Education is forbidden: The effect of the Boko Haram conflict on education in North-East Nigeria

Bertoni, Eleonora; Maio, Michele Di; Molini, Vasco; Nisticò, Robert

doi:10.1016/j.jdeveco.2018.06.007

Cited by 88 publications

(59 citation statements)

References 16 publications

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“…We also find evidence of increased health and decreased educational expenditures relating to the herder-farmer clashes. This is in line with literature that documents a relationship between conflict and decreased schooling (Ichino and Winter-Ebmer 2004; Chamarbagwala and Moran 2011; Shemyakina 2011; Swee 2015; Monteiro and Rocha 2017; Bertoni et al 2018). 1 Most of the literature about the effects of conflict on household welfare uses regionally recorded conflict measures.…”

Section: Introductionsupporting

confidence: 81%

“…The fact that insurgent attacks do not lead to changes in these variables might be indicative of the poor situation of health care and education in the regions where Boko Haram has been active. Both schools and primary health care centers have been attacked by insurgents, and this has led to lower educational attainment in these areas (Bertoni et al 2018).…”

Section: Health and Education Expendituresmentioning

confidence: 99%

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Conflict, Household Victimization, and Welfare: Does the Perpetrator Matter?

Kaila

Azad²

2019

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Section: Introductionsupporting

confidence: 81%

Section: Health and Education Expendituresmentioning

confidence: 99%

Conflict, Household Victimization, and Welfare: Does the Perpetrator Matter?

Kaila

Azad²

2019

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“…The authors argue that their individual fixed-effects panel regression specification controls for unobserved heterogeneity at the individual level, while results obtained using conventional difference-in-difference specification suffer from upward bias. However, Bertoni et al (2019) also use individual-level panel data to study the impact of violent conflict on education, with different results. They focus on the Boko Haram conflict in North-East Nigeria during the period 2009-16 and find a negative short-term effect of conflict on general school enrollment, as well as longer-term reductions in years of education completed among conflict-affected children (box 3.3).…”

Section: Do Methods Bias Results?mentioning

confidence: 99%

“…Faithful to its name, which can be translated as "(Western) education is forbidden," Boko Haram has targeted the Nigerian education system, mainly assaulting schools, students, and teachers in North-East Nigeria in the states of Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe. Bertoni et al (2019) study the impact of the Boko-Haram conflict in North-East Nigeria during the period 2009 to 2016 on school enrollment and educational attainment.…”

Section: Box 33 Education Is Forbidden: the Boko Haram Conflict Redumentioning

confidence: 99%

Fragility and Conflict: On the Front Lines of the Fight against Poverty

Corral¹,

Irwin²,

Krishnan³

et al. 2020

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This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

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“…Most of these studies focus on the early stages of life while no study specifically examines adolescence. Evidence points to adverse impacts on education, including the years of education completed, the probability of completing primary and secondary education, and school enrolments (Akresh and de Walque, 2008;Shemyakina, 2011;Valente, 2014;Pivovarova and Swee, 2015;Brown and Velásquez, 2017;Bertoni et al, 2018). In Tajikistan, girls affected by conflict are 13 percentage points less likely to be enrolled in school (Shemyakina, 2011).…”

Section: Appendix: the Short-and Long-term Impact Of Shocks On Young mentioning

confidence: 99%

Humanitarian Crises and Adolescent Well‐being: Knowledge, Gaps, and Prospects

Cuesta

Leone

2019

Journal of Economic Surveys

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Adolescence constitutes the second and final window of human growth and a period of specific vulnerabilities, such as early pregnancy, early marriage, HIV infection, suicide, violence, alcohol, and drugs. Only a limited body of research investigates the effects of humanitarian crises on the human capital and well‐being of adolescents. The evidence focuses on the short‐term effects of conflict and, to a lesser extent, natural disasters on education, physical health, and nutrition, but not on mental health. Most analyses examine the situations of individuals exposed in utero and young childhood, but rarely during adolescence. Typically missing are robust empirical identification strategies and estimates on heterogeneous effects across age or gender. The lack of quality data and challenges in defining adolescence, establishing causality, or ensuring ethical research explain the knowledge gaps. Possible ways to expand the evidence base include mixing georeferenced data on individual location with georeferenced data on crises, sharpening quasi‐experimental analytical techniques, and reconsidering the current timing of demographic data collection, now spanning 4‐ or 5‐year intervals. The failure to make such adjustments will end by ignoring specific vulnerabilities among adolescents and render sustainable progress in well‐being globally, narrowing inequalities, and guaranteeing human rights to all more difficult to achieve.

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Education is forbidden: The effect of the Boko Haram conflict on education in North-East Nigeria

Cited by 88 publications

References 16 publications

Conflict, Household Victimization, and Welfare: Does the Perpetrator Matter?

Conflict, Household Victimization, and Welfare: Does the Perpetrator Matter?

Fragility and Conflict: On the Front Lines of the Fight against Poverty

Humanitarian Crises and Adolescent Well‐being: Knowledge, Gaps, and Prospects

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