Disruption and decline: the gendered consequences of civil war and political transition for education in Tajikistan

O’Brien, Michelle L.

doi:10.1080/1060586x.2019.1701880

Cited by 8 publications

(6 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, some studies indicated that these losses may result in reduction in economic growth in the future [57]. The impacts of learning losses in the aftermath of COVID-19 are in line with that of other past events causing school disruptions such as wars (for instance [58] or natural disasters [59]. Our projections also indicate a worrying picture.…”

Section: Plos Onesupporting

confidence: 77%

Projections of adult skills and the effect of COVID-19

Özdemir

Reiter²,

Yıldız³

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

In this paper, we project Skills in Literacy Adjusted Mean Years of Schooling (SLAMYS) for the working age population in 45 countries and quinquennial time periods until 2050 according to various population scenarios. Moreover, we integrate the effect of school closures due to the COVID-19 pandemic on these projections. Adult skills are projected using the cohort components method. They can help in assessing the potential consequences of the recent trends for the adult population, particularly the workforce, whose skills are essential for the jobs contributing to economic growth and development outlooks. Our projections are novel as they take into account both the amount of schooling and quality of education and also consider the changes in adult skills through lifetime. Projections show that the adult skills gap between countries in the Global North and countries in the Global South will likely continue to exist by 2050, even under very optimistic assumptions–but may widen or narrow depending on the demographic development trajectories specific to each country. Moreover, the loss of learning due to school closures during the COVID-19 pandemic further exacerbates inequalities between countries. Particularly, in countries where schools have been closed for a prolonged period of time and the infrastructure for effective online schooling is lacking, the skills of cohorts who were in school during the pandemic have been severely affected. The fact that the duration of school closures has been longer in many low- and middle-income countries is a serious concern for achieving global human capital equality. The impact of the COVID-19 pandemic is projected to erase decades-long gains in adult skills for affected cohorts unless policies to mitigate learning loss are implemented immediately.

show abstract

Section: Plos Onesupporting

confidence: 77%

Projections of adult skills and the effect of COVID-19

Özdemir

Reiter²,

Yıldız³

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…For example, it was shown that in two European countries involved in WWII -Austria and Germany -children who were ten years old during the conflict were significantly less likely to proceed into HE and lost around 20 percent of a year of schooling on average (UNESCO, 2010c). Conflicts in Tajikistan (1992-97) had a negative effect on completion of secondary schooling, particularly for boys (O'Brien, 2020). Following the sectarian conflict in Iraq in the 2000s, 84% of the HEI infrastructure was burnt, looted, or severely destroyed in some form (Milton and Barakat, 2016).…”

Section: Global Regional and He System-level Challenges To The Univer...mentioning

confidence: 99%

Universal access to higher education: Trends, barriers and drivers

Nascimento

Mutize

Chinchilla³

2022

ess

View full text Add to dashboard Cite

This paper develops a global analysis on access to higher education and how it has evolved between 2000 and 2018, and the associated drivers and impediments to its achievement. The paper also addresses the concept of higher education’s importance to human, social and economic development, as well as from a human rights’ perspective. The study draws from a two-pronged methodology. First, a data analysis on the main indicators used to monitor access to higher education, disaggregated by region, gender and income group. Secondly, a comprehensive literature review on the drivers and barriers to achieving access to higher education. This access has increased globally, however, stark differences are noticed at region, gender, and income-group level. Economic development of nations and the rise of middle-class aspirations, the growth of private institutions and the expansion of distance education institutions have been major contributors to this increase in access. Poverty, crises, adverse institutional admission practices and the location of institutions pose continuous challenges to universal access. A combination of policies and actions can be adopted and taken by national governments and higher education institutions to further increase access, taking into particular account populations which are falling behind.

show abstract

“…Finally, the consequences of macro-level events, including war, are known to vary depending on one’s birth cohort (e.g. O’Brein, 2020 ; London & Wilmoth, 2016 ). Hence, a nontrivial, yet so far neglected aspect relates to the life-stages, and thus ages when girls experience conflict (Neal et al, 2016 ).…”

Section: Armed Conflict and Teen Unions: Background Theory And Pathwaysmentioning

confidence: 99%

“…The first conflict measure is based on women’s ages in wartimes and thus on birth cohort. Since the conflict could have only influenced the teen marriage decisions of those aged 19 and below at its onset, I generate a cohort variable based on women’s entry into/exit from the pool of marriageable adolescents and their ages between 1992 and 1996 (Shemyakina, 2013 ; O’Brein, 2020 ). Table A2 (Appendix A) identifies relevant cohorts by showing women’s age at conflict onset (1992), after it peaked and ended (1996), the year in which they “started” (turned 12) and “ceased” (turned 19) to be eligible for teen union, and their age at survey time.…”

Section: Data and Measuresmentioning

confidence: 99%

Wedding Amidst War? Armed Conflict and Female Teen Marriage in Azerbaijan

Torrisi

2022

Eur J Population

View full text Add to dashboard Cite

Does armed conflict influence female teen marriage? Despite increasing attention to early marriage, its drivers and consequences, quantitative research on whether teen unions are affected by situations of armed violence is minimal. This paper addresses this gap by examining the relationship between exposure to the conflict in Nagorno-Karabakh over 1992–1996 and teen marriage outcomes in Azerbaijan. Using data from the 2006 Demographic and Health Survey and the Uppsala Conflict Data Program, I compare cohorts at risk of teen union before and during the conflict climax years with a modelling strategy that exploits information on forced displacement and spatial variation in conflict violence. Results show that experiencing war violence in adolescent ages, its intensity and frequency are associated with a lower risk of teen marriage. Reductions are largest for the cohorts who spent most of their adolescent ages under conflict and who were displaced as a result. For never-migrant conflict-affected girls, declines extend to the youngest cohorts. The combination of age at conflict occurrence and the experience of disruptive events like forced migration matters for teen marriage outcomes.

show abstract

Disruption and decline: the gendered consequences of civil war and political transition for education in Tajikistan

Cited by 8 publications

References 56 publications

Projections of adult skills and the effect of COVID-19

Projections of adult skills and the effect of COVID-19

Universal access to higher education: Trends, barriers and drivers

Wedding Amidst War? Armed Conflict and Female Teen Marriage in Azerbaijan

Contact Info

Product

Resources

About