Abstract
Education is the most fundamental right in the current situation, and it is an essential element of economic growth. No country can achieve economic development and goals without investing in education. Pakistan’s economic development is possible when education is equal for both men and women, but the government did not give importance to the sector as it deserved. This study investigated the determinants of female higher education in Pakistan and the impact of women's education on the economic growth of Pakistan. This study utilized time-series data from 1991 to 2019. The autoregressive distribution lag (ARDL) model is applied to estimate the impact. The result shows that in Pakistan, education expenditure has no positive effect on female education. In contrast, a positive relationship between female higher education and GDP growth exists, but this relation is not strong in the short run and long run.
Highlights
Education is the most potent instrument and pillar of sustainable growth for the economy in a country
Estimated results showed that education expenditure did not improve the educational system for females because Pakistan's education expenditures are a minor percentage of its GDP
Results showed a positive relationship between female higher education and economic growth but no strong relationship in the short run and the long run
Summary
Education is the most potent instrument and pillar of sustainable growth for the economy in a country. Hill and King (1995) analyzed the benefits of education provision to females in terms of improvement in economic growth They investigated how the gender gap affected social well-being from 1960 to 1985 for 96 countries developing countries. AbuRabia-Queder and Weiner-Levy (2008) documented that people have low income, in rural areas in Pakistan, and there is a huge difference in education equality between males and females. They indicated that the economic growth of the country decreased during 1970 to 1985, and among many factors, insufficient investment on females’ education was one of them. The technique of Ordinary Least Square (OLS), unit root test, Dickey-Fuller (DF) and Augmented Dickey-Fuller (ADF) were used in the study
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