ABSTRACT
BACKGROUND: Despite strong theoretical grounding, important gaps in knowledge remain regarding the degree to which there is a causal relationship between education and sexual and reproductive health, as many claims have been made based on associations alone. Understanding the extent to which these relationships are causal is important both to inform investments in education and health, as well as to understand the mechanisms underlying these relationships. METHODS: We conducted a systematic review of the evidence for a causal link between education and sexual and reproductive health (SRH) in low and middle-income countries. Education indicators included exposure to formal schooling and learning. SRH outcomes included: age at first sex, age at first marriage, age at first pregnancy/birth, contraceptive use, fertility, and HIV status and other sexually transmitted infections. When possible, we also conducted meta-analyses to estimate mean effects by outcome, and to understand sources of variation between studies. RESULTS: We identified 35 papers that met our inclusion criteria. Although many of the studies report evidence of a causal relationship between education and one or more SRH outcomes, estimated effects are often small in magnitude. Our meta-analyses reveal mostly null mean effects, with the exception of small effects of increased grade attainment on lower fertility and HIV positive status. We also found inconsistent evidence supporting mechanisms linking education and SRH. CONCLUSIONS: This review demonstrates that, although investments in schooling may have positive ripple effects for sexual and reproductive health in some circumstances, those effects may not be as large or consistent as expected. Further, our understanding of the circumstances in which schooling is most likely to improve SRH remains somewhat limited. An accurate picture of whether and when improvements in education lead to better health outcomes is essential for the achievement of global development goals.
ABSTRACT
OBJECTIVE: Numerous studies have documented an inverse association between years of schooling attained, particularly by women, and reduced maternal, infant and child mortality. However, if factors affecting educational attainment - many of which are unobservable, e.g. motivation and genetic endowment - also affect the likelihood of engaging in behaviours that enhance health, then assumed effects of schooling will be inflated in analyses that do not address this endogeneity. This systematic review assesses evidence for a causal link between education and maternal and child health in low and middle-income countries. METHODS: Eligible studies controlled for observable and unobservable factors affecting both education and health. Reported effects were converted into partial correlations. When possible, we also conducted meta-analyses to estimate mean effects by outcome. RESULTS: Of 4952 papers identified, 16 met the inclusion criteria. The 15 child health papers examined neonatal, infant and child mortality, stunting and wasting. Significant effects of education on infant and child health were observed for 30 of 33 models that did not account for endogeneity. In contrast, only 18 of 46 effects were significant in models that addressed endogeneity. Notably, for only one outcome -child mortality measured dichotomously -was the effect of maternal educational attainment significant in a meta-analysis. The one maternal morbidity paper found significant effects for the two preventable outcomes considered. CONCLUSION: While we find evidence for a causal link between education and health, effects are weaker in models that address endogeneity compared to naïve models that do not account for unobservable factors affecting both education and health. Advances in women's educational outcomes have undoubtedly played a role in improving health in many settings; however, the effect is not as strong as some researchers and advocates have claimed.
OBJECTIF: De nombreuses études ont montré une association inverse entre le nombre d'années de scolarité atteintes, en particulier par les femmes, et la réduction de la mortalité maternelle, infantile et des nourrissons. Cependant, si les facteurs affectant le niveau d'éducation - dont beaucoup sont non observables, tels que la motivation et le patrimoine génétique - affectent également la probabilité d'adopter des comportements qui améliorent la santé, les effets supposés de la scolarité seront alors gonflés dans des analyses ne traitant pas de cette endogénicité. Cette analyse systématique évalue la preuve d'un lien de causalité entre l'éducation et la santé maternelle et infantile dans les pays à revenu faible ou intermédiaire. MÉTHODES: Les études éligibles contrôlaient les facteurs observables et non observables affectant à la fois l'éducation et la santé. Les effets rapportés ont été convertis en corrélations partielles. Dans la mesure du possible, nous avons également effectué des méta-analyses pour estimer les effets moyens par résultat. RÉSULTATS: Sur 4.952 articles identifiés, 16 répondaient aux critères d'inclusion. Les 15 articles sur la santé infantile ont examiné la mortalité néonatale, infantile et du nourrisson, le retard de croissance et l'émaciation. Des effets significatifs de l'éducation sur la santé du nourrisson et de l'enfant ont été observés pour 30 des 33 modèles qui n'ont pas tenu compte de l'endogénicité. En revanche, seuls 18 des 46 effets étaient significatifs dans les modèles traitant de l'endogénicité. Notamment, pour un seul résultat - la mortalité infantile mesurée de manière dichotomique - dans une méta-analyse, l'effet du niveau d'éducation de la mère était significatif. Le seul article sur la morbidité maternelle a révélé des effets significatifs sur les deux résultats évitables considérés. CONCLUSION: Bien que nous trouvons des preuves d'un lien de causalité entre l'éducation et la santé, les effets des modèles qui traitent de l'endogénicité sont plus faibles que ceux des modèles naïfs qui ne tiennent pas compte de facteurs non observables affectant à la fois l'éducation et la santé. Les progrès dans les résultats scolaires des femmes ont incontestablement joué un rôle dans l'amélioration de la santé dans de nombreux contextes; cependant, l'effet n'est pas aussi puissant que certains chercheurs et défenseurs le prétendent.