The effects of armed conflict on schooling in Sub-Saharan Africa

Poirier, Thomas

doi:10.1016/j.ijedudev.2011.06.001

Cited by 65 publications

(36 citation statements)

References 16 publications

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“…Lai and Thyne (2007) find that both educational spending and enrollment decline during periods of civil war. Poirier (2012) shows that periods of conflict have a strong positive impact on the number of children not attending school and a strong negative impact on secondary school enrollment rates in Africa. Shemyakina (2011) finds that the civil war in Tajikistan had a dampening effect on educational attainment and school enrollment of girls.…”

Section: Education Development and Civil Conflictmentioning

confidence: 99%

The Conflict Trap Revisited

Kıbrıs

2014

Journal of Conflict Resolution

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This article analyzes the association between civil conflicts and educational achievement by studying the Turkish case. It combines the 2005 university entrance exam scores of more than 1.6 million students and a newly constructed data set on the casualties of the Turkish-Kurdish conflict to study the association between the conflict and educational achievement of Turkish students. The results reveal a significant negative association. Combined with the already well-established positive links between education and various measures of socioeconomic development like economic growth, social equality, and public health, the results in this article demonstrate that education is one of the channels through which civil conflicts damage the well-being of societies thereby creating the conditions that perpetuate them.

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Section: Education Development and Civil Conflictmentioning

confidence: 99%

The Conflict Trap Revisited

Kıbrıs

2014

Journal of Conflict Resolution

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“…8,9 The result is reduced school enrollment, high dropout rates, lower educational attainment, poor schooling conditions, and the exploitation of children. 9,10 Similarly, attacks on both government and nongovernmental health facilities and mobile clinics are increasingly prevalent. 11 These attacks violate the Geneva Conventions 12 and result in the death of patients and health workers, the destruction of health infrastructure, 11 and increasing barriers to care because of people's fear of being injured or killed while seeking treatment.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Armed Conflict on Children

Kadir¹,

Shenoda²,

Goldhagen³

et al. 2018

Pediatrics

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More than 1 in 10 children worldwide are affected by armed conflict. The effects are both direct and indirect and are associated with immediate and long-term harm. The direct effects of conflict include death, physical and psychological trauma, and displacement. Indirect effects are related to a large number of factors, including inadequate and unsafe living conditions, environmental hazards, caregiver mental health, separation from family, displacement-related health risks, and the destruction of health, public health, education, and economic infrastructure. Children and health workers are targeted by combatants during attacks, and children are recruited or forced to take part in combat in a variety of ways. Armed conflict is both a toxic stress and a significant social determinant of child health. In this Technical Report, we review the available knowledge on the effects of armed conflict on children and support the recommendations in the accompanying Policy Statement on children and armed conflict.

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“…Some studies used a case study approach, triangulating different sources of data, for their research ( 41 , 48 , 47 ). Among the three remaining studies, one used data from Education Management Information Systems ( 4 ); another used the World Bank Unit record household data sets ( 43 ); and the last made use of data from the armed conflict data set of the international peace research institute ( 54 ).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps

Kamanda

Sankoh

2015

Global Health Action

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BackgroundThe framework for expanding children's school access in low- and middle-income countries (LMICs) has been directed by universal education policies as part of Education for All since 1990. In measuring progress to universal education, a narrow conceptualisation of access which dichotomises children's participation as being in or out of school has often been assumed. Yet, the actual promise of universal education goes beyond this simple definition to include retention, progression, completion, and learning.ObjectiveOur first objective was to identify gaps in the literature on children's school access using the zones of exclusion of the Consortium for Research on Educational Access, Transition, and Equity as a framework. Second, we gave consideration to how these gaps can be met by using longitudinal and cross-country data from Health and Demographic Surveillance System (HDSS) sites within the International Network for the Demographic Evaluation of Population and Their Health (INDEPTH) in LMICs.DesignUsing Web of Science, we conducted a literature search of studies published in international peer-reviewed journals between 1998 and 2013 in LMICs. The phrases we searched included six school outcomes: school enrolment, school attendance, grade progression, school dropout, primary to secondary school transition, and school completion. From our search, we recorded studies according to: 1) school outcomes; 2) whether longitudinal data were used; and 3) whether data from more than one country were analysed.ResultsThe area of school access most published is enrolment followed by attendance and dropout. Primary to secondary school transition and grade progression had the least number of publications. Of 132 publications which we found to be relevant to school access, 33 made use of longitudinal data and 17 performed cross-country analyses.ConclusionsThe majority of studies published in international peer-reviewed journals on children's school access between 1998 and 2013 were focused on three outcomes: enrolment, attendance, and dropout. Few of these studies used data collected over time or data collected from more than one country for comparative analyses. The contribution of the INDEPTH Network in helping to address these gaps in the literature lies in the longitudinal design of HDSS surveys and in the diversity of countries within the network.

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The effects of armed conflict on schooling in Sub-Saharan Africa

Abstract: In the past decades, most of the countries in Sub-Saharan Africa have been affected by armed conflicts. By means of a time-series cross-sectional (TSCS) database

Cited by 65 publications

References 16 publications

The Conflict Trap Revisited

The Conflict Trap Revisited

The Effects of Armed Conflict on Children

A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps

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