Geocoded conflict information was combined with the 2014 household census data to study the impact of long-lasting township-level internal conflicts on Myanmar's primary school attendance (i.e., the short-term impact) and years of education (i.e., the long-term impact). First, we constructed quasi-panel data for primary-level schooling to find consistently negative, but statistically insignificant, impacts of internal conflicts. The results are robust, even if incompleteness of census or migration are taken into account. In addition, the magnitudes of estimated impacts are much smaller than those of the findings from other countries. Second, we confirmed that conflict exposure from 6−10 years of age has a negative but insignificant impact on years of education. Gender differences in terms of negative impact are almost negligible. By carefully reviewing previous papers and the characteristics of Myanmar’s conflicts until 2014 with respect to the mechanism of the negative effect of conflict on education, we argue that the small negative and statistically insignificant impact found in our analysis is due to the long-lasting and low-intensity nature of the conflicts, as well as the fact that schools and social services are provided by military forces. However, it is important to note that our analysis does not include data of the recent violence in Rakhine state.

地理编码的冲突信息与2014年家庭普查数据相结合，研究了长期乡镇内部冲突对缅甸小学入学率（即短期影响）和受教育年限（即长期影响）的影响）。首先，我们为小学教育构建了准面板数据，以发现内部冲突的负面影响始终如一，但在统计上微不足道。即使考虑到人口普查或移民的不完整，结果也是可靠的。此外，估计影响的幅度远小于其他国家的发现。其次，我们确认，从6-10岁开始的冲突暴露对受教育年限有负面但微不足道的影响。就负面影响而言，性别差异几乎可以忽略不计。通过就冲突对教育的负面影响机制进行仔细审查，回顾直到2​​014年为止的缅甸冲突的特点，我们认为，在我们的分析中发现的较小的负面影响和统计上的微不足道的影响是由于长期存在且持续时间较长-冲突的激烈性质，以及学校和社会服务由军队提供的事实。但是，必须指出的是，我们的分析并未包括若开邦最近发生的暴力事件的数据。我们认为，在我们的分析中发现的较小的负面影响和统计上的微不足道的影响是由于冲突的持久性和低强度性以及军事力量提供学校和社会服务这一事实。但是，必须指出的是，我们的分析并未包括若开邦最近发生的暴力事件的数据。我们认为，在我们的分析中发现的较小的负面影响和统计上的微不足道的影响是由于冲突的持久性和低强度性以及军事力量提供学校和社会服务这一事实。但是，必须指出的是，我们的分析并未包括若开邦最近发生的暴力事件的数据。