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The labor market, education and armed conflict in Tajikistan (Английский)

Shortly following its independence in 1991, Tajikistan suffered a violent civil war. This study explores the effect of this conflict on education and labor market outcomes for men and women. The results are based on the data from the 2003 and 2007 Tajik Living Standards Measurement Surveys that were separated from the 1992-1998 Tajik civil war by five and nine years, respectively. The regression analysis that controls for the cohort and regional-level exposure points toward a persistent and lasting gap in the educational attainment by women who were of school age during the war and lived in the more conflict-affected regions as compared with women the same age who lived in the lesser affected regions and also to the older generation. These empirical results support the anecdotal and observational evidence about the decline in female educational attainment in Tajikistan. Interestingly, this group of young women is more likely to hold a job as compared with the rest of the analytical sample. Conditional on being employed, men and women in the more conflict-affected areas do not receive wages that are significantly different from wages received by men and women in the lesser affected areas.

Подробная Информация

  • Автор

    Shemyakina, Olga N.

  • Дата подготовки документа

    2011/07/01

  • Тип документа

    Рабочий документ в рамках исследования вопросов политики

  • Номер отчета

    WPS5738

  • Том

    1

  • Total Volume(s)

    1

  • Страна

    Таджикистан,

  • Регион

    Европа и Центральная Азия,

  • Дата раскрытия информации

    2011/07/26

  • Disclosure Status

    Disclosed

  • Название документа

    The labor market, education and armed conflict in Tajikistan

  • Ключевые слова

    Poverty Reduction & Economic Management;labor force participation rate;labor market outcome;gender and development;male labor force participation;educational attainment of woman;secondary level of education;active labor market participant;complete secondary school;years of schooling;War;education of parent;labor market experience;labor market participation;agriculture and industry;impact of conflict;average educational attainment;complete basic education;shortages of labor;nationally representative survey;shock to income;availability of school;place of residence;labor market activity;estimation of equation;employment for woman;institute of technology;human rights watch;secondary school diploma;complete secondary education;loss of life;supply of labor;system education;gap in education;working age group;Southern and Eastern;average total income;income generating activity;access to land;income due;education and health;high unemployment rate;household level data;children at home;grade of education;war affected area;basic education level;high wage premium;number of women;attendance of student;secondary education level;labor market opportunities;rural residence;birth cohort;school closure;labor supply;fixed effect;regression analysis;younger cohort;Civil War;married woman;young woman;military service;regression results;parental education;forced resettlement;employment outcome;ethnic group;independent variable;older woman;primary reason;rural area;country capital;educational outcome;household income;regression equation;labor hour;household consumption;old girl;old man;young girl;employment experience;basic schooling;school holiday;job opportunity;affected communities;supply side;open access;development policy;private property;negative effect;physical damage;government decree;school level;increased supply;alternative specification;summary statistic;individual earnings;supplementary income;military assistance;significant loss;persistent unemployment;formal employment;geographic isolation;subsistence agriculture;income effect;future research;present study;hostage taking;narrow road;mountainous area;substitution effect;male wage;literature review;opportunity cost;military personnel;work status;business cycle;job opportunities;female labor;physical infrastructure;sampling units;regional conflict;social capital;gender specific;government source;borrowing constraint;unemployed people;household behavior;individual household;university degree;child soldier;panel data;long-term impact;solid line;government transfer;employment opportunities;standard error;Higher Education;secondary technical;permanent job;age range;employment opportunity;displaced person;small children;work participation;long-term perspective;mass displacement;regression model;rural region;temporary measure;estimation strategy;school facility;future productivity;criminal activity;children's schooling;aggregate enrollment;general population;war damage;migration history;schooling year;short-term outcomes;model specification;school attendance;early adulthood;physical violence;marital status;random selection;geographical location;cross-country differences;cross-sectional data;attending school;household composition;Funding agencies;

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