This paper tries to examine if women’s education affects the economic growth. To illustrate this aim, four countries cases have been presented: Morocco, Egypt, Tunisia, and Algeria, named MATE. The motive behind choosing them was because these countries have many common religious and cultural norms and values. The statistical analysis of data over the period 1960-2012 shows that the relationship between fertility rate and different measures of education is negative. Averages literacy rate and labour participation of the female are less than that of male. Two panel models are estimated over the period 2000-2012: a 'general' panel model and a 'gender' panel model. In the first model, the explanatory variables are introduced without gender’s characteristics in order to measure their impact on the economic growth. In the second model, the explanatory variables are introduced in the first model with gender’s distinguishing excluding variables that measure the quality of governance and institutional. The main findings are that women’s education, particularly, tertiary education, women’s labour force participation and institutional capital affect positively economic growth. On the contrary, the primary and secondary school enrolment are negatively linked to the economic growth. This paper concludes that women’s tertiary education is a master-key to economic growth and development accompanied by a healthy and good quality of institutional capital and by eliminating all forms of gender discrimination.

CAWTAR | 2019-02-06 09:22:37

Papers

​/Gender//Women and education//Women's tertiary education/ /Women and labour//Female Labor Force Participation// Economic growth //Indicators//Morocco//Egypt//Tunisia//Algeria/​