021)

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.

Domaines: Économie et finance quantitative [q-fin]

Myriam Ben Saâd, Giscard Assoumou Ella. Economic Complexity and Gender Inequality in Education: An Empirical Study. Economics Bulletin, 2019. ⟨hal-03426719⟩