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英文文献：Basic Formal Education Quality, Information Technology and Inclusive Human Development in Sub-Saharan Africa-撒哈拉以南非洲的基本正规教育质量、信息技术和包容性人类发展
英文文献作者：Simplice Asongu,Nicholas M. Odhiambo
英文文献摘要：
This study assesses the relevance of basic formal education in information technology for inclusive human development in 49 countries in sub-Saharan Africa for the period 2000-2012. The question it aims to answer is the following: what is the relevance of basic formal education in the effect of mobile phone penetration on inclusive human development in sub-Saharan Africa when initial levels of inclusive human development are taken into account? The empirical evidence is based on instrumental quantile regressions. Poor primary education dampens the positive effect of mobile phone penetration on inclusive human development. This main finding should be understood in the perspective that, the education quality indicator represents a policy syndrome because of the way it is computed, notably: the ratio of pupils to teachers. Hence, an increasing ratio indicates decreasing quality of education. It follows that decreasing quality of education dampens the positive effect of mobile phone on inclusive development. This tendency is consistent throughout the conditional distribution of inclusive human development. Policy implications for sustainable development are discussed.
本研究评估了2000-2012年撒哈拉以南非洲49个国家信息技术基础正规教育对包容性人类发展的相关性。它的目的是回答以下问题:当考虑到包容性人类发展的初始水平时，在移动电话普及对撒哈拉以南非洲包容性人类发展的影响中，基础正规教育的相关性是什么?经验证据是基于工具分位数回归。薄弱的小学教育削弱了手机普及对包容性人类发展的积极影响。我们应该从以下角度来理解这一主要发现:教育质量指标代表了一种政策综合症，这是因为它的计算方式，尤其是学生与教师的比例。因此，比率的增加意味着教育质量的下降。由此可见，教育质量的下降削弱了手机对包容性发展的积极作用。在包容性人类发展的整个有条件分布过程中，这种趋势都是一致的。讨论了对可持续发展的政策影响。
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