A war against education?

Abstract

Abstract This paper examines how violent conflict affects the supply of education in one of the world’s poorest countries, Burkina Faso. We combine unique nationwide census data on all primary schools with geocoded records of Islamist violence to assess how local conflict exposure shapes school availability, staffing, and the mix of education provision. Using a staggered difference-in-differences design and teacher-level panel data, we find that conflict significantly reduces the number of open schools, teachers and pupils. In affected areas, primary schools experience declines in teacher experience and female representation, though effects on qualifications are limited. We also find evidence of sizable geographical spillovers, and that violence increases teachers’ likelihood of moving to other municipalities or leaving the public education system altogether. The results highlight how insecurity undermines education supply through both direct disruption and teacher displacement, with important implications for service delivery in fragile settings.