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This paper presents some basic facts about regional inequality in Kenya; estimates of the production levels by province for all one-digit sectors between 1967 and 1976 are presented and some aspects of regional differences in employment and the distribution of public services are discussed

Literature review and analytical framework -- Multi-scalar patterns of regional inequality -- Provincial dynamics and multi-mechanism process of regional inequality -- Patterns of regional inequality in Guangdong Province -- Mechanisms of uneven development in Guangdong -- Regional inequality in Zhejiang Province.

In this paper the two main types of influences of regional inequality are identified: first, there are endogenous economic forces and secondly, there are the effects of economic policies, which may either counteract or reinforce the pattern of development generated by endogenous economic forces

Healthcare inequality in China cannot be fully addressed as long as local governments remain the major public funder of health provision and insurance. (East As Pol)

Regional productivity differences provide scope for productivity-enhancing labor mobility. Redistribution reduces relocation incentives through higher taxes or lower transfers. Combining an intensive labor supply margin with an extensive, productivity-enhancing migration margin, we determine how regional inequality and labor mobility affect optimal redistribution. Simulations using the productivity differences between rural and urban regions in the US indicate that optimal marginal tax rates are reduced by several percentage points if productivity enhancing migration is taken into account. Additionally, we study optimal regionally differentiated taxation.

This book traces regional income inequality in Spain during the transition from a pre-industrial society to a modern economy, using the Spanish case to shed further light on the challenges that emerging economies are facing today. Regional inequality is currently one of the most pressing problems in the European Union, and this text presents a novel dataset covering 150 years to analyse long-run trends in regional per capita GDP. Spatial clustering and a new economic geography approach also contribute to the historical analysis provided, which points to the role played by spatial externalities and their growing relevance over time. To identify the presence of spatial dependence is crucial, not only for getting a better understanding of distribution dynamics, but also for economic policy purposes. What are the potential causes behind the disparities in regional per capita income and productivity? The authors answer this by comparing results with evidence available for other countries, chiefly France, Italy and Portugal, but is of global relevance.

Bildung ist ein Instrument, das zur Bekämpfung von Armut, Ungleichheit und sozialer Ausgrenzung in jeder Gesellschaft eingesetzt werden kann. Für eine nachhaltige und ganzheitliche nationale Entwicklung ist daher eine gerechte Verteilung der Bildungsressourcen unter den Menschen erforderlich. Dies ist jedoch nicht immer ohne Weiteres zu erreichen, insbesondere in Afrika, wo der Kolonialismus in vielen Ländern teilweise zu einer ungleichen Entwicklung unter den Menschen geführt hat. Schon bald nach der Eingliederung der Northern Territories of the Gold Coast (heute Ghana) in die Kolonialherrschaft vernachlässigte die Bildungspolitik der Kolonialisten den nördlichen Teil des Landes. Obwohl es einige Studien zum Kolonialismus in Afrika im Allgemeinen gibt, wurde nur wenig darüber berichtet, welche Rolle er bei der Schaffung eines ungleichen Bildungswesens spielte. Auch die Auswirkungen von aktiven Förderungsmaßnahmen, die zur Überbrückung der Kluft zwischen dem Nord-Süd-Gefälle in Ghana eingeführt wurden. Die wichtigsten Fragen, die diese Studie daher zu beantworten versucht, sind die Folgenden: Was waren die kolonialen Begegnungen mit dem Norden Ghanas, die die Unterentwicklung des Bildungswesens in der Region bewirkten? Wie überbrücken die aktiven Förderungsmaßnahmen bzw. die positive Diskriminierung die Kluft zwischen dem Norden und dem Süden des Landes? Zur Beantwortung der Forschungsfragen wurde in der Studie ein methodengemischter Ansatz verwendet, bei dem Tiefeninterviews, Q-Methoden, Dokumentenanalyse und Beobachtung als Datenerhebungsmethoden Einsatz fanden. Es stellte sich heraus, dass die Kolonialisten eine bewusste Strategie verfolgten, den Norden zu einer Reserve ungelernter Arbeitskräfte zu machen, was erklärt, warum sie dort anfangs nur wenige Schulen bauten. Die Ergebnisse der Studie zeigen darüber hinaus, dass die positive Diskriminierung die Nord-Süd-Lücke nicht wie erwartet schließt. So kommt man zu dem Schluss, dass die Ausbeutung weitesgehend für die Unterentwicklung des Bildungswesens in Nordghana verantwortlich ist. ; Education is a tool that can be used to fight poverty, inequality, and social exclusion in every given society. Thus, for a sustainable and holistic national development, there is the need for an equitable distribution of educational resources among the people. This is however hardly achievable, especially in Africa where colonialism has partly brought about unequal development among the people in many countries. Soon after the Northern Territories of the Gold Coast (now Ghana) was incorporated under colonial rule, the educational policy of the colonialists did not favour the northern part of the country. Even though, there have been some studies on the colonialism of Africa in general, little has been done regarding the role it played in (re)producing unequal development of education in Africa. Likewise, the impact of an affirmative action instituted to bridge the gap between the north-south divide in Ghana has not been evaluated. The main questions this study thus seek to answer are: What were the colonial encounters with the north that brought about the underdevelopment of education in the area? How is the affirmative action bridging the gap between the north and the south? To answer the research questions, the study used a mixed-methods approach where in-depth interviews, Q methods, document analysis and observation were adapted as data collection methods. It was revealed that the colonialists adopted a deliberate strategy of making the north an unskilled labour reserve, thus accounting for why they did not build many schools there in the beginning. The findings of the study also show that the effect of the affirmative action has not been able to appreciably contribute to closing the north-south gap as expected. It is concluded that exploitation largely accounted for the underdevelopment of education in northern Ghana.