Is There A Relationship Between ICT, Health, Education And Development? An Empirical Analysis of five West African Countries from 1997–2003
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract For more than a decade, key international organizations such as the World Bank, International Monetary Fund, the UN and International Telecommunications Union (ITU) have argued that investment in information communication and telecommunication (ICT) infrastructure is a prerequisite for the development of poor countries. However, dissenting voices of the international development community argue that African governments should focus their attention on building schools, delivering basic health care, electricity and clean water rather than on the building of costly ICT infrastructure with their limited financial resources. In this paper, we present an analysis of the relationships among investments in ICT, Health Care and Education and the human development index on five West African nations. We use a Stepwise regression analysis to help unravel the complex relationships among these variables. Our results provide evidence that complementary investments in ICT, health and education can significantly increase development. Given that developing nations are making considerable investments in healthcare, education and ICT and that there are concerns over the type of investments they should make, our findings are a significant contribution to the literature.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it