Economic Inequality in the Access to Remote Learning Assets Amongst Youth in BRICS Countries: What Can We Learn from Pre-COVID-19 Data?

HSE Economic Journal Pub Date : 2021-01-01 DOI:10.17323/1813-8691-2021-25-3-359-378

G. Avanesian, M. Borovskaya, S. Mishra, M. Masych, T. Fedosova, V. Egorova

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引用次数: 2

Abstract

This paper analyzes economic inequalities in the access to such assets for remote learning as internet connection and personal computers at home in BRICS countries among young students (15-24 years old). It is acknowledged that such household possessions as the internet and personal computer obtain a new role during the COVID-19 pandemic when the educational institutions are closed and in-person classroom instruction is disrupted. Data from household surveys collected from 2015 to 2019 show sharp differences between and within BRICS countries regarding access to these assets for remote learning. In addition to betweencountry inequalities, the analysis suggests that within-country disparities are also staggering, especially regarding an area of residence and wealth quintile groups, putting at risk the education of youth from most impoverished and rural backgrounds. Econometric application of concentration curves and estimation of concentration indices reveals household wealth as an essential driver of economic inequality in the access to remote learning amongst young students in BRICS countries, highlighting the critical degree of inequality in India and South Africa. The findings suggest that the more universal the access to remote learning is, the less economic inequality is observed in accessing remote learning modalities. In other words, policy implications aimed at expanding digital infrastructure could help ensure that young women and men are not falling behind in receiving a quality education, gaining relevant skills, and accessing decent employment opportunities. For BRICS countries to transform their economies and lead innovations, a digitally literate future workforce is critical, with access to digital resources being a first step towards achieving this. Inequalities in access to these tools show that BRICS countries have more to do before all youth can be connected and participate in a digital economy. © 2021 Publishing House of the Higher School of Economics. All rights reserved.

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金砖国家青年远程学习资产获取中的经济不平等:我们能从2019冠状病毒病前的数据中学到什么?

本文分析了金砖国家年轻学生(15-24岁)在家中获得互联网连接和个人电脑等远程学习资产方面的经济不平等。人们承认，在新冠疫情期间，教育机构关闭，面对面的课堂教学中断，互联网和个人电脑等家庭财产获得了新的作用。2015年至2019年收集的家庭调查数据显示，金砖国家之间和内部在远程学习中获取这些资产的情况存在巨大差异。除了国与国之间的不平等之外，分析表明，国家内部的差距也令人震惊，特别是在居住地区和财富五分之一群体方面，这使来自最贫困和农村背景的青年的教育面临风险。集中度曲线的计量经济学应用和集中度指数的估计表明，家庭财富是金砖国家年轻学生远程学习机会中经济不平等的重要驱动因素，突出了印度和南非不平等的严重程度。研究结果表明，远程学习的普及程度越高，在获取远程学习方式方面的经济不平等现象就越少。换句话说，旨在扩大数字基础设施的政策影响可以帮助确保青年男女在接受优质教育、获得相关技能和获得体面就业机会方面不会落后。金砖国家要实现经济转型并引领创新，培养具有数字素养的未来劳动力至关重要，获取数字资源是实现这一目标的第一步。在使用这些工具方面存在的不平等表明，金砖国家在让所有青年都能连接并参与数字经济之前还有很多工作要做。©高等经济学院出版社。版权所有。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

HSE Economic Journal Economics, Econometrics and Finance-Economics, Econometrics and Finance (all)

CiteScore

1.10

自引率

0.00%

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期刊介绍： The HSE Economic Journal publishes refereed papers both in Russian and English. It has perceived better understanding of the market economy, the Russian one in particular, since being established in 1997. It disseminated new and diverse ideas on economic theory and practice, economic modeling, applied mathematical and statistical methods. Its Editorial Board and Council consist of prominent Russian and foreign researchers whose activity has fostered integration of the world scientific community. The target audience comprises researches, university professors and graduate students. Submitted papers should match JEL classification and can cover country specific or international economic issues, in various areas, such as micro- and macroeconomics, econometrics, economic policy, labor markets, social policy. Apart from supporting high quality economic research and academic discussion the Editorial Board sees its mission in searching for the new authors with original ideas. The journal follows international reviewing practices – at present submitted papers are subject to single blind review of two reviewers. The journal stands for meeting the highest standards of publication ethics.