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Education and conflict recovery : the case of Timor Leste (Inglés)

The Timor Leste secession conflict lasted for 25 years. Its last wave of violence in 1999, following the withdrawal of Indonesian troops, generated massive displacement and destruction with widespread consequences for the economic and social development of the country. This paper analyzes the impact of the conflict on the level and access to education of boys and girls in Timor Leste. The authors examine the short-term impact of the 1999 violence on school attendance and grade deficit rates in 2001, and the longer-term impact of the conflict on primary school completion of cohorts of children observed in 2007. They compare the educational impact of the 1999 wave of violence with the impact of other periods of high-intensity violence during the 25 years of Indonesian occupation. The short-term effects of the conflict are mixed. In the longer term, the analysis finds a strong negative impact of the conflict on primary school completion among boys of school age exposed to peaks of violence during the 25-year long conflict. The effect is stronger for boys attending the last three grades of primary school. This result shows a substantial loss of human capital among young males in Timor Leste since the early 1970s, resulting from household investment trade-offs between education and economic survival.


  • Autor

    Justino,Patricia, Leone, Marinella, Salardi, Paola

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  • Tipo de documento

    Documento de trabajo sobre investigaciones relativas a políticas

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  • País

    Timor Oriental,

  • Región

    Asia oriental y el Pacífico,

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  • Nom. del doc.

    Education and conflict recovery : the case of Timor Leste

  • Palabras clave

    Poverty Reduction & Economic Management;Violent Conflict;higher returns to education;millennium development goal;gender and development;institute of development studies;primary school completion rate;high rates of repetition;higher level of education;net primary school enrolment;primary school age;attendance rate;primary school attendance;impact of violence;net enrolment ratio;human rights violation;gross enrolment ratio;grade of education;Access to Education;displacement of people;educational outcome;removal of child;labor market outcome;years of schooling;primary school level;school attendance rate;culture and education;primary school year;primary school education;human capital accumulation;primary education outcome;conflict and violence;cohorts of child;level of support;degree of confidence;department of economics;education of child;education child;human capital investment;labor market participation;impact of conflict;household asset holding;rate of growth;neoclassical growth model;impact on girls;increase in enrolment;amount of fund;education for all;linear probability model;shortage of textbook;quality of teacher;high repetition rate;labor market earning;characteristics of child;difference in outcomes;generation of children;average schooling level;complete primary school;schooling of boy;enrolment of girl;enrolment of boy;labor market opportunities;representative household surveys;instrumental variable estimation;school age child;human capital formation;household and individual;female literacy rate;reconstruction and rehabilitation;providers of education;household affect;children of ages;Civil War;colonial rule;sample bias;younger cohort;negative effect;standard deviation;short-term impact;central regions;short term impact;health facility;household level;fixed effect;panel data;grade repetition;refugee camp;literature review;empirical result;education access;geographical level;educational grade;education attainment;mountainous area;educational achievement;Gender Gap;school attainment;poverty trap;household characteristic;long-term impact;higher grade;educational impact;educational effect;education performance;intensity conflict;military force;continuous measure;drop out;young girl;drop-out rate;distinct phase;military operation;enrolment rate;truth seeking;enforcement mechanism;Basic Education;catholic church;displaced people;armed groups;household interview;main road;0 hypothesis;multilateral donor;unobserved characteristic;effect model;gender disparity;anecdotal evidence;land mine;economics literature;male child;severe reduction;sample survey;local ngo;strategic interest;guerrilla war;urban household;long hour;health outcome;age distribution;education variable;female education;international aid;education attendance;standard error;random error;physical damage;old children;geographical variation;school fee;young child;intense conflict;government plan;population group;young male;household investment;open access;empirical research;development policy;Infectious Disease;coping strategy;child labor;health status;robustness check;emerging body;empirical evidence;political institution;consumption level;health effect;popular participation;nutritional outcome;developmental outcomes;empirical literature;start school;household welfare;steady state;developmental effects;political situation;local school;empirical section;extreme conditions;adequate food;indonesian language;potential threat;international media;education level;Private Building;financial crisis;empirical study;refugee population;primary schooling;educational access;extreme poverty;amnesty international;Child Mortality;mass communication;social consequence;



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