The Predicament of the Tunisian Economy, the Slow-Down in Factors' Productivity
Article Sidebar
Main Article Content
Abstract
Several studies and the mere examination of data provided by National Accounts point to a severe downward change in the economic growth of the Tunisian economy, mainly in the manufacturing sector. The aim of the paper is to perform econometric estimations of the production function, at the aggregate level and for the main sectors and sub-sectors to exhibit a possible change in the global productivity of factors of production, labor and capital. Near-evenly, i.e. with the exception of few sectors or sub-sectors, the breakdown starts from 2013 and various factors, economic and political, may explain it. The topic of the paper is to measure it, not to give explanations. What is at stake is the economic interpretation, either a downturn in the productivity of factors, or a decrease in their utilization. Answering to this question is not easy because there does not exist any survey on the rate of utilization of factors, though indirect methods can be contemplated. This issue, and the related one of the marginal productivity of capital, remain to be assessed.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Burton, P., & Leoschut, L. (2013). School Violence in South Africa. Results of the 2012 National School Violence Study, Centre for Justice and Crime Prevention, Monograph series, 12.
Vusi Mncube & Nomanesi Madikizela-Madiya (2014) Gangsterism as a Cause Violence in South African Schools: The Case of Six Provinces, Journal of Sociology and Social Anthropology, 5:1, 43-50, DOI: 10.1080/09766634.2014.11885608.
de Wet, C. (2020). Teacher-on-learner violence as norm violations: Findings from a qualitative media study. Tydskrif vir Christelike Wetenskap| Journal for Christian Scholarship, 56(3&4), 164-188.
Bester, S., Du Plessis, A., & Treurnich, J. (2017). A secondary school teacher’s experiences as a victim of learner cyberbullying. Africa Education Review, 14(3-4), 142-157.
De Wet, C. (2007). Free State educators' perceptions and observations of learner-on- learner, learner-on-educator and educator-on-learner school violence. Education as Change, 11(1), 59-85.
Mayeza, E., & Bhana, D. (2021). Boys and bullying in primary school: Young masculinities and the negotiation of power. South African Journal of Education, 41(1).
Bekithemba, D. (2019). School violence, mafiarisation and curriculum trajectories: A need for a pedagogy of disarmament. African safety promotion, 17(1), 49-59.
Masilo, D. T. (2018). Social work intervention to address the phenomenon of bullying amongst learners in the school setting: A literature review. South African Journal of Education, 38(Supplement 1), s1-s9.
Khumalo, S. S. (2019). Implications of school violence in South Africa on socially just education. e-Bangi, 16(8).
Ngidi, N. D., & Moletsane, R. (2018). Bullying in school toilets: Experiences of secondary school learners in a South African township. South African Journal of Education, 38(Supplement 1), s1-s8. https://hdl.handle.net/10520/EJC- 1292630ce8.
Power, T. (2017). School violence. F Veriava et al, 293-309.
Widom, C. S., & Wilson, H. W. (2015). Intergenerational transmission of violence. Violence and mental health, 27-45.
Mohlaloka, S. M. B., Jacobs, L., & De Wet, N. C. (2016). Insights from traditional initiation teachers (Basuwe) on the influence of male traditional initiation (lebollo) on the behaviour of schoolboys.
Elcheroth, G., & Reicher, S. (2017). Identity, violence and power. Palgrave Macmillan.
Mgijima, M. N. (2014). Violence in South African schools: Perceptions of communities about a persistent problem. Mediterranean Journal of Social Sciences, 5(14), 198-198.
Florence, M., & Koch, E. (2011). The difference between adolescent users and non- users of addictive substances in a low socio-economic status community: contextual factors explored from the perspective of subjective wellbeing. South African Journal of Psychology, 41(4), 477-487.
Pillay, J., & Ragpot, L. (2010). Violent schools in violent Gauteng: Where the right to learn has to be defended. Education as change, 14(S1), S33- S44.
Wallace, H., Roberson, C., & Globokar, J. L. (2019). Family violence: Legal, medical, and social perspectives. Routledge.
Mayeza, E., Bhana, D., & Mulqueeny, D. (2021). Normalising violence? Girls and sexuality in a South African high school. Journal of Gender Studies, 1-13.
Tissington, L. D. (2008). A Bronfenbrenner ecological perspective on the transition to teaching for alternative certification. Journal of instructional psychology, 35(1), 106-111.
Chitsamatanga, B. B., & Rembe, N. S. (2020). School related gender-based violence as a violation of children’s rights to education in South Africa: Manifestations, consequences and possible solutions. J Hum Ecol, 69(1- 3), 65-80.
Chauke, T. A. (2021). Exploration of youth behaviour: A response to learners’ violence in South Africa. Gender and Behaviour, 19(2), 17804-17815.
Kutywayo, A., Frade, S., Mahuma, T., Naidoo, N. P., & Mullick, S. (2021). Experiences of violence among female and male grade eight learners: baseline findings from the Girls Achieve Power (GAP Year) trial across three South African townships. Gates Open Research, 5, 89.
Dube, B., & Hlalele, D. (2018). Engaging critical emancipatory research as an alternative to mitigate school violence in South Africa. Educational Research for Social Change, 7(2), 74-86.
Children's Act 38 of 2005, Republic of South Africa. Government Print. Pretoria.
Max, H., Theodor, W. A., Zoltán, T., & Michael, L. (2017). The Frankfurt school: the critical theories of Max Horkheimer and Theodor W. Adorno. Routledge.
Brandmeier, J. (2018). Be Who You Are: A Father's Empowering Message about the Point of Life. Morgan James Publishing.
Brandmeier, E. J. (2013). Toward a critical peace education for sustainability. Journal of peace education, 10(3), 242-258.
Ogunnusi, M. (2019). photovoice: A focus on dialogue, young people, peace and change. Journal of Dialogue Studies, 7, 27-41.
Mahlomaholo, S., Nkoane, M., & Ambrosio, J. (2013). Sustainable learning environments and social justice comment. TD: The Journal for Transdisciplinary Research in Southern Africa, 9(3), V-XIII.
Nkoane, M. M., Mahlomaholo, S., & Ambrosio, J. (2013). Initiating the discourse in sustainable learning environments and social justice. Journal of Educational Studies, 12(1), I-VI.
Bajaj, M. (2008). Critical” peace education. Encyclopedia of peace education, 135- 146.
Bajaj, M., & Brantmeier, E. J. (2011). The politics, praxis, and possibilities of critical peace education. Journal of Peace Education, 8(3), 221-224. 29.
Bajaj, M. (2015). ‘Pedagogies of resistance’and critical peace education praxis. Journal of Peace Education, 12(2), 154-166.
Sefotho, M. M. (Ed.). (2018). Philosophy in education and research: African perspectives. Van Schaik Publishers.
Kumar, R. (2018). Research methodology: A step-by-step guide for beginners. Sage.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Dalglish, S. L., Khalid, H., & McMahon, S. A. (2020). Document analysis in health policy research: the READ approach. Health policy and planning, 35(10), 1424-1431.
Richards, H. M., & Schwartz, L. J. (2002). Ethics of qualitative research: are there special issues for health services research? Family practice, 19(2), 135- 139.
Murithi, T. (2009). An African perspective on peace education: Ubuntu lessons in reconciliation. International review of education, 55(2), 221-233.