Education and resilience in conflict- and insecurity-affected Northern Uganda

Drawing on empirical research conducted in Northern Uganda, this paper explores the relationship between conflict and the intergenerational transmission of poverty, focusing on education as an intervening variable. Specifically, it looks at whether people with education have greater resilience during and following periods of conflict than those with none, enabling them to leave conflict-affected areas or, if they stay, to avoid a decline into poverty during the conflict and insecurity and to improve their situation rapidly afterwards. By focusing on the long-run impact of conflict and insecurity, it provides a contrast to the short-term, humanitarian focus of much conflict and post-conflict research.