Abstract
This article aims to re-examine the link between income inequality and economic growth in Egypt between 2004 and 2015. Income inequality and economic growth are controversial issues. There are many views that inequality negatively affects economic growth. In contrast, some hybrid scientists argue that moderate-income inequalities positively affect economic growth. In the period 2004-2015, Egypt experienced an unstable growth rate and had many incidents during this period such as the Arab Spring. Income inequality has been considered as one of the causes of the Arab Spring revolution. The regression results of the test model in this paper show the correlation between income inequality and economic growth and several other factors in 2004 – 2015 in Egypt.
Highlights
The use of tests in educational or behavioural disciplines is to assess the academic performance or learning outcomes of individuals and to assess curriculum and educational needs of an academic programme (Çokluk et al, 2016)
What is the mean performance of prospective university students in the use of English examination arranged in three different orders (ED, DE, R)?
There is no significant difference in the performance scores of prospective university students' in the use of English examination arranged in three different orders (ED, DE, R). ii
Summary
The use of tests in educational or behavioural disciplines is to assess the academic performance or learning outcomes of individuals and to assess curriculum and educational needs of an academic programme (Çokluk et al, 2016). Decisions can be made from the results of tests for educational advancement or improvement. Test results form a critical decision base to judge the capabilities of different individuals in terms of their knowledge, understanding and skills. To Çokluk et al (2016), test results aid in understanding individuals, employing, placing, selecting, guiding and assessing them. Some scholars warned that individual/organizational test developers, practitioners, and interpreters must develop and implement eligible methods to examine test development and psychometric qualifications (Camilli and Shepard, 1994; Holland and Wainer, 1993)
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