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    GOVERNANCE RETURNS TO EDUCATION: DO EXPECTED YEARS OF SCHOOLING PREDICT QUALITY OF GOVERNANCE?

    Cover for GOVERNANCE RETURNS TO EDUCATION: DO EXPECTED YEARS OF SCHOOLING PREDICT QUALITY OF GOVERNANCE?
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    Creator
    Gerard, Andrew
    Advisor
    Robles, Omar
    Abstract
    This paper examines the relationship between expected years of schooling and governance in a sample of 157 countries. Previous studies have looked at similar relationships, specifically between education and democracy, and although researchers have theorized a relationship between governance and education, little empirical work has been undertaken. This study examines the relationship between the Human Development Report variable "Expected Years of Schooling" and six Worldwide Governance Indicators, which measure quality of governance internationally. To avoid endogeneity and omitted variable bias, this study holds constant variables potentially related to governance and controls for country and year fixed effects. The results of this research suggest that expected years of schooling does not predict most governance indicators, but does predicts Government Effectiveness, which measures the overall quality of government programs. An important exception to this finding is in Sub-Saharan Africa, where expected years of schooling significantly and substantively predict Government Effectiveness as well as Regulatory Quality. This demonstrates that education may be more important to good governance in Sub-Saharan Africa, a finding with implications for international development policy. Efforts aimed at encouraging good governance in Sub-Saharan Africa should focus both on governance itself, as well as national capacity building.
    Description
    M.P.P.
    Permanent Link
    http://hdl.handle.net/10822/557869
    Date Published
    2012
    Subject
    Expected Years of Schooling; Governance; Institutions; International Development; Sub-Saharan Africa; Public policy; International relations; Education; Public policy; International relations; Education;
    Type
    thesis
    Publisher
    Georgetown University
    Extent
    46 leaves
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    • Graduate Theses and Dissertations - Public Policy
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    Georgetown University Seal
    ©2009 - 2023 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility