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The mobile phone technology, gender inclusive education and public accountability in Sub-Saharan Africa
Telecommunications Policy ( IF 5.6 ) Pub Date : 2021-01-25 , DOI: 10.1016/j.telpol.2021.102108
Simplice A. Asongu , Alex Adegboye , Jeremiah Ejemeyovwi , Olaoluwa Umukoro

This study assesses the relevance of mobile phone technology in complementing gender inclusive education (i.e. primary, secondary and tertiary) to promote public accountability (i.e. involving horizontal, vertical and diagonal accountability dynamics). The study utilizes the generalized method of moments (GMM) technique to establish the empirical evidence based on 48 Sub-Saharan African countries for the period 2005–2018. The following findings are documented from the linkages between mobile phone technology, inclusive education and public accountability. First, the interactions between mobile phone technology and inclusive education promote public accountability. Second, with regard to net effects, while unexpected negative signs are established, the corresponding positive interactive effects indicate that enhancing the penetration of mobile phone technology beyond some critical thresholds ensures positive net effects. Hence, policy makers should ensure that mobile phone technology penetration exceeds the established thresholds in order for gender inclusive education to positively affect public accountability.



中文翻译:

撒哈拉以南非洲地区的移动电话技术,性别平等教育和公共问责制

这项研究评估了手机技术在补充性别包容性教育(即小学,中学和高等教育)以促进公共问责制(即涉及横向,纵向和对角问责制动态)方面的相关性。这项研究利用广义矩(GMM)技术建立了基于48个撒哈拉以南非洲国家2005-2018年的经验证据。从移动电话技术,全纳教育和公众责任之间的联系记录了以下发现。首先,手机技术与全纳教育之间的互动促进了公众问责制。第二,关于净效应,尽管建立了意外的负面信号,相应的积极互动效应表明,增强移动电话技术的渗透率超过某些关键阈值可确保产生积极的净效应。因此,政策制定者应确保手机技术的普及率超过既定的门槛,以使包容性别的教育对公众问责制产生积极影响。

更新日期:2021-01-28
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