The impacts of gender inequality in education on economic growth in Tunisia: an empirical analysis

Abstract

The positive contribution of women’s education to the economy and society has long been known in many countries, particularly in developing countries, to attract more attention. A large number of literatures on women’s education clearly suggest that educating a woman is equivalent to educating a family and that this woman is better educated than her counterparts, men, in many respects. The low level of education of women in Muslim countries, most of which are in developing countries. The increase in the level of education depends on the elimination of gender inequalities in education. Muslim countries must use all their resources to achieve their economic development goals. Women’s participation in the economy is a major economic resource that is not widely used in Muslim countries. The literature (Dollar and Garti in Gender inequality, income, and growth: are good times good for women? World Bank Working Paper, 21–2 1999; Barro in The Contribution of Human and Social Capital to Sustained Economic Growth and Well Being, Canada Government, Portage 2001; Schltz 2002; Klasen 2002; Knowles et al. in Oxf. Econ. Pap. 54 118–149 2002) suggests that gender equality has a positive effect on economic growth. Taking into account Muslim countries, it can reasonably be argued that the rate of the gender effect on economic growth is higher in developing countries. This paper analyzes the impact of gender inequality in education on economic growth for Tunisia will be explored, using econometric techniques. The document will take into account all variables of primary school graduation, obtaining a high school diploma, obtaining a high school diploma and obtaining a University degree with economic growth will be examined in detail for the period 1970–2009. At this level Women’s contribution to the economy is threefold. The first is that the increase in the level of human capital, as a result, decrease the fertility rate of women. The second argument is that the infant mortality rate could decrease by decreasing the fertility rate of women. Third, raising the level of education of women can affect the level of education of the next generation positively. In this context, in order to understand the long-term relationships between these variables, i.e. gender inequality in education and economic growth, a co-integration approach will be applied. The empirical results show that there is a long-term relationship between these variables.