التفاصيل البيبلوغرافية
| العنوان: |
Essays on Education: Evidence from a developing country |
| المؤلفون: |
Alvarez Vos, Oriana |
| المساهمون: |
University/Department: Universitat de Barcelona. Facultat d'Economia i Empresa |
| Thesis Advisors: |
Di Paolo, Antonio |
| المصدر: |
TDX (Tesis Doctorals en Xarxa) |
| بيانات النشر: |
Universitat de Barcelona, 2024. |
| سنة النشر: |
2024 |
| وصف مادي: |
118 p. |
| مصطلحات موضوعية: |
Economia de l'educació, Economía de la educación, Economy of the education, Política educativa, Educational policy, Colòmbia, Colombia, Ciències Jurídiques, Econòmiques i Socials |
| الوصف: |
[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. |
| نوع الوثيقة: |
Dissertation/Thesis |
| وصف الملف: |
application/pdf |
| اللغة: |
English |
| URL الوصول: |
http://hdl.handle.net/10803/693349 |
| Rights: |
L'accés als continguts d'aquesta tesi queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons: http://creativecommons.org/licenses/by/4.0/ |
| رقم الانضمام: |
edstdx.10803.693349 |
| قاعدة البيانات: |
TDX |