The human capital consequences of civil war: Evidence from Guatemala

Chamarbagwala, Rubiana; Morán, Hilcías E.

doi:10.1016/j.jdeveco.2010.01.005

Cited by 246 publications

(149 citation statements)

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“…Akresh and de Walque (2008) estimate that cohorts of children exposed to the extremely violent Rwandan genocide, which killed 10 percent of the country's population, 6 completed 18.3 percent fewer years of education. However, contrary to results from Guatemala, for example (Chamarbagwala and Morán 2011), they find that due to the nature of the conflict, nonpoor, male individuals were more negatively affected. Studying the effect of forced recruitment into the Ugandan Lord's Liberation Army, Annan et al (2009) and Blattman and Annan (2010) find dramatically different effects for men and for women in the opposite direction of those obtained by, for example, Shemyakina (2011a) and Chamarbagwala and Morán (2011).…”

contrasting

confidence: 95%

“…However, contrary to results from Guatemala, for example (Chamarbagwala and Morán 2011), they find that due to the nature of the conflict, nonpoor, male individuals were more negatively affected. Studying the effect of forced recruitment into the Ugandan Lord's Liberation Army, Annan et al (2009) and Blattman and Annan (2010) find dramatically different effects for men and for women in the opposite direction of those obtained by, for example, Shemyakina (2011a) and Chamarbagwala and Morán (2011). The abducted men in their sample, who were abducted, on average, for just over 15 months, experienced much worse educational attainment and labor market outcomes as well as poorer psychological health (Blattman and Annan 2010).…”

contrasting

confidence: 95%

“…1 Second, two alternative identification strategies are employed to increase confidence in the reliability of the estimates: the first relies on variation in conflict exposure across birth cohorts and geographic areas in a single survey, as is standard in the literature (e.g., Akresh and de Walque 2008;Shemyakina 2011;Chamarbagwala and Morán 2011), and the second relies on variation in exposure to conflict among school-aged individuals between household surveys and geographic areas.…”

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Education and Civil Conflict in Nepal

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2013

Policy Research Working Papers

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Education and Civil Conflict in Nepal

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2013

Policy Research Working Papers

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“…Therefore, similar to the findings of Chamarbagwala and Morán (2010), there is no visible impact of the most violent period of the civil war on males who were of school-going age during this time. War-affected male cohort at age 15 years Rest of Guatemala male cohort at age 15 years War-affected male cohort at age 13-17 years…”

Section: Regional and Gender Analysissupporting

confidence: 85%

The Quantitative Impact of Conflict on Education. UIS Technical paper; 7

2011

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The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow's world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical co-operation to Member States for their development policies and projects; and 5) the exchange of specialized information.UNESCO is headquartered in Paris, France. UNESCO Institute for StatisticsThe UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture and communication.The UIS was established in 1999. It was created to improve UNESCO's statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today's increasingly complex and rapidly changing social, political and economic environments.The UIS is based in Montreal, Canada. (1 514) 343-6880 Fax:( 1 514 ©UNESCO-UIS 2011The authors are responsible for the choice and presentation of the facts contained in this book and for the opinions expressed therein which are not necessarily those of UNESCO and do not commit the Organization. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, its authorities, or the delimitation of its frontiers or boundaries.-iii - AbstractThis study examines the impact of armed conflict on the population of 25 countries, finding substantial negative effects of exposure to conflict on educational attainment and literacy. Using household survey data from Demographic and Health Surveys, as well as Multiple Indicator Cluster Surveys, conducted between 2000 and 2008, analysis at the national and sub-national levels reveals that conflict often leaves an unfortunate legacy for the affected generations: smaller shares of the population with formal schooling, fewer average years of education, and decreased literacy rates, which persist over time. Furthermore, in many countries existing gaps between marginalized groups, such as women, and the rest of the population worsen during conflict. The study contributes to the growing literature in this field by demonstrating the lasting impact of conflict on education for a large and diverse set of countries.

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“…In Guatemala, where the worst period of the Guatemalan civil war saw nearly 200,000 deaths, Chamarbagwala and Morán (2011) find that individuals who were of schooling age in departments that were more affected by the war completed fewer years of schooling and that this effect was much more marked for girls. In…”

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confidence: 88%

Education and Civil Conflict in Nepal

Valente¹

2013

The World Bank Economic Review

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The human capital consequences of civil war: Evidence from Guatemala

Cited by 246 publications

References 23 publications

Education and Civil Conflict in Nepal

Education and Civil Conflict in Nepal

The Quantitative Impact of Conflict on Education. UIS Technical paper; 7

Education and Civil Conflict in Nepal

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