ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries
This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote gender inclusive education in 57 developing countries...
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Veröffentlicht in: | Telecommunications policy 2021-06, Vol.45 (5), p.102125, Article 102125 |
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description | This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote gender inclusive education in 57 developing countries for the period 2012–2016. Poverty is measured with the poverty headcount ratio at national poverty lines (% of the population) while inequality is proxied by the Gini coefficient, the Atkinson index and the Palma ratio. The ICT dynamics are measured with ‘internet access in school’, ‘virtual social network’, ‘personal computers’ ‘mobile phone penetration”, ‘internet penetration’ and ‘fixed broadband subscriptions’. The empirical evidence is based on interactive Generalized Method of Moments estimators from which thresholds are computed contingent on the validity of tested hypotheses. First, the Gini coefficient should not exceed 0.5618 in order for ‘internet access in school’ to positively affect inclusive education. Second, the poverty headcount ratio at national poverty lines (% of the population) should remain below 33.6842% in order for ‘internet access in school’ to favorably influence inclusive education. Third, the Palma ratio should not exceed 3.3766 in order for internet penetration to favorably affect inclusive education. Fourth, for personal computers to increase inclusive education, the Gini coefficient, Palma ratio and poverty headcount (% of the population) should not exceed 0.4781, 3.5294 and 17.7272, respectively. The study confirms the significant role technological deepening plays in advancing inclusive education by means of policies that reduce poverty and income inequality, with potentially wider applicability to other developing economies. The study has provided poverty and inequality levels that should not be exceeded in order for personal computers, internet penetration and ‘internet access in school’ to promote gender inclusive education.
•The study examines linkage between ICT, inequality, poverty and inclusive education.•The focus is on 57 developing countries for the period 2012–2016.•The empirical evidence is based on the Generalized Method of Moments.•Poverty and inequality levels that should not be exceeded are provided.•When underlying levels are exceeded, ICT no longer promotes inclusive education. |
doi_str_mv | 10.1016/j.telpol.2021.102125 |
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•The study examines linkage between ICT, inequality, poverty and inclusive education.•The focus is on 57 developing countries for the period 2012–2016.•The empirical evidence is based on the Generalized Method of Moments.•Poverty and inequality levels that should not be exceeded are provided.•When underlying levels are exceeded, ICT no longer promotes inclusive education.</description><identifier>ISSN: 0308-5961</identifier><identifier>EISSN: 1879-3258</identifier><identifier>DOI: 10.1016/j.telpol.2021.102125</identifier><language>eng</language><publisher>Kidlington: Elsevier Ltd</publisher><subject>Access ; Broadband ; Broadband communication systems ; Coefficients ; Communications technology ; Developing countries ; Dynamics ; Education ; Gender ; Generalized method of moments ; Inclusive ; Inclusive education ; Income inequality ; Inequality ; Information technology ; Internet ; Internet access ; LDCs ; Method of moments ; Mobile computing ; Mobile phones ; Penetration ; Personal computers ; Poverty ; Social networks ; Subscriptions ; Technology ; Telecommunications policy ; Thresholds</subject><ispartof>Telecommunications policy, 2021-06, Vol.45 (5), p.102125, Article 102125</ispartof><rights>2021 Elsevier Ltd</rights><rights>Copyright Butterworth-Heinemann Jun 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c445t-9b20a015801dc20f07975cad7d2b3c39606a94dedfcc9f69e4670679fa130e893</citedby><cites>FETCH-LOGICAL-c445t-9b20a015801dc20f07975cad7d2b3c39606a94dedfcc9f69e4670679fa130e893</cites><orcidid>0000-0003-2490-6803</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.telpol.2021.102125$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27866,27924,27925,45995</link.rule.ids></links><search><creatorcontrib>Asongu, Simplice</creatorcontrib><creatorcontrib>Amari, Mouna</creatorcontrib><creatorcontrib>Jarboui, Anis</creatorcontrib><creatorcontrib>Mouakhar, Khaireddine</creatorcontrib><title>ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries</title><title>Telecommunications policy</title><description>This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote gender inclusive education in 57 developing countries for the period 2012–2016. Poverty is measured with the poverty headcount ratio at national poverty lines (% of the population) while inequality is proxied by the Gini coefficient, the Atkinson index and the Palma ratio. The ICT dynamics are measured with ‘internet access in school’, ‘virtual social network’, ‘personal computers’ ‘mobile phone penetration”, ‘internet penetration’ and ‘fixed broadband subscriptions’. The empirical evidence is based on interactive Generalized Method of Moments estimators from which thresholds are computed contingent on the validity of tested hypotheses. First, the Gini coefficient should not exceed 0.5618 in order for ‘internet access in school’ to positively affect inclusive education. Second, the poverty headcount ratio at national poverty lines (% of the population) should remain below 33.6842% in order for ‘internet access in school’ to favorably influence inclusive education. Third, the Palma ratio should not exceed 3.3766 in order for internet penetration to favorably affect inclusive education. Fourth, for personal computers to increase inclusive education, the Gini coefficient, Palma ratio and poverty headcount (% of the population) should not exceed 0.4781, 3.5294 and 17.7272, respectively. The study confirms the significant role technological deepening plays in advancing inclusive education by means of policies that reduce poverty and income inequality, with potentially wider applicability to other developing economies. The study has provided poverty and inequality levels that should not be exceeded in order for personal computers, internet penetration and ‘internet access in school’ to promote gender inclusive education.
•The study examines linkage between ICT, inequality, poverty and inclusive education.•The focus is on 57 developing countries for the period 2012–2016.•The empirical evidence is based on the Generalized Method of Moments.•Poverty and inequality levels that should not be exceeded are provided.•When underlying levels are exceeded, ICT no longer promotes inclusive education.</description><subject>Access</subject><subject>Broadband</subject><subject>Broadband communication systems</subject><subject>Coefficients</subject><subject>Communications technology</subject><subject>Developing countries</subject><subject>Dynamics</subject><subject>Education</subject><subject>Gender</subject><subject>Generalized method of moments</subject><subject>Inclusive</subject><subject>Inclusive education</subject><subject>Income inequality</subject><subject>Inequality</subject><subject>Information technology</subject><subject>Internet</subject><subject>Internet access</subject><subject>LDCs</subject><subject>Method of moments</subject><subject>Mobile computing</subject><subject>Mobile phones</subject><subject>Penetration</subject><subject>Personal computers</subject><subject>Poverty</subject><subject>Social networks</subject><subject>Subscriptions</subject><subject>Technology</subject><subject>Telecommunications policy</subject><subject>Thresholds</subject><issn>0308-5961</issn><issn>1879-3258</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7TQ</sourceid><recordid>eNp9kEtLLDEQhYMoOD7-gYuA6x4r6WdcCDJ4r4LiRtchJtWaoTtpk_TA4J830q5d1YNzTlEfIRcM1gxYc7VdJxwmP6w5cJZXnPH6gKxY14qi5HV3SFZQQlfUomHH5CTGLQBrmYAV-XrYvFCzd2q0OtLeB_qOzmCg1ulhjnaHuUsYRjRWhT1FM2uVrHfX9Mk6O84jnfwOQ9pT5UzW4uesBpvH9BEwfvjBxLylBnc4-Mm6d6r97FKwGM_IUa-GiOe_9ZS8_rt72dwXj8__Hza3j4WuqjoV4o2DAlZ3wIzm0EMr2lor0xr-VupSNNAoURk0vdaibwRWTQtNK3rFSsBOlKfkcsmdgv-cMSa59XNw-aTkdVm2gjXQZVW1qHTwMQbs5RTsmH-WDOQPZrmVC2b5g1kumLPtZrFh_mBnMcioLTqdeQXUSRpv_w74BqtHip4</recordid><startdate>20210601</startdate><enddate>20210601</enddate><creator>Asongu, Simplice</creator><creator>Amari, Mouna</creator><creator>Jarboui, Anis</creator><creator>Mouakhar, Khaireddine</creator><general>Elsevier Ltd</general><general>Butterworth-Heinemann</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7SP</scope><scope>7TQ</scope><scope>8BJ</scope><scope>8FD</scope><scope>DHY</scope><scope>DON</scope><scope>FQK</scope><scope>JBE</scope><scope>L7M</scope><orcidid>https://orcid.org/0000-0003-2490-6803</orcidid></search><sort><creationdate>20210601</creationdate><title>ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries</title><author>Asongu, Simplice ; Amari, Mouna ; Jarboui, Anis ; Mouakhar, Khaireddine</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c445t-9b20a015801dc20f07975cad7d2b3c39606a94dedfcc9f69e4670679fa130e893</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Access</topic><topic>Broadband</topic><topic>Broadband communication systems</topic><topic>Coefficients</topic><topic>Communications technology</topic><topic>Developing countries</topic><topic>Dynamics</topic><topic>Education</topic><topic>Gender</topic><topic>Generalized method of moments</topic><topic>Inclusive</topic><topic>Inclusive education</topic><topic>Income inequality</topic><topic>Inequality</topic><topic>Information technology</topic><topic>Internet</topic><topic>Internet access</topic><topic>LDCs</topic><topic>Method of moments</topic><topic>Mobile computing</topic><topic>Mobile phones</topic><topic>Penetration</topic><topic>Personal computers</topic><topic>Poverty</topic><topic>Social networks</topic><topic>Subscriptions</topic><topic>Technology</topic><topic>Telecommunications policy</topic><topic>Thresholds</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Asongu, Simplice</creatorcontrib><creatorcontrib>Amari, Mouna</creatorcontrib><creatorcontrib>Jarboui, Anis</creatorcontrib><creatorcontrib>Mouakhar, Khaireddine</creatorcontrib><collection>CrossRef</collection><collection>Electronics & Communications Abstracts</collection><collection>PAIS Index</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Technology Research Database</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>Advanced Technologies Database with Aerospace</collection><jtitle>Telecommunications policy</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Asongu, Simplice</au><au>Amari, Mouna</au><au>Jarboui, Anis</au><au>Mouakhar, Khaireddine</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries</atitle><jtitle>Telecommunications policy</jtitle><date>2021-06-01</date><risdate>2021</risdate><volume>45</volume><issue>5</issue><spage>102125</spage><pages>102125-</pages><artnum>102125</artnum><issn>0308-5961</issn><eissn>1879-3258</eissn><abstract>This study examines linkages between information and communication technology (ICT) dynamics, inequality and poverty in order to establish critical masses of poverty and inequality that should not be exceeded in order for ICT dynamics to promote gender inclusive education in 57 developing countries for the period 2012–2016. Poverty is measured with the poverty headcount ratio at national poverty lines (% of the population) while inequality is proxied by the Gini coefficient, the Atkinson index and the Palma ratio. The ICT dynamics are measured with ‘internet access in school’, ‘virtual social network’, ‘personal computers’ ‘mobile phone penetration”, ‘internet penetration’ and ‘fixed broadband subscriptions’. The empirical evidence is based on interactive Generalized Method of Moments estimators from which thresholds are computed contingent on the validity of tested hypotheses. First, the Gini coefficient should not exceed 0.5618 in order for ‘internet access in school’ to positively affect inclusive education. Second, the poverty headcount ratio at national poverty lines (% of the population) should remain below 33.6842% in order for ‘internet access in school’ to favorably influence inclusive education. Third, the Palma ratio should not exceed 3.3766 in order for internet penetration to favorably affect inclusive education. Fourth, for personal computers to increase inclusive education, the Gini coefficient, Palma ratio and poverty headcount (% of the population) should not exceed 0.4781, 3.5294 and 17.7272, respectively. The study confirms the significant role technological deepening plays in advancing inclusive education by means of policies that reduce poverty and income inequality, with potentially wider applicability to other developing economies. The study has provided poverty and inequality levels that should not be exceeded in order for personal computers, internet penetration and ‘internet access in school’ to promote gender inclusive education.
•The study examines linkage between ICT, inequality, poverty and inclusive education.•The focus is on 57 developing countries for the period 2012–2016.•The empirical evidence is based on the Generalized Method of Moments.•Poverty and inequality levels that should not be exceeded are provided.•When underlying levels are exceeded, ICT no longer promotes inclusive education.</abstract><cop>Kidlington</cop><pub>Elsevier Ltd</pub><doi>10.1016/j.telpol.2021.102125</doi><orcidid>https://orcid.org/0000-0003-2490-6803</orcidid><oa>free_for_read</oa></addata></record> |
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subjects | Access Broadband Broadband communication systems Coefficients Communications technology Developing countries Dynamics Education Gender Generalized method of moments Inclusive Inclusive education Income inequality Inequality Information technology Internet Internet access LDCs Method of moments Mobile computing Mobile phones Penetration Personal computers Poverty Social networks Subscriptions Technology Telecommunications policy Thresholds |
title | ICT dynamics for gender inclusive intermediary education: Minimum poverty and inequality thresholds in developing countries |
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