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英文文献：Boosting quality education with inclusive human development: empirical evidence from sub-Saharan Africa-促进高质量教育与包容性人类发展:来自撒哈拉以南非洲的经验证据
英文文献作者：Simplice A. Asongu,Nicholas M. Odhiambo
英文文献摘要：
This study examines the importance of inclusive human development in promoting education quality in a panel of forty-nine Sub-Saharan African countries for the period 2000-2012. The empirical evidence is based on Ordinary Least Squares (OLS), Fixed Effects (FE) and Quantile Regression (QR) estimations. It is apparent from the OLS and FE findings that inclusive human development has a negative effect on the outcome variable. This negative effect implies that inclusive human development improves education quality. This result should be understood in the light of the fact that the adopted education variable is a negative economic signal given that it is computed as the ratio of pupils to teachers. Therefore, a higher ratio reflects diminishing education quality. From QR, with the exception of the highest quantile, the tendency of inclusive human development in reducing poor quality education is consistent throughout the conditional distribution of poor education quality. Policy implications are discussed.
本研究考察了2000年至2012年期间包容性人类发展在促进49个撒哈拉以南非洲国家教育质量方面的重要性。经验证据是基于普通最小二乘(OLS)，固定效应(FE)和分位数回归(QR)估计。从OLS和FE的研究结果中可以明显看出，包容性人类发展对结果变量有负面影响。这种负面影响意味着包容性的人类发展可以提高教育质量。这个结果应该理解为，采用的教育变量是一个负的经济信号，因为它是计算学生与教师的比例。因此，较高的比率反映了教育质量的下降。从QR来看，除了最高分位数之外，在降低低质量教育方面的包容性人类发展趋势在整个低质量教育的条件分布中是一致的。讨论了政策含义。
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