Estimating the Causal Effects of Conflict on Education in Côte d'Ivoire

This paper estimates the causal effects of civil war on years of education in the context of a school-going age cohort that is exposed to armed conflict in Cote d'Ivoire. Using year and department of birth to identify an individual's exposure to war, the difference-in-difference outcomes indicate that the average years of education for a school-going age cohort is .94 years fewer compared with an older cohort in war-affected regions. To minimize the potential bias in the estimated outcome, the authors use a set of victimization indicators to identify the true effect of war. The propensity score matching estimates do not alter the main findings. In addition, the outcomes of double-robust models minimize the specification errors in the model. Moreover, the paper finds the outcomes are robust across alternative matching methods, estimation by using subsamples, and other education outcome variables. Overall, the findings across different models suggest a drop in average years of education by a range of .2 to .9 fewer years.

Bibliographic Details

Main Authors:	Paul, Saumik, Dabalen, Andrew L.
Language:	English
Published:	World Bank, Washington, DC 2012-06
Subjects:	ACCESS TO EDUCATION, ADULTS, AGE COHORT, ALLOCATION OF RESOURCES, ARMED CONFLICT, AVERAGE EDUCATION LEVEL, AVERAGE EDUCATIONAL ATTAINMENT, BASIC EDUCATION, BATTLE, BATTLES, CIVIL CONFLICT, CIVIL WAR, COMPARATIVE EDUCATION, CONFLICTS, CURRICULUM, CURRICULUM DEVELOPMENT, DEVELOPMENT CENTRE, DEVELOPMENT POLICY, ECONOMIC PROSPERITY, EDUCATION FOR ALL, EDUCATION FOR CHILDREN, EDUCATION OF CHILDREN, EDUCATION OUTCOMES, EDUCATION SYSTEM, EDUCATIONAL ATTAINMENT, EDUCATIONAL ATTAINMENTS, EDUCATIONAL FACILITIES, EDUCATIONAL OUTCOMES, EDUCATIONAL REFORMS, ENROLLMENT RATES, ETHNIC GROUP, ETHNIC GROUPS, EXPERIENCED VIOLENCE, FAMILY MEMBERS, FIGHTING, FORMAL SCHOOLING, GENOCIDE, HIGHER EDUCATION, HOUSEHOLD LEVEL, HOUSEHOLD SURVEYS, HUMAN CAPITAL, ILLNESS, IMMIGRANTS, IMPACT OF CONFLICT, INTERNAL MIGRATION, INTERNATIONAL BANK, INTERNATIONAL DEVELOPMENT, JOB TRAINING, LABOUR MARKET, LEARNING, LEARNING OUTCOMES, LITERACY, LITERACY RATES, LIVING STANDARDS, MILITIA, MINISTRY OF EDUCATION, NATIONAL EXAMINATIONS, NATIONAL ORIGIN, NATIONAL PRIORITY, NATIONALS, NATIONS, NET ENROLLMENT, NET ENROLLMENT RATE, NUMBER OF DEATHS, OLD AGE, PEACE, PEACE AGREEMENTS, PEACE KEEPING, PEACE RESEARCH, PEACEKEEPERS, PEACEKEEPING, PENSIONS, POLARIZATION, POLICY DISCUSSIONS, POLICY RESEARCH, POLICY RESEARCH WORKING PAPER, POLITICAL PARTIES, POST-CONFLICT RECONSTRUCTION, PRIMARY EDUCATION, PRIMARY SCHOOL, PRIMARY SCHOOLING, PROGRESS, PROVIDERS OF EDUCATION, PUBLIC SCHOOLING, REBEL, REBELS, RELIGIOUS GROUPS, SANCTIONS, SCHOOL CALENDARS, SCHOOL ENROLMENT, SCHOOL GOING, SCHOOL STUDENTS, SCHOOL YEAR, SECONDARY EDUCATION, SECONDARY SCHOOL, SECONDARY SCHOOLING, SECONDARY SCHOOLS, STUDENT-TEACHER RATIO, SUSTAINABLE DEVELOPMENT, TACTIC, TEACHER, TEACHER RATIO, TEACHERS, TOLERANCE, TRADE RELATIONSHIPS, TRAINING PROGRAMME, UNEQUAL ACCESS, UNESCO, UNIVERSITIES, VICTIMS, VOCATIONAL EDUCATION, YOUNG AGE, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/06/16338887/estimating-causal-effects-conflict-education-côte-divoire https://hdl.handle.net/10986/9334
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