Abstract

This study uses a double-difference methodology and propensity score matching (PSMs) to analyze the causal impact of Mali's prolonged crises and conflicts on the Malian education system. The results indicate that these events have had a significant and negative impact on education, resulting in a drop in the average number of years of education between the generations that attended school during the conflict and the previous generation, ranging from 1.13 to 1.97 years of education. These findings underline the urgency of taking measures to mitigate these adverse effects and re-establish a functional education system in the country, highlighting the importance of understanding the causal impact of crises on education in Mali.