Essays on Education: Evidence from a developing country

[eng] Education is crucial for personal and societal advancement, influencing economic prosperity and social equality. In conflict-affected regions like Colombia, accessing quality education is a major challenge. Armed conflicts disrupt communities and educational infrastructure, endangering student...

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Detalles Bibliográficos
Autor: Alvarez Vos, Oriana
Tipo de recurso: tesis doctoral
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/217519
Acceso en línea:https://hdl.handle.net/2445/217519
http://hdl.handle.net/10803/693349
Access Level:acceso abierto
Palabra clave:Economia de l'educació
Política educativa
Colòmbia
Economy of the education
Educational policy
Colombia
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oai_identifier_str oai:diposit.ub.edu:2445/217519
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dc.title.none.fl_str_mv Essays on Education: Evidence from a developing country
title Essays on Education: Evidence from a developing country
spellingShingle Essays on Education: Evidence from a developing country
Alvarez Vos, Oriana
Economia de l'educació
Política educativa
Colòmbia
Economy of the education
Educational policy
Colombia
title_short Essays on Education: Evidence from a developing country
title_full Essays on Education: Evidence from a developing country
title_fullStr Essays on Education: Evidence from a developing country
title_full_unstemmed Essays on Education: Evidence from a developing country
title_sort Essays on Education: Evidence from a developing country
dc.creator.none.fl_str_mv Alvarez Vos, Oriana
author Alvarez Vos, Oriana
author_facet Alvarez Vos, Oriana
author_role author
dc.contributor.none.fl_str_mv Di Paolo, Antonio
Universitat de Barcelona. Facultat d'Economia i Empresa
dc.subject.none.fl_str_mv Economia de l'educació
Política educativa
Colòmbia
Economy of the education
Educational policy
Colombia
topic Economia de l'educació
Política educativa
Colòmbia
Economy of the education
Educational policy
Colombia
description [eng] Education is crucial for personal and societal advancement, influencing economic prosperity and social equality. In conflict-affected regions like Colombia, accessing quality education is a major challenge. Armed conflicts disrupt communities and educational infrastructure, endangering students and teachers. Forced recruitment of children into armed groups exacerbates these issues, depriving young people of education and perpetuating violence. The Colombian civil conflict has severely impacted educational access, turning schools into battlefields and causing widespread closures. Armed groups in remote areas lead to displacement and disrupt education. Forced recruitment robs children of their childhood and undermines their education, creating obstacles to peace and stability. Exposure to violence during formative years has significant personal and economic setbacks. Empirical research highlights the severe and lasting impacts of conflict on education, especially for children and adolescents. Violence disrupts educational trajectories and impedes future prospects. Research on forced recruitment’s impact in Colombia is limited due to data constraints and the conflict's complexity, involving historical land disputes and illicit drug production rather than clear ethnic or religious divisions. To address this, I examine forced recruitment’s effects on education in Colombia using datasets from the Colombian Demographic and Health Surveys (DHS) and the Centro Nacional de Memoria Histórica (CNMH). The econometric approach measures exposure to forced recruitment and its impact on school attendance and grade repetition. The analysis reveals a significant negative association between forced recruitment and school attendance. Children exposed during school years are less likely to attend school and more likely to repeat grades. Girls are particularly affected, facing greater challenges in school attendance and higher grade repetition rates compared to boys. The impact varies by age, with older children and adolescents experiencing reduced school attendance and increased grade repetition. Maternal education mitigates the negative effects of forced recruitment, highlighting its protective role. This study underscores how forced recruitment erodes educational investment and exacerbates gender disparities. Despite a decrease in child recruitment since the 2016 Peace Agreement with FARC, recruitment threats persist. The COVID-19 pandemic has intensified vulnerabilities, making it critical to address these educational challenges amidst ongoing conflict and insecurity. Chapter 2 explores the effects of full-day school (FDS) policies on academic achievement in Colombia. Using a difference-in-difference approach, I assess the impact of extended school hours introduced in 2015. The findings indicate that FDS policies improve test scores by about 0.04 standard deviations. The positive effects become more pronounced over time, particularly in mathematics and language. Benefits of FDS are greater for students from lower-income families and those with less-educated parents. Chapter 3 examines the relationship between ICT access and student performance in Colombian secondary schools. Using data from the SABER 11 standardized tests and school censuses, I find that ICT access at home positively correlates with better academic performance, while ICT access only at school shows less impact. Gender differences in ICT use and parental education are significant, with higher parental education linked to better guidance and improved academic performance.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/doctoralThesis
info:eu-repo/semantics/publishedVersion
format doctoralThesis
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/217519
http://hdl.handle.net/10803/693349
url https://hdl.handle.net/2445/217519
http://hdl.handle.net/10803/693349
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv cc by (c) Alvarez Vos, Oriana, 2025
http://creativecommons.org/licenses/by/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc by (c) Alvarez Vos, Oriana, 2025
http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universitat de Barcelona
publisher.none.fl_str_mv Universitat de Barcelona
dc.source.none.fl_str_mv Tesis Doctorals - Facultat - Economia i Empresa
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
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spelling Essays on Education: Evidence from a developing countryAlvarez Vos, OrianaEconomia de l'educacióPolítica educativaColòmbiaEconomy of the educationEducational policyColombia[eng] Education is crucial for personal and societal advancement, influencing economic prosperity and social equality. In conflict-affected regions like Colombia, accessing quality education is a major challenge. Armed conflicts disrupt communities and educational infrastructure, endangering students and teachers. Forced recruitment of children into armed groups exacerbates these issues, depriving young people of education and perpetuating violence. The Colombian civil conflict has severely impacted educational access, turning schools into battlefields and causing widespread closures. Armed groups in remote areas lead to displacement and disrupt education. Forced recruitment robs children of their childhood and undermines their education, creating obstacles to peace and stability. Exposure to violence during formative years has significant personal and economic setbacks. Empirical research highlights the severe and lasting impacts of conflict on education, especially for children and adolescents. Violence disrupts educational trajectories and impedes future prospects. Research on forced recruitment’s impact in Colombia is limited due to data constraints and the conflict's complexity, involving historical land disputes and illicit drug production rather than clear ethnic or religious divisions. To address this, I examine forced recruitment’s effects on education in Colombia using datasets from the Colombian Demographic and Health Surveys (DHS) and the Centro Nacional de Memoria Histórica (CNMH). The econometric approach measures exposure to forced recruitment and its impact on school attendance and grade repetition. The analysis reveals a significant negative association between forced recruitment and school attendance. Children exposed during school years are less likely to attend school and more likely to repeat grades. Girls are particularly affected, facing greater challenges in school attendance and higher grade repetition rates compared to boys. The impact varies by age, with older children and adolescents experiencing reduced school attendance and increased grade repetition. Maternal education mitigates the negative effects of forced recruitment, highlighting its protective role. This study underscores how forced recruitment erodes educational investment and exacerbates gender disparities. Despite a decrease in child recruitment since the 2016 Peace Agreement with FARC, recruitment threats persist. The COVID-19 pandemic has intensified vulnerabilities, making it critical to address these educational challenges amidst ongoing conflict and insecurity. Chapter 2 explores the effects of full-day school (FDS) policies on academic achievement in Colombia. Using a difference-in-difference approach, I assess the impact of extended school hours introduced in 2015. The findings indicate that FDS policies improve test scores by about 0.04 standard deviations. The positive effects become more pronounced over time, particularly in mathematics and language. Benefits of FDS are greater for students from lower-income families and those with less-educated parents. Chapter 3 examines the relationship between ICT access and student performance in Colombian secondary schools. Using data from the SABER 11 standardized tests and school censuses, I find that ICT access at home positively correlates with better academic performance, while ICT access only at school shows less impact. Gender differences in ICT use and parental education are significant, with higher parental education linked to better guidance and improved academic performance.Universitat de BarcelonaDi Paolo, AntonioUniversitat de Barcelona. Facultat d'Economia i Empresa2024info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/217519http://hdl.handle.net/10803/693349Tesis Doctorals - Facultat - Economia i Empresareponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaIngléscc by (c) Alvarez Vos, Oriana, 2025http://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2175192026-05-27T06:46:51Z
score 15.198674

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