ABC's, 123's, and the Golden Rule: The Pacifying Effect of Education on Civil War, 1980?1999

Abstract

This study examines two ways by which education might affect the probability of civil war onset. First, educational investment provides a strong signal to the people that the government is attempting to improve their lives, which is apt to lower grievances, even in desperate times. Second, education can generate economic, political, and social stability by giving people tools with which they can resolve disputes peacefully, making them less likely to incur the risks involved in joining a rebellion. This theory is tested by examining the effect of educational expenditures, enrollment levels, and literacy rates on the probability of civil war onset from 1980 through 1999. The results provide evidence for both the grievance and stability arguments, providing strong support for the pacifying effects of education on civil war.

Effects of Primary, Secondary and Tertiary Education on Conflict Intensity in Africa

“…Of the thirty studies reviewed, Ostby and Urdal (2010) [2] find that only seven of them (Barakat and Urdal (2009) [3], Berrebi (2007) [6], Fair (2008) [7], Krueger and Malečkova (2003) [4], Oyefusi (2008) [8], Shayo (2007) [9], and Thyne (2006) [5]) have the word "education" as a part of the title and among these the vast majority are micro-level studies. Interestingly, most of the macro-and meso-level studies have focused on the conflict potential of various levels of education, as Ostby and Urdal (2010) [2] suggest.…”

“…For instance, while there is broad empirical evidence in support of the premise that secondary enrolment-the dimension most researched in the education-conflict empirical literaturepacifies conflict, the few studies which have examined the tertiary dimension of education (notably, Thyne (2006) [5], Urdal (2008) [10], Bussmann (2007) [11] and Besançon (2005) [12]) do not suggest a clear relationship between tertiary education and conflict risk 2 . Ostby and Urdal (2010) [2] have recently concluded that "it is still unclear whether (and if) tertiary education is related to conflict risk".…”

“…Prior evidence reveals that the context of economic underdevelopment, youth bulge 3 , natural resources dependency 4 , and deficient democratic institutions 5 might have preponderant effect on the education-conflict nexus. By aiming to explore in greater detail these contextual factors or transmission mechanisms between education levels and conflict, the present study fills an important void in the education-conflict literature.…”

“…In a most comprehensive survey of the existing empirical literature, Ostby and Urdal (2010) [2] find that only a few quantitative conflict studies, notably, Barakat and Urdal (2009) [3], Krueger and Malečkova (2003) [4], and Thyne (2006) [5]; have had education as their primary focus. Of the thirty studies reviewed, Ostby and Urdal (2010) [2] find that only seven of them (Barakat and Urdal (2009) [3], Berrebi (2007) [6], Fair (2008) [7], Krueger and Malečkova (2003) [4], Oyefusi (2008) [8], Shayo (2007) [9], and Thyne (2006) [5]) have the word "education" as a part of the title and among these the vast majority are micro-level studies.…”

“…1 The World Bank has unequivocally stressed its faith in the key significance of education and lifelong learning in reinforcing social cohesion: "by improving people's ability to function as members of their communities, education and training increase social cohesion, reduce crime and improve income distribution", World Bank (2002) [1]. 2 While Thyne (2006) [5] finds no significant effect of higher education on conflict, Besançon (2005) [12] finds that higher tertiary education levels increase the risk of ethnic wars and genocides, whereas they lower the risk of revolutions. Bussmann (2007) [11] on his part finds that tertiary education has an overall pacifying effect.…”