KADINLARIN EĞİTİM ORANLARININ DOĞRUDAN YABANCI SERMAYE YATIRIMINA ETKİSİ; 22 OECD ÜLKESİ ÜZERİNE BİR PANEL NEDENSELLİK ANALİZİ

Year 2023, Issue: 60, 172 - 183, 18.12.2023

Ümmühan Akhisar , Enver Alper Güvel

https://doi.org/10.17498/kdeniz.1364405

Abstract

Bir ülkenin sosyal, kültürel ve ekonomik yönden kalkınmasını etkileyen ve hızlandıran en önemli faktörlerden biri kadınların eğitim düzeyidir. Bu çalışmanın amacı kadınların eğitim düzeyinin, o ülkedeki doğrudan yabancı sermaye yatırımını etkileyip etkilemediğinin incelenmesidir. Kadınların eğitim oranının ekonomik büyüme oranı ve insani gelişmişlik indeksi ile arasındaki ilişkisi panel nedensellik analizi yardımıyla araştırılmaktadır. 22 OECD (Avustralya, Belçika, Almanya, Avusturya, Çekya, Danimarka, Norveç, Estonya, Hollanda, İtalya, Yunanistan, Finlandiya, Polonya, Fransa, Japonya, Meksika, Macaristan, Güney Kore, İspanya, İsveç, Slovenya, Portekiz) ülkesi için 1999-2022 dönemine ait eğitimli kadınların yüzde oranları yıllık olarak alınmaktadır. Ekonomik büyüme oranı ve insani gelişmişlik endeksleri kontrol değişken olarak modellere dâhil edilmektedir. Modellerin test edilmesinde panel nedensellik analizi uygulanmadan önce verilerde yatay kesit bağımlılığı olup olmadığı Peseran Caled LM testi ve Peseran CD testi ile ölçülmüştür. Yatay kesit bağımlılığı ve birim kök varlığı tespit edildikten sonra Dumitrescu ve Hurlin nedensellik testi uygulanmıştır. Elde edilen analiz sonuçlarına göre ülke içerisine ve ülke dışına yapılan doğrudan yabancı sermaye yatırım ile kadınların eğitim oranı arasında tek yönlü bir nedensellik ilişkisi olduğu görülmektedir. Ayrıca bulgular kadınların eğitim oranı ve insani gelişmişlik endeksi arasında çift yönlü nedensellik ilişkisi olduğunu göstermektedir. Kadınların eğitim oranın artması ile insani gelişmişlik endeksinin artışı, aynı zamanda doğrudan yabancı sermaye yatırımını çekmede önemli görülmektedir.

Keywords

Kadınların Eğitim Oranı, Doğrudan Yabancı Sermaye Yatırımı, Panel Nedensellik Analizi

ВЛИЯНИЕ УРОВНЯ ОБРАЗОВАНИЯ ЖЕНЩИН НА ПРЯМЫЕ ИНОСТРАННЫЕ ИНВЕСТИЦИИ КАПИТАЛА: АНАЛИЗ 22 СТРАН ОЭСР

Abstract

Одним из важнейших факторов, влияющих и ускоряющих социальное, культурное и экономическое развитие страны, является уровень образования женщин. Целью данного исследования является изучение влияния уровня образования женщин на прямые иностранные инвестиции по стране. Связь между уровнем образования женщин, темпами экономического роста и индексом человеческого развития исследуется с помощью панельного причинно-следственного анализа. В 22 странах ОЭСР (Австралия, Бельгия, Германия, Австрия, Чехия, Дания, Норвегия, Эстония, Нидерланды, Италия, Греция, Финляндия, Польша, Франция, Япония, Мексика, Венгрия, Южная Корея, Испания, Швеция, Словения, Португалия) процентные показатели образованных женщин за период 1999-2022 годов измерялись ежегодно. Темпы экономического роста и индексы человеческого развития включены в модели в качестве контрольных переменных. Прежде чем применять панельный причинно-следственный анализ для проверки моделей, было измерено наличие перекрёстной зависимости в данных с помощью теста Peseran Caled LM и теста Peseran CD. После определения поперечной зависимости и существования единичного корня был применён тест причинности Думитреску и Херлина. По результатам анализа видно, что существует односторонняя причинно-следственная связь между прямыми иностранными инвестициями в страну и за её пределы и уровнем образования женщин. Кроме того, результаты показывают, что существует двунаправленная причинно-следственная связь между уровнем образования женщин и индексом человеческого развития. Увеличение уровня образования женщин и рост индекса человеческого развития также считаются важными для привлечения прямых иностранных инвестиций.

Keywords

уровень образования женщин, прямые иностранные инвестиции, панельный причинно-следственный анализ

THE EFFECTS OF WOMEN’S EDUCATION RATES ON FOREIGN DIRECT CAPITAL INVESTMENTS: ANALYSIS OF 22 OECD COUNTRIES

Abstract

One of the most important factors affecting and accelerating the social, cultural and economic development of a country is the education level of women. The purpose of the present study was to examine whether women’s education levels affect foreign direct investment in a country. The relationship between women’s education rate and economic growth rate and human development index was investigated by using the Panel Causality Analysis. The percentages of educated women for the period 1999-2022 were taken annually for 22 OECD countries (Australia, Belgium, Germany, Austria, Czech, Denmark, Norway, Estonia, Netherlands, Italy, Greece, Finland, Poland, France, Japan, Mexico, Hungary, South Korea, Spain, Sweden, Slovenia, Portugal). Economic growth rate and human development indices were included in the models as the control variables. Before the Panel Causality Analysis was applied to test the models, whether there was a cross-sectional dependence in the data was evaluated with the Peseran Caled LM Test and the Peseran CD Test. The Dumitrescu and Hurlin causality test was used after determining cross-sectional dependence and unit root existence. According to the results of the analyses, a one-way causality relationship was detected between foreign direct investment in and out of a country and the education rate of women. The findings also show that there was a bidirectional causality relationship between women’s education rate and human development index. The increase in the education rate of women and the increase in the human development index were considered important in attracting foreign direct investment.

Keywords

Women’s Education Rate, Foreign Direct Investment, Panel Causality Analysis

References

• Bullough A., Kroeck K., Newburry W., Kundu S.K., Lowe K.B., (2012). Women's political leadership participation around the world: An institutional analysis. The Leadership Quarterly 23, 398–411.
• Bussemakers C., Oosterhout K., Kraaykamp G., Spierings N., (2017). Women’s Worldwide Education–employment Connection: A Multilevel Analysis of the Moderating Impact of Economic, Political, and Cultural Contexts. World Development, 99, 28-41.
• Busse, M., & Nunnenkamp, P. (2009). Gender disparity in education and the international competition for foreign direct investment. Feminist Economics, 15(3), 61-90.
• Hassan S. A., Rafaz N., (2017). The Role of Female Education in Economic Growth of Pakistan: Time Series Analysis from 1990-2016. International Journal of Innovation and Economic Development, 3(5), 83-93.
• Breusch, T. S. Pagan, A. R. (1980). The lagrange multiplier test and its applications to model specification in econometrics. The Review of Economic Studies, 47(1), 239-253.
• Download data: GDP growth, inflation, and other indicators | TheGlobalEconomy.com
• Dumitrescu, E. I., Hurlin, C. (2012). Testing for Granger non-causality in heterogeneous panels. Economic Modelling, 29(4), 1450-1460.
• Ekonomik Kalkınma ve İş birliği Örgütü (OECD) Nedir? | İş Bankası Blog (isbank.com.tr) (10.03.2022).
• Esen, Ö., Seren, G. Y. (2021). The impact of gender inequality in education and employment on economic performance in Turkey: evidence from a cointegration approach. Equality, Diversity and Inclusion: An International Journal, 41(4), 592-607.
• Ghosh, S. (2019). Foreign direct investment, female education, capital formation, and economic growth in Japan and South Korea. International Economic Journal, 33(3), 509-536.
• Fang, S., Shams, H., & Xu, L. C. (2019). Foreign Direct Investment and Female Entrepreneurship. World Bank Policy Research Working Paper, (9083).
• Kar M., Talısöz F. (2008) Türkiye’de Doğrudan Yabancı Sermaye Hareketlerini Belirleyen Faktörlerin ekonometrik Analizi. KMU İİBF Dergisi, 10(14), 436-458.
• Klasen S., Lamanna F., (2009). “The Impact of Gender Inequality in Education and Employment on Economic Growth: New Evidence for a Panel of Countries”. Feminist Economics 15(3), 91–132.
• Neumayer, E., De Soysa, I. (2011). Globalization and the empowerment of women: an analysis of spatial dependence via trade and foreign direct investment. World development, 39(7), 1065-1075.
• OECD Data (oecd.org) Erişim tarihi: (2023: Mart).
• Pantelopoulos, G. (2022). Higher education, gender, and foreign direct investment: evidence from OECD countries. Industry and Higher Education, 36(1), 86-93.
• Pesaran, M. H. (2004). General diagnostic tests for cross section dependence in panels. University of Cambridge, Faculty of Economics, Cambridge Working Papers in Economics, 0435.
• Pesaran, M. H. (2007). A simple panel unit root test in the presence of cross‐section dependence. Journal of applied econometrics, 22(2), 265-312.
• Pesaran, M. H. and Yamagata, T. (2008). Testing slope homogeneity in large panels. Journal of Econometrics, 142(1), 50-93.
• Righards D. L., Gelleny R., (2007). “Women’s Status and Economic Globalization”. International Studies Quarterly, 51, 855–876.
• Shaheen, S., Hussain, B., Ameer, N. (2022). Exploring the Linkages between Gender-specific Human Capital, Foreign Direct Investment and Economic Growth: Evidence from Pakistan. Journal of Quantitative Methods, 6(1), 1-34.
• Tatoğlu, F.Y. (2013). İleri Panel Veri Analizi Stata Uygulamalı, 2. Baskı, Beta, İstanbul.
• Tatoğlu, F.Y. (2017). Panel zaman serileri analizi: stata uygulamalı, Beta, İstanbul.,
• Ünal Ç., (2008). İnsani Gelişmişlik Endeksine Göre Türkiye’nin Bölgesel Farklılıkları. Coğrafi Bilimler Dergisi, 6(2) 89-113.
• Yıldırım, S., Yıldırım, D. Ç., Çoltu, S. (2019). The role of education in women's career life in emerging economies: a case of Turkey. In Handbook of Research on Women in Management and the Global Labor Market, 46-62. IGI Global.
• Yumuşak, I. G., Yıldız, A., Yıldırım, D. Ç. (2015). The relationship between woman education and health. Humanities and Social Sciences Review, 4(1), 327-339.
• www.worldbank.org Erişim Tarihi: (Mart 2023)