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Peace Economics, Peace Science and Public Policy

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Armed Conflict and Schooling in Rwanda: Digging Deeper

Andrea GuarisoORCID iD: http://orcid.org/0000-0003-2128-7322 / Marijke Verpoorten
  • IOB Institute for Development Policy and Management, University of Antwerp (UA), Antwerp, Belgium
  • Other articles by this author:
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Published Online: 2018-10-20 | DOI: https://doi.org/10.1515/peps-2018-0033


We study how armed violence affected educational outcomes in Rwanda during the nineties, relying on two waves of population census data and on a difference-in-differences identification strategy. Results indicate that the violence caused a drop of about 1 year of education for the individuals exposed to the violence at schooling age. The drop was slightly larger for girls than for boys. While increased dropouts and school delays explain the drop in primary schooling, secondary schooling was mainly affected by a drop in enrolments. Finally, in a within-country analysis, we find no robust link between subnational variations in the drop in schooling and the intensity of the 1994 genocide – the most intense conflict event that took place in the country over the studied period. We present possible explanations for the observed patterns and provide related policy implications.

Keywords: Armed Conflict; Education; Genocide; Africa; Rwanda

JEL Classification: I20; O15; O55


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About the article

Published Online: 2018-10-20

Funding Source: Vlaamse Interuniversitaire Raad

Award identifier / Grant number: VLADOC - 112

Funding Source: Seventh Framework Programme

Award identifier / Grant number: 608109

Andrea acknowledges financial support from VLADOC - 112 (VLIR-UOS) fellowship program, Funder Id: 10.13039/501100006338 and from PODER grant, funded under the Marie Curie Actions of the EU’s Seventh Framework Programme, Funder Id: 10.13039/100011102 (Contract Number: 608109).

Citation Information: Peace Economics, Peace Science and Public Policy, 20180033, ISSN (Online) 1554-8597, DOI: https://doi.org/10.1515/peps-2018-0033.

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