**2. Literature review**

Rose et al. [5] revealed outlines the main characteristics of educational research created by scholars in sub-Saharan Africa as outlined in the African Education Research Database. The database is compiled by at least one researcher in the region, classifies social science research that affects education policies and practices in sub-Saharan Africa, and publishes them in well-known journals. By specifically cataloging research conducted by researchers in sub-Saharan Africa, the African Education Research Database is a unique resource for education development research and policy in the region.

According to Assongu et al. [6] Information and communication technology department promoted inclusive education in 42 sub-Saharan African countries between 2004 and 2014. The relationship between inequality, information and communication technologies (ICT), and inclusive human education were investigated. The empirical evidence is based on the generalized law of moments. The following findings have been determined. First, the Gini coefficient and the Atkinson index are 0.400 and 0.625, respectively, which are the positive impact of Internet penetration on inclusive education and exceed the income inequality threshold for inclusive education. Second, when the Gini coefficient and the Atkinson Palm index are 0.574, 0.676, and 9,000, respectively, they are the income inequality threshold, if they are exceeded; they do not have a positive impact on inclusive band subscription education and fixed width. As a key policy implication, ICT cannot exceed the threshold of inequality established to promote inclusive education in the sample countries. Other impacts will be discussed under the Sustainable Development Goals (SDGs) [6].

This paper combines a large-scale literature review of educational publications by researchers from sub-Saharan Africa and a description of researchers' priorities and practices. According to the International Policy Statement (Sustainable Development Goals in Education and Agenda 2063 of the African Union), the 48 countries of the region are reviewing their research topics, key models, funding, and analysis of co-citations to qualify for increased academic participation. Furthermore, the evidence presented in this article challenges claims of excellence in research projects in North Sub-Saharan Africa [7].

This study confirms whether telecommunications infrastructure can promote economic growth in countries with good educational opportunities compared to countries with few educational opportunities. Using a panel of 45 countries in sub-Saharan Africa from 1993 to 2015, the estimated results of the two-step fixed-effects operation and the use of effective methods for the time being a widespread show that in countries with good educational opportunities, the Internet is promoting economic growth. While mobile phone screens do not do this. These results indicate that education is considered very important for the Internet, but it seems that it has nothing to do with the use of mobile phones [8].

Banya and Elu [9] studied World Bank and other contributor agency's policy changes in the direction of financing of higher education in Sub-Saharan Africa. It concludes that policy vicissitudes have unfavorably affected these institutions. The suggestion is that the exclusive background of each state plays a role in higher education financial policy structure and completion.

The purpose of this paper is to analyze the background of Nigeria's education laws and policies and the implementation of youth education. The main focus is on university admissions policies and legislation, guiding case studies and the impact of education policies on young people's education. This work was first published in the Ohio Education Law Yearbook in 2018. The author of this work has always been passionate about youth education in Nigeria, but it is currently declining due to the strictness of JAMB admissions. I am looking for a solution. The study uses qualitative and quantitative methods to solicit the opinion of educators and a small number of young people affected by the system. The qualitative approach provides information on the history of education policies introduced by the UK and the US in Africa but has not met the needs and expectations of the Nigerian community in the region [10]. Therefore, the Nigerian government decided to formulate its national policy to meet the educational needs of indigenous and Nigerian peoples. Through the use of quantitative and qualitative methods, we can analyze and draw conclusions that can improve the current policies implemented to streamline the Nigerian educational system. The fact that many young Nigerians study abroad shows that there is a high demand for education, which is why the government has taken steps to make it easier for young people to receive a university education [11].

Nigerian policy is inconsistent with the promotion of youth entrepreneurship in the state of Anambra, which will be a guide to becoming self-employed. Most young adults in Anambra lack information about the characteristics of businesses to become self-employed. The problems facing Anambra Province as a result of youth unemployment include rising crime rates, substance abuse, kidnapping, and suicide rates. In line with human capital theory, the purpose of this case study was to examine the entrepreneurial strategies required for young Anambra State youth to become self-employed after graduating from university. Twenty young entrepreneurs participated in individual interviews, and 5 participated in focus groups, with 5 policymakers participating in other individual interviews. The data were coded and analyzed using Yin's five-step procedure, repeating the entire process of compiling, assembling, analyzing, disassembling, and displaying the theme three times. New topics were instruction, vocational training, and temporary programs. These results show that adolescents who participate in these programs (Mentorship, Vocational training, and Provisional) acquire entrepreneurial strategies over young people who do not and as a result run more profitable businesses. The researcher showed that. Positive social change implications are for college students with postgraduation hope, introducing vocational education to policymakers that can expand youth mentoring programs to increase employment rates and improve quality of life. Includes recommending the creation of an educational program for. University students can develop businesses that can lead to job creation and empower young entrepreneurs for the growth and development of the nation [12].

Sub-Saharan Africa's financial system has weak support for long-term physical sector development. The bank financing plans of these economies promoted noncompetitive market mechanisms, resulting in high-interest margins. The study applied descriptive research improved causality technique to test the dynamic relationship between private participation in infrastructure, interest rate differentials, and the quality of institutional supervision in four sub-Saharan African economies: Kenya, Mauritius, South Africa, and Nigeria. The results prove that private participation in infrastructure can lead to lower spreads. The study recommends that public-private partnerships invest in project implementation at a lower marginal cost [13].

Social responsibility is a participatory process in which citizens engage to hold politicians, policymakers, and public officials accountable for the services they provide. At the 15th regular meeting of the African Union, African leaders *Public-Private Participation in Funding University Education in Sub-Saharan Africa… DOI: http://dx.doi.org/10.5772/intechopen.99940*

recognized the need for strong decentralized health programs that provide adaptive access to local politics, full social participation in the design and implementation of programs that connect civil society and private sector entities connected with Socio-cultural and administrative environment. Despite the growing use of social responsibility, the evidence on how it is being used in the healthcare sector is limited. The purpose of this systematic review was to characterize conditions that promote effective social responsibility in sub-Saharan Africa. We searched the electronic database for related papers published between 2000 and August 2017. Studies were eligible for inclusion if they were vetted English-language publications describing social responsibility interventions in sub-Saharan Africa. Qualitative and quantitative study designs were eligible. 14 related studies were included in the review. The findings show that effective social responsibility interventions include leveraging partnerships and building alliances. It depends on the situation. Integrate the collection and analysis of data and information. Leader clearly defined roles, standards, and responsibilities. Meaningful civic engagement, Barriers to health care systems, corruption, fears of retaliation, and limited funding appear to be major challenges for effective socially responsible interventions. Although the Global Obligation Standard is an important guide, the successful implementation of global health efforts depends on national circumstances [14].
