Table of Contents

ACKNOWLEDGEMENTS 2

ABSTRACT: 3

INTRODUCTION 4

1.1 Background: 4
1.2 Problem Statement: 4
1.3 Objectives 5

2. Literature Review 5

3. Methodology 6

4.Implementation 7

Conclusion: 16

Bibliography: 17

References: 18
ACKNOWLEDGEMENTS

It has been a great pleasure to work with different individuals whose perspective and ideas
have directly or indirectly assisted or motivated us. We would like to express our gratitude to
everyone whose ideas lead to the completion of this project.

We are highly indebted to Anku Jaiswal for his guidance, counselling and constant supervision
as well as for providing necessary information regarding the project and also for his support in
completing the project. Her useful suggestions for the whole work provided us an enormous
opportunity to learn the true significance of collaboration and innovation.

We are overwhelmed in all humbleness and gratefulness to acknowledge our depth to all those
who have helped us to put these ideas, well above the level of simplicity and into something
concrete. Any project of this caliber would not have been completed without the support and
guidance of our parents and friends.

Any suggestions for the improvement of the project will be highly appreciated.
ABSTRACT:

E-government refers to the intensive use of ICT, especially Internet and web, in delivering
government information and services to citizens. Means and Schneider (2000) define
e-government as the relationships between governments, their customers and their suppliers by
the use of electronic means. In this paper, a brief review of e-government concept is provided
and this paper examines the linkage between the quality of governance and human development
index over nine years during the period 2008 to 2018 by covering up to 186 countries.
Human development is proxied by the Human Development Index (HDI) which provides a
measure of the social and economic development of a country by capturing education,
health and income levels of the country’s residents. Results of this study suggest the
following. First, the magnitude of the impact of human development is larger in countries with
higher literacy rate among adults. Second, the pre-primary education also has a great impact on
Human Development Index(HDI). Third, the Government expenditure on education is one of the
most important factor that shows good governance of the country with high HDI. The results
indicate that allocating resources to human development offers higher dividends to
communities than allocating resources to improving the quality of governance. The main
policy implications of our findings are that countries can increase human wellbeing by
increasing the literacy rates of adults and diverting the productivity gains to investment in
different aspects of human development such as education and health.
 1. INTRODUCTION

1.1 Background:
This e-governance model can be used to empower people by comparing cases of low literacy
rates with those of high literacy rates and identifying specific aspects of bad governance, the
reasons behind them, and how the situation can be improved.
The Human Development Index (HDI) is an aggregated indicator, designed by the United
Nations Development Programme (UNDP) to track progress in the development of countries and
provide useful information for policymakers.The HDI has thus far been calculated on three
dimensions: health, education and income. This comparative model uses Literacy Rate of Adult
(% ages 15 and older) in order to compare and analyse the global human development. The
democratic based institution is considered as a support means for good governance largely. The
genesis of governance comes from a democratic concept.

Figure1. Relationship between Human Development and Good Governance

Since, development and governance are interrelated; good governance can only assure
and sustain human development (UNDP, 2009). Accountability, transparency, inclusiveness, and
responsiveness are key parts of good governance which are crucial for sound human
development. By comparison and discussion of different studies , this study aims to explore the
relationship between good governance and human development.

1.2 Problem Statement:

One of the major problems in e-governance is due to the lack of information flow among people.
There is a lack of awareness regarding the global human development due to which less effective
policies and laws are being legislated. The implementation of good policies is important to adapt
good governance. Furthermore, those countries with high HDI can be used as benchmark for
those with lower HDI.
1.3 Objectives:

● To learn about the historical progress of the country’s HDI and derive learning lessons for
future policy-making.
● To evaluate the effectiveness of the current policies and identify key learnings in terms of
strengths and flaws in the policies.
● To enable informed decision-making by enhancing the background knowledge and also
providing a rationale for action.
● ·To evaluate the performance and track record of a country and how the literacy rate is
affecting the HDI of the country.

2. Literature Review

The problems of e-government research in the various countries are quite different and depend
on the specific environment in which the information society is developing and on the
circumstances associated with the historical development of each particular country.
E-government research in developing countries is relevant because of the need to increase the
effectiveness of public administration. An important issue is the elimination of bureaucratic
procedures to improve access to information and the need to evaluate e-government
implementation using modern methods. Important for these countries is the perception of
e-government by citizens and civil servants , the efficiency of e-services provision and the
enhancement of the role of information technology in the fight against corruption .An analysis
of user satisfaction has made it possible to identify the benefits of e-government, such as
reducing time spent on work, introducing new services and improving existing ones, increasing
the quality of services. The introduction of e-government allows to expand the field of its
activities to cross-border cooperation, contributes to the achievement of common goals and
inter-agency trust, increases efficiency and accountability. Researchers pay attention to
environmental e-government, issues of public value of e-government. Research in newly
developed countries shows the significance of IT innovation in public administration
(Linders et al., 2015), increasing trust in the Internet (Kurfalı et al., 2017; Ciobanu et al.,
2019).In developed countries, e-government studies concern In developed countries,
e-government studies concern the political and state modernization of the public. Comparing
the achievements of different countries and the use of experience is one way of exploring
the benefits of e-government.[1]
3. Methodology
Following methods were adopted in order to visualize and analyse the data:

a) Data Collection:
The secondary methodology was adopted in order to collect the data. The data was taken
from a publicly available dataset from: http://hdr.undp.org/.
The data referred to the most recent year available during the period specified was
included. The data was collected based on data issued by OECD (2019b) and based on
projections from Barro and Lee (2018).[2]
The data was also extracted from the updated data by HDRO based on data from United
Nations Children’s Fund (UNICEF) Multiple Indicator Cluster Surveys for
2006–2019.[2]

b) Data Cleaning:
The retrieved data was analysed in order to remove the data redundancy and the
incomplete data. The data cleaning process was used to detect and remove the inaccurate
data as well.

c) Data Reduction:
The process of data reduction was performed with the motive of increasing the efficiency.
The unwanted and unnecessary data was reduced to its optimum level to obtain the
highest efficiency in terms of storage and cost as well.

d) Data Visualization:
As a part of Data visualization, the cleaned and reduced data was then represented into
the graphical form. The graphical notation was implemented to give clear information
about the data.
4.Implementation
4.1. Tools and Technology Used
The comparative model has been implemented using Google Colab and the programming
language Python has been used with the libraries like Pandas, seaborn and matplotlib. We have
considered Literacy Rate as a parameter to compare Human Development Index of different
countries.

1.DataVisualization:

Fig.1 Heatmap of HDI rank with different countries and their education parameters
2.Missing Records
The map below shows the amount of missing or null values present in our data set.

Fig.2: Heatmap representing missing records of different education parameters in

the dataset.
3.Correlation of different parameters with the Human Development Index of different
countries.

Fig.3: Literacy Rate of Adult(% ages 15 and older) Vs Human Development Index

Fig.4:Population with at least some secondary education Vs Human Development

Index
Fig.5: % of pre-primary school age population Vs Human Development Index

Fig.6: (% of primary school–age population) Vs Human Development Index

Fig.7: (% of secondary school–age population) Vs Human Development Index

Fig.8:(% of tertiary school–age population) Vs Human Development Index

 Fig.9:(% of primary school dropout rate) Vs Human Development Index

Fig.10: Government expenditure on education (% of GDP) Vs Human Development

Index
 Inferences: From the above scatterplots, we can derive the conclusion that education
plays a vital role in the development of any Nation, higher the literacy rate , highest will
be the HDI.

Results from Data Analysis

Human Literacy Rate of Population % of (% of (% of (% (% of Surviva Governm

Development Adult(% ages with at least pre-primary primary second of primar l rate to ent
Group 15 and older) some school age school– ary tertia y the last expenditu
secondary population age school– ry school grade re on
education populat age scho dropo of education
ion) populat ol–a ut lower (% of
ion) ge rate) second GDP)
popu ary
latio general
n) educati
on

Very high NA 87.4 80 102 106 77 4.0 NA 4.8

human
development

High human 94.8 72.0 77 104 NA 46 NA 91 NA

development

Medium 73.8 39.5 29 110 70 24 17.2 93 3.6

human
development

Low human 59.0 22.7 21 97 41 8 43.4 74 3.8

Development

Table 1:Human Development Groups

Regions Literacy Rate of Population % of (% of (% of (% (% of Surviva Governm
Adult(% ages with at least pre-primary primary second of primar l rate to ent
15 and older) some school age school– ary tertia y the last expenditu
secondary population age school– ry school grade re on
education populat age scho dropo of education
ion) populat ol–a ut lower (% of
ion) ge rate) second GDP)
popu ary
latio general
n) educati
on

Arab States 79.4 52.5 31 100 77 38 12.5 88 NA

East Asia and 95.8 72.4 82 103 NA 44 NA 94 NA

the Pacific

Europe and 98.5 83.7 39 98 101 NA 1.1 97 NA

Central Asia

Latin 93.7 60.3 78 108 98 52 NA 82 5.4

America and
the
Caribbean

South Asia 72.9 41.4 26 111 71 26 13.8 94 3.6

Sub-Saharan 65.3 32.8 28 100 44 9 41.7 76 4.7

Africa

Table 2: Average values of different education parameters based on Regions

Countries Literacy Rate of Population % of (% of (% of (% (% of Surviva Governme
Adult(% ages with at least pre-primary primary second of primar l rate to nt
15 and older) some school age school– ary tertia y the last expenditur
secondary population age school– ry school grade e on
education populat age scho dropo of education
ion) populat ol–a ut lower (% of
ion) ge rate) second GDP)
popu ary
latio general
n) educati
on

Developing 84.0 57.6 47 104 72 33 21.0 90 NA

Countries

Least 64.4 28.4 25 104 49 11 44.2 80 3.1

Developed
Countries

Small island 84.2 59.5 NA 105 77 NA NA NA NA

developing
states

World 84.9 64.5 52 104 76 39 19.8 91 4.7

Table 3: Average values of education parameters based on level of development

Conclusion:
Comparative model plays an important role in comparing the development state of different
countries. It is used to empower people by comparing cases of bad governance with those of
good governance and identifying specific aspects of bad governance, the reasons and people
behind them, and how the situation can be improved. From the data analysis considering
education as a parameter to compare Human Development Indexes of different countries, we
could analyze that Norway tops HDI rank while Niger is at the bottom which shows that literacy
rate in Norway is comparatively higher than that of Niger. It gives the idea that Niger needs to
work more on enhancing education for different levels. Similarly, developed countries have good
literacy rates resulting in high HDI and otherwise. It gives us ideas on which areas the countries
need to focus on looking over how other countries are performing which is the purpose of
comparative modeling.
Bibliography:

DEFINITIONS

Adult literacy rate:

Percentage of the population ages 15 and older that can, with understanding, both read and write
a short simple statement on everyday life.
Youth literacy rate:
Percentage of the population ages 15–24 that can, with understanding, both read and write a
short simple statement on everyday life.
Population with at least some secondary education:
Percentage of the population ages 25 and older that has reached (but not necessarily completed) a
secondary level of education.
Gross enrolment ratio:
Total enrolment in a given level of education (pre-primary, primary, secondary or tertiary),
regardless of age, expressed as a percentage of the official school-age population for the same
level of education.
Primary school dropout rate:
Percentage of students from a given cohort who have enrolled in primary school but who drop
out before reaching the last grade of primary education. It is calculated as 100 minus the survival
rate to the last grade of primary education and assumes that observed flow rates remain
unchanged throughout the cohort life and that dropouts do not re-enter school.
Survival rate to the last grade of lower secondary general education:
Percentage of a cohort of students enrolled in the first grade of a lower secondary general
education in a given school year who are expected to reach the last grade, regardless of
repetition.
Government expenditure on education:
Current, capital and transfer spending on education, expressed as a percentage of GDP.

MAIN DATA SOURCES

Columns 1 and 5–10: UNESCO (United Nations Educational, Scientific and Cultural
Organization) Institute for Statistics (2020). Data Centre. http://data.uis.unesco.org. Accessed 21
July 2020.

Column 4: UNESCO Institute for Statistics (2020) and Barro and Lee (2018).

Column 11: World Bank (2020a). World Development Indicators database. Washington, DC.
http://data.worldbank.org. Accessed 22 July 2020.
References:
[1]
https://www.researchgate.net/publication/341956974_Comparative_analysis_of_best_practices_i
n_e-Government_implementation_and_use_of_this_experience_by_developing_countries
[2]http://hdr.undp.org/