The Long-Run and Gender-Equalizing Impacts of School Access: Evidence from the First Indochina War

Hai-Anh Dang (hdang@worldbank.org), Trung X. Hoang and Ha Nguyen

No 223, GLO Discussion Paper Series from Global Labor Organization (GLO)

Abstract: Very few studies currently exist on the long-term impacts of schooling policies in developing countries. We examine the impacts—half a century later—of a mass education program conducted by the Democratic Republic of Vietnam in the occupied areas during the First Indochina War. Difference-in-difference estimation results suggest that school-age children who were exposed to the program obtained significantly higher levels of education than their peers who were residing in French-occupied areas. The impacts are statistically significant for school-age girls and not for school-age boys. We find beneficial spillover and inter-generational impacts of education: affected girls enjoyed higher household living standards, had more educated spouses, and raised more educated children. We discuss various robustness checks and extensions that support these findings.

Keywords: education achievement; reading literacy; school policy; popular education; difference-in-difference; long-term impact; war (search for similar items in EconPapers)
JEL-codes: H0 I2 O1 P3 (search for similar items in EconPapers)
Date: 2018
New Economics Papers: this item is included in nep-dev, nep-his and nep-sea
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https://www.econstor.eu/bitstream/10419/180017/1/GLO-DP-0223.pdf (application/pdf)

Related works:
Journal Article: The Long-Run and Gender-Equalizing Impacts of School Access: Evidence from the First Indochina War (2021)
Working Paper: The Long-Run and Gender-Equalizing Impacts of School Access: Evidence from the First Indochina War (2019)
Working Paper: The long-run and gender-equalizing impacts of school access: evidence from the first Indochina war (2018)
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