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

Hai-Anh Dang (), Trung Hoang () and Ha Nguyen ()

No 307, HiCN Working Papers from Households in Conflict Network

Abstract: Very few studies currently exist on the long-term impacts of schooling policies in developing countries. This paper examines 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 Indo- china 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. The analysis finds beneficial spillover and inter-generational impacts of education: affected girls enjoyed higher household living standards, had more educated spouses, and raised more educated children. The paper discusses 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 JEL Classification: H0; I2; O1; P3 (search for similar items in EconPapers)
Date: 2019-06
New Economics Papers: this item is included in nep-dev, nep-his and nep-sea
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Related works:
Working Paper: The long-run and gender-equalizing impacts of school access: evidence from the first Indochina war (2018) Downloads
Working Paper: The Long-Run and Gender-Equalizing Impacts of School Access: Evidence from the First Indochina War (2018) Downloads
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