Education, Earnings and Violence.

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Autor/in	Wrabetz, Dorothea Ernest
Titel	Education, Earnings and Violence.
Quelle	Konstanz: KOPS Universität Konstanz (2026), 128, XVIII S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Universität Konstanz, 2026.
Sprache	englisch
Dokumenttyp	online; Monografie
URN	urn:nbn:de:bsz:352-2-3tocfn9ch67r5
Schlagwörter	Bildung; Gewalt; Gewalttätigkeit; Kind; Schule; Dissertation; Tansania
Abstract	Education is widely recognised as a central driver of human capital accumulation and long-term economic growth. The human capital framework views education as an individual investment for higher productivity and lifetime earnings. Globally, each additional year of schooling increases individual earnings by 8-10 percent, with higher returns in low- and middle-income countries. Most research has concentrated on private returns to education with less attention to broader social returns. Drawing on Bronfenbrenner´s ecological framework, educational outcomes reflect not only individual choices but also social conditions in which children develop. Family environment, peer relationships, school climate, and community institutions all influence educational attainment and the productivity of educational investments. Violence within these environments can disrupt children´s developmental trajectories and hinder cognitive and skills that are fundamental for academic performance, labour market productivity, and returns to education. Violence against children (VAC) also imposes substantial economic costs on society. These costs arise through multiple channels. Consequently, preventing VAC is not only a human rights imperative but also a critical investment in economic growth. In line with this context, my thesis examines the relationship between returns to education, VAC in schools and at home, and the economic evaluation of an intervention designed to reduce violence. By integrating insights from the economics of education and child development, the thesis seeks to understand how VAC influences human capital formation and how policy interventions can mitigate these effects. The first chapter focuses on the economic evaluation of the Interaction Competencies with Children for Teachers (ICC-T) intervention, a program designed to reduce teacher violence. Using a micro-costing approach, the study estimates the financial costs associated with the intervention. Benefits are measured in terms of Disability-Adjusted Life Years averted, reflecting improvements in children´s health and well-being resulting from reduced exposure to violence. These benefits are monetized using the Value of a Statistical Life Year approach to calculate the overall benefit-cost ratio. The findings indicate that the benefits of the ICC-T intervention exceed its implementation costs, demonstrating that the program is a cost-effective strategy for reducing teacher violence in Tanzanian primary schools. This evidence provides important policy insights by showing that violence prevention programs in education systems can result in substantial social and economic benefits. The second chapter, co-authored with Prof. Dr. Anke Hoeffler and Dr. Samuel Lwiza examines the returns to education in Tanzania, a country where nearly half of the population is under 17 years of age and where educational investments play a critical role in shaping long-term economic development. Using nationally representative data, the analysis estimates private returns to education and introduces the concept of social returns to education. The findings confirm that education yields significant private returns for individuals through higher earnings and improved labour market opportunities. However, our analysis highlights significant data limitations in estimating the full social benefits associated with education. Overall, the results suggest that educational investment in Tanzania remains underinvested, particularly at the secondary and tertiary levels. The third chapter investigates the relationship between exposure to violence and educational outcomes across three Sub-Saharan African countries: Tanzania, Uganda, and Ghana. It explores whether the relationship between violence and academic performance is mediated through children´s mental health, specifically internalizing and externalizing problems. Using multilevel structural equation modelling, the study distinguishes between individual and school-level influences while controlling for student demographic characteristics. The results show that violence from peers and parents is strongly and significantly associated with both internalizing and externalizing mental health problems among students. In addition, family socioeconomic status is positively associated with academic performance, while absenteeism is negatively associated with educational outcomes. Despite the strong relationship between violence exposure and mental health difficulties, the multi-country analysis does not find a statistically significant direct or indirect effect of teacher, peer, or parent violence on academic performance. However, country-specific analyses reveal important heterogeneity: in Ghana, internalizing problems emerge as a meaningful mediating pathway linking exposure to violence with academic performance. These findings suggest that the relationship between violence and educational outcomes varies across contexts. (übernommen).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2026/4