School Attainment, Knowledge Economy in Arab Countries, and Comparisons with EEE Economies

School Attainment, Knowledge Economy in Arab Countries, and Comparisons with EEE Economies

Ghita Bentouila (Al Akhawayn University, Morocco) and Alae Gamar (Al Akhawayn University, Morocco)
Copyright: © 2014 |Pages: 41
DOI: 10.4018/978-1-4666-5210-1.ch003


The most important avenues emphasized in this chapter relate to the progress in school attainment as an important indicator of the knowledge position of a country. The descriptive statistical analyses besides other assessments are devoted to show the pertinence and the importance of education attainment. Barro and Lee 1950-2010 data are used in this chapter. The opportunities lost with the low level of school attainment are introduced and discussed. The relatively slow speed of recovery in schooling is already expressed by the lowest knowledge performances achieved between the economies of North Africa, Sudan, Yemen, and the Gulf countries. In addition, the description has shown a higher attainment in schooling of EEE economies in comparison to Arab countries.
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1. Educational Attainment

As in Acemoglu (2009), there is a critical relationship between school attainment and labor productivity with an increase in the number of well-educated people implying a higher level of labor productivity with a greater ability to access advanced technologies. But as emphasized in series of publications, empirical investigations of the role of human capital need accurate and internationally comparable measures across countries and over time as mentioned in earlier works by Barro and Lee (1993, 1996, 2001). The Barro and Lee (2010) new database provides consequently improved and disaggregated estimates by gender for those aged 15 years and over, for 146 countries at 5-year intervals from 1950 to 2010.

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