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The purpose of this study is to explore the relationship between gender disparities in rural education attainments and agricultural landownership (ALO) in Sub-Sahara Africa with Sustainable Development Goal (SDG) perspective.

This study uses SDG indicators interactions and pairwise correlation analysis.

There is a significant negative association between gender disparities in rural education attainments and ALO in Sub-Sahara Africa. Such negative relationship is not influenced by national economic development and living standards.

The data is limited with 16 Sub-Sahara African countries, and as this is an early output of a number of follow-up studies in the author’s plan, the methodology is relatively simple.

Reducing gender disparity in rural Sub-Sahara Africa especially in ALO requires more integrated approaches which also address other aspects of sustainable development. This is particularly the situation because of the strong male-favored customary practices in rural Sub-Sahara Africa. The prioritization of different dimensions of sustainable development is also important in Sub-Sahara Africa.

Strong awareness of SDGs is important. Further efforts in collecting data for and use data of sustainable development, especially the SDGs, are essential. Emerging trend of studying the interactions across SDGs reflects the future direction of relevant fields.

This paper has high originality because it is an early-stage research in the SDG interactions in Sub-Sahara African countries with the perspective of gender, gender disparity, Sub-Sahara Africa, SDGs, ALO and rural education attainments. This paper has both academic and practical values because of its innovative research thoughts and policy-oriented implications.

The purpose of this paper is to shed light on the effect of high‐level human capital investment, using tertiary education as the proxy, on the urban‐rural income gap in China.

Using a panel dataset covering 28 provinces of China over the period from 1988 to 2007, this paper employs Hansen's method and two‐step GMM‐SYS estimator to estimate the threshold regression model and the dynamic fixed‐effect panel model, respectively.

The urban‐rural income gap is found to be related to high‐level human capital investment in an inverted U‐shaped pattern with respect to economic development level. The estimated threshold turning point is around 20,000 RMB GDP per capita. This estimate is sufficiently robust to model specifications and variants of the dependent variable.

The authors forecast that high‐level human capital investment could play a role in bridging the urban‐rural income gap at the national level by 2014, when China's GDP per capita assumes an annual growth rate of 7.5 percent.

This, it is believed, is the first research to find an inverted U‐shaped pattern for high‐level human capital investment and urban‐rural income gap nexus in China.

The paper aims to discuss whether the younger generation of China's rural labor force is prepared, in terms of education level or labor quality, for the future labor markets under China's industrial upgrading.

Using nationally representative survey data, the paper gives detailed discussions on the young rural laborers' education attainments, and their off‐farm employment status including job patterns, working hours, and hourly wage rates. The relationship between education and employment status is analyzed and tested. Through these discussions, an employment challenge is revealed, and some policy implications are made.

This paper finds that China's young rural laborers are generally poorly educated and mainly unskilled. They work long hours and are low paid. While they lack the labor quality that will be required to meet the industrial upgrading, an employment challenge may face them in the near future. This paper also finds a strong link between education levels and employment status for the young labor force, which implies the possible effect of policies such as improving rural education.

Based on a solid foundation of a national rural household survey, this paper updates the understanding of the education and employment situations of the young rural labor force in contemporary China. The concern about the employment challenges raised in the paper is related to the future of China's rural labor transition and the whole economy.

This chapter tries to capture the disparity in expenditure on primary education based on gender among the religious groups (Hindu, Muslim, and Christian) in rural India. The gender gap in education expenditure for a certain demographic group is calculated using the Oaxaca–Blinder decomposition approach. Further, we tried to identify the various household-related factors which might influence the decision of spending on a child's education. We used the 75th-level National Sample Survey Office (NSSO) unit-level dataset of July 2017 to June 2018 (one academic year) to obtain data on education expenditure and other household factors which play a manifesting role in the gender gap in expenditure on education. Our finding suggests that the total differential (log mean boys education expenditure-log mean girls education expenditure) is positive among all religious groups signifying the gender bias in education expenditure. We also found that the magnitude of the “Unexplained Effect” component is higher compared to the “Explained Effect” component signifying that the treatment of characteristics by students differs by their sex at elementary education. Household size and if household members are employed on a casual basis, then their expenditure on education falls on the other hand income of the household, a household with computer availability and household member engaged in regular wage/salary earning plays a positive role in expenditure on primary education in rural India.

Although China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a multi-year (2003–2011) longitudinal survey data set on rural households in 102–130 villages across 30 provinces in China to examine the extent to which students still drop out of school prior to finishing compulsory education.

To examine the correlates of dropping out, the study uses ordinary least squares and multivariate probit models.

Dropout rate from junior high school was still high (14%) in 2011, even though it fell across the study period. There was heterogeneity in the measured dropout rate. There was great variation among different regions, and especially among different villages. In all, 10% of the sample villages showed extremely high rates during the study period and actually rose over time. Household characteristics associated with poverty and the opportunity cost of staying in school were significantly and negatively correlated with the completion of nine years of schooling.

The findings of this study suggest that China needs to take additional steps to overcome the barriers keeping children from completing nine years of schooling if they hope to either achieve their goal of having all children complete nine years of school or extend compulsory schooling to the end of twelfth grade.

The authors seek to measure the prevalence of both compulsory education rates of dropouts and rates of completion in China. The study examines the correlates of dropping out at the lower secondary schooling level as a way of understanding what types of students (from what types of villages) are not complying with national schooling regulations. To overcome the methodological shortcomings of previous research on dropout in China, the study uses a nationally representative, longitudinal data set based on household surveys collected between 2003 and 2011.

Conceptual Paper

Purpose of paper – The study investigates the association between corporate governance mechanisms (proportion of finance experts on the audit committee, PFAC; frequency of board meetings, FBMG and proportion of non-executive directors, PNED), dual language reporting (DULR) (in English and Swahili) and timeliness of annual reports (TIME) of companies listed on the Nairobi Stock Exchange (NSE) in Kenya.

Design/methodology/approach – The data for the analysis is gathered from annual reports of 36 companies listed on the NSE for two financial years ending in 2005 and 2006. Ordinary least square (OLS) is used to determine the association between the corporate governance mechanisms, DULR and TIME. Company size (SIZE), gearing (GEAR), profitability (PROF) and industry (INDS) are used as control variables.

Findings – The findings suggest that there is a significant negative relationship between corporate governance mechanisms (PFAC and FBMG), DURL and TIME. Consistent with extant research, the study also found that SIZE and INDS are significantly associated with TIME. No significant association is found between PNED, GEAR, PROF and TIME.

Research limitations/implications – The findings of the research will help Kenyan policy makers and practitioners in formulating corporate governance policies. However our research is limited, among others, because it focuses on only companies listed on the NSE. The results may therefore not be representative of all companies operating in Kenya.

Originality/Value of paper – The value of the paper lies in that the results provide, for the first time, evidence of the relationship between corporate governance mechanisms (PFAC, FBMG and PNED), DURL and timeliness of the annual reports.

The purpose of this paper is to investigate the effect of education on migration decisions focusing on rural and urban in-migrants by comparing the 2005/2006 and 2012/2013 rounds of the Ghana Living Standards Survey (GLSS5 and GLSS6). After correcting for selectivity bias, the authors observed that anticipated welfare gain and socio-economic variables such as sector of employment, sex, experience, age, educational level and marital status significantly affect an individual’s migration decision.

The authors made use of Sjaastad’s (1962) human capital framework as a basis for examining the impact of education on migration. The migration decision equation was based on the Heckman two stage procedure.

While educational attainment is observed to have a positive effect on migration decision in the period 2005/2006, the authors find a negative effect of educational attainment on migration decision in the period 2012/2013. The effect of educational attainment on migration decision in 2005/2006 for urban in-migrant is higher than the effect for rural in-migrant, with its significance varying for the different stages of educational attainment. In absolute terms, whereas the effect of secondary educational attainment on migration decisions for urban in-migrant is higher than that of rural in-migrant, the reverse holds for higher educational attainment during the period 2012/2013.

Based on the mixed effect of education on migration decision as evident from the study, policies to enhance the educational system in Ghana should be complemented with job creations in the entire country. Moreover, special attention should be given to the rural sector in such a way that the jobs to be created in the sector do not require skilled workers. With quality education and job creation, the welfare of individuals living in urban and rural areas will be enhanced.

In spite of the importance of education in migration decisions, there is scanty literature on the rural-urban dimension. To the best of the author’s knowledge there is no literature in the Ghanaian context which examines the rural and urban perspective of the impact of education on migration with a much recent data. Further, the author consider how the determinants of migration decision have changed over time focusing on rural and urban perspectives.

This study examines the extent to which educational outcomes are transmitted from mothers to daughters in rural China. An analysis of the 2010 China Family Panel Survey reveals that: (i) how far daughters go in their education is strongly associated with their mothers’ education; (ii) the association between mothers’ and daughters’ educational outcomes in rural China was found to be stronger than the corresponding relationships between mothers and sons, fathers and daughters, and fathers and sons, especially at higher levels of education; and (iii) while having more brothers and being born later worsens daughters’ educational outcomes, mothers’ higher education effectively mitigates these negative effects. These findings add to a growing body of literature and empirical evidence that challenges conventional social mobility research paradigms that neglect mothers’ roles. More importantly, the distinction between mother–daughter relationship and that between fathers and daughters and mothers and sons highlights the fact that education is likely transmitted intergenerationally via mechanisms that differ depending on the gendered parent–child pairs.

The purpose of this paper was to examine the robustness of the findings on educational advantage among sexual minority men.

Using nationally representative data (AddHealth) and controlling for other predictors of academic attainment, we examine the educational attainment of sexual minority males by using hierarchical regression and logistical regression for two measures of sexual identity.

We find robust differences in educational attainment across analyses and sexual orientation constructs. Our results show sexual minority identity predicts up to a year more of education for male respondents and consistently reporting male homosexuals have an even greater advantage, more than one and a half years, compared to inconsistent responders.

Our results extend previous research on educational outcomes for nonheterosexual adolescents, suggesting there are sustained differences in long-term educational outcomes for nonheterosexual adults and supporting earlier analyses of the AddHealth survey data. This study contributes to the existing literature by examining educational attainment as measured by continuous years and cut-points, using two measures of sexual orientation, providing estimates for all Wave 4 sexual minority identities (i.e., not collapsing any sexual minority category), and controlling for adolescent school geography and type. Moreover, we find early identification of sexual orientation and stability of sexual orientation may be an important source of variation in identifying LGBTQ adolescents who are at greater academic risk or who may benefit from increased social support.