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From education to democracy: evidence from long-run time-varying estimates

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Listed:
  • Nicholas Apergis

    (University of Piraeus)

  • James E. Payne

    (Benedictine University)

Abstract

This study reinvestigates the hypothesis that education is expected to have a positive and statistically significant effect on democracy for a panel of 169 countries over the period 1990–2014. Unlike previous studies, we employ the time-varying cointegration approach of Bierens and Martins (Econom Theory 26:1453–1490, 2010) to show the time-varying coefficient associated with education has a positive impact on democracy. Further examination of the countries by income classification reveals that education has a positive and increasing impact on democracy with the greatest impact in low-income countries.

Suggested Citation

  • Nicholas Apergis & James E. Payne, 2017. "From education to democracy: evidence from long-run time-varying estimates," International Review of Economics, Springer;Happiness Economics and Interpersonal Relations (HEIRS), vol. 64(4), pages 313-325, December.
    • Handle: RePEc:spr:inrvec:v:64:y:2017:i:4:d:10.1007_s12232-017-0273-8
    DOI: 10.1007/s12232-017-0273-8
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    References listed on IDEAS

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    More about this item

    Keywords

    Democracy; Education; Time-varying cointegration;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • C33 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Models with Panel Data; Spatio-temporal Models

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