Who is Who in Knowledge Economy in Africa?

This study assesses the knowledge economy (KE) performance of lagging African countries vis-à-vis their frontier counterparts with regard to the four dimensions of the World Bank’s knowledge economy index (KEI). The empirical exercise is for the period 1996-2010. It consists of first establishing leading nations before suggesting policy initiatives that can be implemented by sampled countries depending on identified gaps that are provided with the sigma convergence estimation approach. The following are established frontier knowledge economy countries. (i) For the most part, North African countries are dominant in education. Tunisia is overwhelmingly dominant in 11 of the 15 years, followed by Libya which is a frontier country in two years while Cape Verde and Egypt lead in a single year each. (ii) With the exception of Morocco that is leading in the year 2009, Seychelles is overwhelmingly dominant in ICT. (iii) South Africa also indomitably leads in terms of innovation. (iv) While Botswana and Mauritius share dominance in institutional regime, economic incentives in terms of private domestic credit are most apparent in Angola (8 years), the Democratic Republic of Congo (3 years) and Tanzania, Sierra Leone and Malawi (each leading in one year)

The Comparative Economics of Knowledge Economy in Africa: Policy Benchmarks, Syndromes and Implications

The paper complements the scarce literature on knowledge economy (KE) in Africa by comparing KE dynamics within Africa in order to assess best and worst performers based on fundamental characteristics of the continent’s development. The five dimensions of the World Bank’s knowledge economy index (KEI) are employed, notably: education, information and communication technology, innovation and, economic incentives and institutional regime. The empirical evidence is based on a five-step novel approach with data from 53 African countries for the period 1996-2010. Limitations of the beta catch-up approach are complemented with the sigma convergence strategy. Based on the determined fundamental characteristics, computed dynamic benchmarks, policy syndromes and syndrome free scenarios we establish that: Landlocked, Low-income, Conflict-affected, sub-Saharan African, Non-oil-exporting and French civil law countries are generally more predisposed to lower levels of KE whereas; English common-law, Notlandlocked, Conflict-free, North African and middle-income countries are characteristics that predispose certain nations to higher KE. Broad and specific policy implications are discussed in detail

The Incremental Effect of Education on Corruption: Evidence of Synergy from Lifelong Learning

Education as a tool in the fight against corruption has been subject to much debate in academic and policy making circles. This note extends what we know on this nexus in a threefold manner: namely, in terms of: incremental, lifelong learning and synergy effects. Four main findings are established. First, education is a powerful tool in the fight against corruption. Second, there is evidence of an incremental effect in the transition from secondary to tertiary education. Third, lifelong learning defined as knowledge acquired during primary, secondary and tertiary education negatively affects corruption. Fourth, there is evidence of a ‘synergy effect’ because the impact of lifelong learning is higher than the combined effects of various educational levels. The empirical evidence is based on 53 African countries for the period 1996-2010. Two main policy implications are derived. First, encouraging education through the tertiary level enhances the fight against corruption. Second, the drive towards a knowledge economy by means of lifelong learning has ‘corruption mitigating’ benefits