Abstract
Through the use of the System Generalized Method of Moments Technique, this study aims to establish links between Information and Communication Technologies (ICTs), gender equality in education and economic growth, for segregated levels of education. The study focuses on the decade of 2000-2010 for the case of Lower Middle Income countries. Through simultaneous solution of the models, it is concluded that ICTs do have some potential to promote gender equality but the relationship is not strong enough, either due to lack of relevant statistical data or due to inefficient integration of ICTs into the society. It is, however, deduced that the strongest factor promoting gender equality is the average schooling of adult population. Furthermore, the study finds out that for lower middle income countries, gender equality at lower levels of education plays an important role in economic growth than gender equality in higher education.
Highlights
The 21st century has brought with itself a new revolution in the global realm – the information society, which has changed the global macroeconomic landscape [Chetty (2012)]
Even though the results indicate that Information Communication Technologies (ICTs), do contribute to the achievement of gender equality at all levels, but the strength of the impact would be more evident when these technologies have attained a deep-rooted integration in the whole society
It is drawn from the empirical findings that even though ICT positively influences gender equality in education, significance of ICT proxies vary at each educational level
Summary
The 21st century has brought with itself a new revolution in the global realm – the information society, which has changed the global macroeconomic landscape [Chetty (2012)]. The importance of technology cannot be denied as it has changed the way we live, the way we work, the way we make decisions and the way we correspond with each other. Advancements in Information Communication Technologies (ICTs) have the capability to improve the technological arena, but they have the potential to bring about social and economic improvements (ibid.). ICTs have the ability to transfer knowledge and information, introducing new methods of learning, communication and working, thereby increasing the productivity of the people [Vu (2014)]. ICTs involve all those technological mechanisms through which information is dispersed and processed. The technological scenario has undergone rapid innovations, from personal computers to laptops, from landline telephones to cellular phones, from internet to broadband, and the more recent upgrade to 3G and 4G technologies, but it must be kept in mind that older means like the radio, newspaper and television are included in the definition of ICT [Wamala (2012)]
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