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'It's our turn (not) to learn': the pitfalls of education reform during post-war institutional transformation

Author

Listed:
  • Emily Dunlop
  • Yasmine Bekkouche
  • Philip Verwimp

Abstract

In this study, we investigate the relationship between education reform, institutional legacies of inequality, and changing political institutions in a poor, conflict-affected country. Burundi experienced a dramatic change in ethnic power relations after the 1993-2005 civil war. The post-war government prioritized education to previously marginalized regions and ethnic groups, both in access and in attainment. We leverage test score data from four nationwide exams in primary and secondary education from 2006 to 2018.

Suggested Citation

  • Emily Dunlop & Yasmine Bekkouche & Philip Verwimp, 2023. "'It's our turn (not) to learn': the pitfalls of education reform during post-war institutional transformation," WIDER Working Paper Series wp-2023-20, World Institute for Development Economic Research (UNU-WIDER).
    • Handle: RePEc:unu:wpaper:wp-2023-20
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    References listed on IDEAS

    as
    1. World Bank, 2012. "Voices of Youth in Post-Conflict Burundi : Perspectives on Exclusion, Gender, and Conflict," World Bank Publications - Reports 12460, The World Bank Group.
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    3. Barakat, Bilal & Urdal, Henrik, 2009. "Breaking the waves ? does education mediate the relationship between youth bulges and political violence ?," Policy Research Working Paper Series 5114, The World Bank.
    4. Joan Ricart-Huguet, 2021. "Why Do Colonial Investments Persist Less in Anglophone than in Francophone Africa?," Journal of Historical Political Economy, now publishers, vol. 1(4), pages 477-498, December.
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