The extent to which armed conflicts—events such as civil wars, rebellions, and interstate conflicts—are an important driver of child mortality is unclear. While young children are rarely direct combatants in armed conflict, the violent and destructive nature of such events might harm vulnerable populations residing in conflict-affected areas. A 2017 review estimated that deaths of individuals not involved in combat outnumber deaths of those directly involved in the conflict, often more than five to one. At the same time, national child mortality continues to decline, even in highly conflict-prone countries such as Angola or the Democratic Republic of the Congo. With few notable exceptions, such as the Rwandan genocide or the ongoing Syrian Civil War, conflicts have not had clear reflections in national child mortality trends.

 The Global Burden of Disease study estimated that, since 1994, conflicts caused less than 0·4% of deaths of children younger than 5 years in Africa, raising questions about the role of conflict in the global epidemiology of child mortality. The extent to which conflict matters to child mortality therefore remains largely unmeasured beyond specific conflicts. In Africa, conflict-prone countries also have some of the highest child mortality, but this might be a reflection of generalised underdevelopment resulting in proneness to conflict as well as high child mortality, rather than a direct relationship. In this analysis we aimed to shed new light on the effects of armed conflict on child mortality in Africa. We established the effects on child mortality of armed conflict in whom conflict-related deaths are not the result of active involvement in conflict, but of other consequences of conflict. We examined the duration of lingering conflict effects, and the geographical breadth of the observed effects, using geospatially explicit information on conflict location and number of conflict-related casualties. We then used our findings to estimate the burden of armed conflict on children younger than 5 years in Africa.

Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40- minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion. 

In this paper, we attempt to evaluate the effectiveness of reading programs at improving the reading skills and academic achievement of primary school students in rural China. Using survey data on 4108 students, we find that students exhibited low levels of reading achievement, independent reading quantity, and reading confidence in the absence of any treatment. However, our results also suggest that properly designed treatments may improve the reading and academic outcomes of students. Specifically, we found that increased access to independent reading materials coupled with effective teacher training led to significant improvements in student reading skills, math test scores, and Chinese test scores. We believe that these improvements are due to changes in reading instruction and the attitudes of teachers toward reading. These findings indicate that encouraging higher reading quantity and providing high-quality reading instruction are important components for programs that seek to improve student outcomes in developing country settings.

One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student selfesteem also improved.