Globalization, gender-inclusive education and structural transformation in Africa

Abstract

Purpose This study aims to evaluate the ways in which globalization's impact on structural change in Africa is mitigated by gender-inclusive education. Design/methodology/approach With an emphasis on 41 nations between 2004 and 2021, the empirical data are supported by the interactive generalized method of moments. Findings The following results are apparent. First, some positive net effects are established, which implies that gender-inclusive education broadly moderates globalization as well as the corresponding channels to produce a generally favorable impact on structural transformation in the sampled countries. These positive effects primarily manifest through specific globalization channels (e.g. interpersonal globalization, cultural globalization and financial globalization) and at higher education levels (tertiary education). However, thresholds for complementary policies are provided given the relevant negative conditional or interaction impacts. These thresholds for complementary policies are maximum levels of gender-inclusive education that when attained, complementary measures are needed in order to preserve the beneficial role of gender-inclusive education in moderating globalization for a generally favorable impact on structural transformation. Policy implications are discussed. Originality/value The study complements the extant literature by assessing the role of gender-inclusive education in the impact of globalization on structural change in Africa.

Affiliated Institutions

• Tashkent State University of Economics UZ
• Marien Ngouabi University CG
• Korea University KR
• Université de Yaoundé I CM
• University of Johannesburg ZA

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