Sustainable development in African countries: evidence from the impacts of education and poverty ratio

Africa faces significant environmental challenges including deforestation, climate change vulnerability, and biodiversity loss, all while striving to achieve the Sustainable Development Goals (SDGs). The continent's progress toward the SDGs is hindered by various factors, including inadequate infrastructure, limited market access, and insufficient investment. This research specifically examines the impact of education and poverty on sustainable development in 15 of the largest African economies between 1999 and 2019. The study's purpose is to provide insights into effective policies for promoting long-term economic, social, and environmental progress in Africa by analyzing the complex relationship between education, poverty, and sustainability. Education is seen as a crucial factor in achieving sustainability by empowering individuals and fostering environmental stewardship, while poverty alleviation is crucial for ensuring sustainable livelihoods and reducing environmental degradation. The study aims to contribute to a better understanding of these interconnected challenges and inform policy interventions.

Existing literature extensively examines sustainable development in Africa, highlighting the need for holistic approaches that balance economic growth with social inclusion and environmental protection. Studies emphasize the importance of effective governance and institutional frameworks for equitable resource allocation. Research also highlights significant educational challenges and barriers in Africa, including disparities in access to quality education, inadequate infrastructure, and teacher shortages. These challenges disproportionately affect marginalized groups and hinder socio-economic progress. The literature extensively covers poverty in Africa, its multidimensional nature, and its contribution to environmental degradation. However, there is a gap in understanding the interplay of sustainable development, education, and poverty, and how they collectively impact development outcomes in Africa. This study aims to bridge that gap.

The study employs an autoregressive-distributed lag (ARDL) model with a pooled mean group (PMG) estimation approach. The analysis focuses on 15 of the largest African economies from 1999 to 2019, using a multidimensional sustainable development index (combining green energy deployment, access to freshwater, CO2 emissions, and waste generation). Explanatory variables include tertiary education rates and the poverty headcount ratio. Control variables are trade volume, ICT development, and GDP per capita. Before applying the ARDL-PMG model, the study addresses potential multicollinearity using the variance inflation factor (VIF), tests for cross-sectional dependency (using Breusch-Pagan and Pesaran tests), and assesses variable stationarity (using Pesaran's CIPS and ADF tests). Cointegration is examined using the Westerlund (2007) technique. The robustness of the findings is examined by changing the dependent variable from the sustainable development index to carbon emissions.

The findings reveal a significant positive correlation between tertiary education rates and sustainability in the long run (0.32% increase in sustainability for a 1% increase in tertiary education). A 1% increase in the poverty headcount ratio significantly decreases sustainability in both the short and long run (-0.43% and -0.66% respectively). Increased trade volumes are negatively associated with sustainability (-0.19% in the long run). ICT development significantly and positively impacts sustainability (0.21% in the short run). Surprisingly, higher GDP per capita is negatively associated with sustainability (-0.54% in the long run), potentially due to unsustainable consumption patterns and growing inequalities. Robustness checks, using carbon emissions as the dependent variable, confirm the negative relationship between poverty and sustainability and the positive relationship between education and sustainability.

The findings emphasize the crucial role of education and poverty reduction in achieving sustainable development in African countries. Investing in education, particularly tertiary education, significantly contributes to long-term sustainable development. Poverty alleviation is critical for enhancing sustainability and reducing vulnerability to environmental degradation. The negative impact of increased trade volumes suggests that trade liberalization policies need to be complemented by robust environmental regulations and social safety nets. The positive impact of ICT development underscores the potential of technology for promoting sustainable practices. The negative relationship between GDP per capita and sustainability highlights the importance of shifting toward more sustainable consumption patterns and addressing social inequalities associated with economic growth. The study highlights that economic growth alone is not sufficient for sustainable development and that focus should be on inclusive and sustainable economic growth strategies.

This study demonstrates the significant influence of education and poverty on sustainable development in African countries. Investing in quality education, particularly tertiary education, and implementing effective poverty reduction strategies are crucial for promoting long-term sustainability. Policymakers should prioritize inclusive development strategies that consider environmental sustainability alongside economic growth. Future research should explore regional variations in the relationship between these factors and the effectiveness of sustainable regional agreements across Africa.

Data limitations across African nations may affect the generalizability of the findings. Political instability in some regions may have impacted data quality. The study focuses on 15 large economies and may not fully capture the diverse experiences of all African countries. The multidimensional sustainable development index used is a simplified representation of complex sustainability challenges.