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The objectives of this study are threefold: firstly, to measure the impact of educational inequality on income inequality, and per capita income; secondly, to measure the impact of gender inequality in education on income inequality, per capita income and educational inequality; and lastly, to test the Kuznets inverted U-shape hypothesis between inequality in education and average year of schooling.

The study has adopted the Marin and Psacharopoulos (1976) model of human capital in which income earned by an individual can be estimated as a function of number of year spent in schooling or education. Gini coefficient is used as a measure of income inequality, while inequality in education is measured by Gini index of educational inequality. Gender inequality in education is measured by the difference between male and female enrolment ratios as a proportion of male enrolment. The study utilizes the data of six South Asian countries, i.e. Bangladesh, India, Maldives, Nepal, Pakistan and Sri Lanka from 1980 to 2010 at five-year average and employs fixed effect model (FEM) and random effect model (REM) for estimation.

Result suggests that educational inequality and average year of schooling have positive and significant impact on income inequality. Primary (basic) education and tertiary (higher) education reduce income inequality, while secondary education widens income inequality. Negative relationship exists between educational inequality and per capita income. Unequal distribution of education among boys and girls at primary level increases income inequality, while reduces income inequality at tertiary level. Gender inequality in secondary and tertiary level of education reduces per capita income, while unequal distribution of education among boys and girls further increases the educational inequality. Kuznets inverted U-shape hypothesis does not hold between education expansion and educational inequality, while weak U-shape relationship exists in South Asian countries.

Government has to provide free education in poor regions and makes employment programs to reduce the income and educational inequality respectively, while to remove gender inequality in education it is necessary to build more schools especially for girls. Government has to launch different online education programs for expansion in education at all levels.

This study adds to the literature by analyzing whether the inequality in income increases (decreases) due to increase (decrease) in educational and gender inequality in South Asian countries. This study contributes in the existing literature by developing a measure of educational and gender inequality in education in South Asian countries.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2020-0226.

This paper introduces a new quinquennial dataset of educational inequality disaggregated by age group for 146 countries, from 1950 to 2010, by using the Gini index of education as a measure of the distribution of years of schooling. Based on recent estimates of average years of schooling from Barro and Lee (2010), our calculations take into consideration, for the first time, the changes over time in the duration of educational stages, in each country and for each age group. The downward trends in educational inequality observed during the last decades depend on age group, gender, and development level.

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.

Data from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.

In the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.

The authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.

The distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

This chapter examines the trend in school enrollment and transitions to senior high school and to college in China for selected young cohorts since the 1990s, based on the analyses of the sample data from population censuses in 1990 and 2000 and the mini-census in 2005. We pay particular attention to educational inequality based on gender and the household registration system (hukou) in the context of educational expansion. Results show a substantial increase in educational opportunities over time at all levels. In particular, women have gained relatively more; gender inequality has decreased over time, and the gap in college enrollments was even reversed to favor women in 2005. However, rural–urban inequality was enlarged in the 1990s. The educational expansion has mainly benefited females and urban residents.

Despite significant progress in schooling, social and spatial inequalities in access to education remain important in Algeria. In the present article, taking into account the geographic dimension makes it possible to identify the links existing between spatial location and disparities in the field of education in Algeria. Also, three types of education indicators (quantity, quality and inequality) are used in the study. The study’s sample includes 48 Algerian provinces, studied between 2008 and 2018.

In this study, the authors used data from the 2008 and 2018 General Census of Population and Housing (GCPH) for 48 provinces. Indeed, the two censuses of 2008 and 2018 (sources of data for this study) were based on questionnaires intended for different categories of the population (households, non-household populations, transit population, etc.). Therefore, the no response rate is assumed to be close to 0. Using spatial econometric techniques.

Results indicate that the indicator used is strong spatial disparity in education in Algeria. The development of a spatial synthetic index (SI) makes it possible to measure more precisely the extent and nature of spatial disparities in the field of education in Algeria. The results also confirm the hypothesis of β-convergence of the performance of the Algerian education system. Consequently, the need for policies to reduce the unfair inequalities between different areas is apparent.

Works that analyze education indicators in a classical perspective (educational performances between different sexes and between rural and urban areas) are abundant (Amaghouss and Ibourk, 2013a). However, very few studies proceed to the analysis of educational variables in a spatial perspective (Catin and Hazem, 2012). To the best of the authors’ knowledge, no work has tried to analyze spatial disparities in the field of education in Algeria.

The purpose of this paper is to develop a conceptual model for examining the unique factors contributing to the gendered inequality of post‐secondary educational participation in Nepal.

This conceptual/theoretical paper aims to apply and potentially critique the dynamic model of educational inequality offered by Lynch and O’Riordan to the context of Nepalese post‐secondary educational inequality. The authors hope to use the current model, developed through an exploration of data from a developed country, to further understanding of the forces maintaining educational inequality in the developing world.

The constraints from Lynch and O’Riordan's model are all important forces that impact educational persistence for girls and women in Nepal. However in order to fully examine the complexity of barriers imposed on girls in persisting through the Nepali educational system, the case has been made to add both geographic and political facilitators/constraints to the model. By creating a model that includes these forces, researchers and policy makers can proscribe change that is more holistic.

By constructing models that accurately reflect the real conditions present in developing countries, we can truly begin to find solutions to disparities in educational access and attainment.

This paper contributes both an examination of barriers and stratification in Nepal's higher education system while also developing a model for examining post‐secondary education systems in developing nations. It also provides some understanding of why Nepal has fallen behind its peers.

In the literature on the relationship between class of origin and educational attainment, the typical conclusion is that class inequality was stable over the last century, and the attempts at egalitarian reform thus proven ineffective. The conclusion turns out to depend on the choice of statistical measure, in this case loglinear measures of association. Also linear measures of association give similar results. If instead, measures of inequality are used, the contrasting conclusion of a strong reduction in the class bias in recruitment to higher education emerges.

As the provision of higher education has increased over time, the trends in the results of these three measures differ. It is argued that it is measures of inequality that capture inequality in the allocation of higher education or bias in the allocation mechanisms. The argument in favor of using loglinear measures has been the special property of “margin insensitivity” attributed to them. It has also been suggested that they capture bias in the allocation mechanism, which may develop in a way different from the trend in the inequality of the allocation outcome. It is argued that neither claim is tenable.

This study examines educational inequalities under socialism in Bulgaria, Czechoslovakia, Hungary, Poland, and Russia to assess the extent to which egalitarianism was achieved and whether there was restratification after the common retreat from egalitarian ideology and practices since the 1970s. Exploring the extent of parental influences in three key educational outcomes and their changes in four birth cohorts, the study finds remarkable stability across cohorts and across transitions. Contrary to expectation, the net effect of parental social capital (communist party membership status) is prominent only in the former Soviet Russia and Bulgaria, moderate in Czechoslovakia, and negligible in Hungary and Poland. On the other hand, the effect of parental cultural capital is consistently strong but its influence is somewhat weaker at higher transitions. Its inclusion also dramatically reduces the effect of parental education and father’s occupation, suggesting that a significant extent of intergenerational transmission of educational inequality is mediated through parental cultural capital rather than human capital per se.

During the past few decades, South Korea has experienced a remarkable educational expansion at its secondary and tertiary levels as well as at the primary level, resulting in extraordinary variation between the educational attainment of recent and older cohorts. Using 1990 data from the Social Inequality Study in Korea, the study examines trends in the influence of social background on educational attainment across three male cohorts born between 1921 and 1970. Although in general the impacts of social origin have changed little at the secondary levels of education, there is a significant reduction in the effect of father’s occupation on the odds of completing middle school for the youngest cohort. From a multinomial model of transitions to each type of tertiary education, it is found that family background has a stronger effect in the transition from high school to four-year university than to junior college. Interestingly, there has been an increase across cohorts in the influence of father’s education on the likelihood of entering a university, while such a pattern is not observed for the transition to junior college.

Social mobility research starts conventionally from the children's generation and looks at group-specific individual life chances. However, an immediate interpretation of these results as measures of social reproduction is often misleading. This paper demonstrates the usefulness of a related but alternative approach which looks at intergenerational links from the perspective of the parents’ generation. It asks about the consequences of social inequality in this generation for the following generation(s). This includes questions of how the parental origin context is formed, whether there are any children at all and when they were born as well as the aspect of these children's relative chances of attaining particular social positions. As an empirical example, the paper describes patterns of educational reproduction in (West) Germany during the mid- and late 20th century. Simulations allow assessing the relative importance of various partial processes of social reproduction. A large proportion of the observed levels of educational reproduction can be attributed to family-related processes such as union formation. Drawing together analyses from various areas, the paper combines questions of social mobility research with a demographic perspective and broadens the analytical basis of inequality research for systematic comparative research.