Evidence for causal links between education and maternal and child health: systematic review.

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.

The Effects of Adolescent Childbearing on Literacy and Numeracy in Bangladesh, Malawi, and Zambia.

Global investments in girls' education have been motivated, in part, by an expectation that more-educated women will have smaller and healthier families. However, in many low- and middle-income countries, the timing of school dropout and first birth coincide, resulting in a rapid transition from the role of student to the role of mother for adolescent girls. Despite growing interest in the effects of pregnancy on levels of school dropout, researchers have largely overlooked the potential effect of adolescent childbearing on literacy and numeracy. We hypothesize that becoming a mother soon after leaving school may cause the deterioration of skills gained in school. Using longitudinal data from Bangladesh, Malawi, and Zambia, we test our hypothesis by estimating fixed-effects linear regression models to address the endogeneity in the relationship between childbearing and academic skills. To our knowledge, this is the first study to examine the effects of adolescent childbearing on academic skills in low- and middle-income countries. Our results indicate that among those with low levels of grade attainment, first birth has a negative effect on English literacy and numeracy. Among those with higher levels of grade attainment, we find little evidence of effects of childbearing on academic skills. Childbearing also has little effect on local language literacy. Beyond the immediate loss of English literacy and numeracy, if these skills lead to better health and more economic productivity, then adolescent childbearing may have longer-term repercussions than previously understood. In addition to ongoing efforts to increase educational attainment and school quality in low- and middle-income countries, investments are needed to strengthen the academic skills of adolescent mothers to secure the demographic and economic promise of expanded education for girls and women.

Measuring socioeconomic status in multicountry studies: results from the eight-country MAL-ED study.

BACKGROUND: There is no standardized approach to comparing socioeconomic status (SES) across multiple sites in epidemiological studies. This is particularly problematic when cross-country comparisons are of interest. We sought to develop a simple measure of SES that would perform well across diverse, resource-limited settings. METHODS: A cross-sectional study was conducted with 800 children aged 24 to 60 months across eight resource-limited settings. Parents were asked to respond to a household SES questionnaire, and the height of each child was measured. A statistical analysis was done in two phases. First, the best approach for selecting and weighting household assets as a proxy for wealth was identified. We compared four approaches to measuring wealth: maternal education, principal components analysis, Multidimensional Poverty Index, and a novel variable selection approach based on the use of random forests. Second, the selected wealth measure was combined with other relevant variables to form a more complete measure of household SES. We used child height-for-age Z-score (HAZ) as the outcome of interest. RESULTS: Mean age of study children was 41 months, 52% were boys, and 42% were stunted. Using cross-validation, we found that random forests yielded the lowest prediction error when selecting assets as a measure of household wealth. The final SES index included access to improved water and sanitation, eight selected assets, maternal education, and household income (the WAMI index). A 25% difference in the WAMI index was positively associated with a difference of 0.38 standard deviations in HAZ (95% CI 0.22 to 0.55). CONCLUSIONS: Statistical learning methods such as random forests provide an alternative to principal components analysis in the development of SES scores. Results from this multicountry study demonstrate the validity of a simplified SES index. With further validation, this simplified index may provide a standard approach for SES adjustment across resource-limited settings.

What are we learning about HIV testing in informal settlements in KwaZulu-Natal, South Africa? Results from a randomized controlled trial.

BACKGROUND: Recent evidence highlighting high HIV incidence and prevalence in informal settlements suggests that they are environments that foster HIV risk. Given growing urbanization in sub-Saharan Africa, there is a critical need to assess the successes and challenges of implementing HIV testing, prevention and treatment interventions in these contexts. METHODS: We randomly selected a household-based sample of 1528 adult men (18-35) and women (18-24) living in 18 randomly selected communities in KZN, South Africa. After the baseline interview, communities were randomized to one of three intervention rollout arms in a stepped wedge design. At approximately 8-month intervals, the Asibonisane Community Responses Program (and in particular the implementation of Stepping Stones, a participatory HIV prevention program focused on strengthening relationships and communication) was rolled at by intervention phase. Using data from this evaluation, we describe levels and trends in HIV testing and treatment during follow-up, and we use fixed effects models to estimate the effects of participation in the program on testing. RESULTS: Study respondents reported high levels of economic insecurity and mobility, and men report various HIV risk behaviors including about 50% reporting multiple partnerships. About two-thirds of respondents (73% of women, 63% of men) had been tested for HIV in the last six months. Among those living with HIV, treatment levels were high at baseline, and almost universal by endline in 2019. Program participation led to a 17% increase in the probability of testing for women (p<0.05) but had no effect on testing for men due, in part, to the fact that the program did not reach men who were least likely to be tested, including those who had migrated recently, and those who had never been tested at baseline. CONCLUSIONS: Near universal HIV treatment use demonstrates positive trends in access to some HIV services (including treatment as prevention) in these communities. Stepping Stones had positive effects on HIV testing for women, yet barriers to HIV testing remain, especially for men. Redoubled efforts to reach men with testing are vital for improving HIV outcomes for both men and their partners.

Education, Child Marriage, and Work Outcomes Among Young People in Rural Malawi.

PURPOSE: School attainment has increased and gender gaps narrowed in many settings without commensurate declines in child marriage and with persistent gender gaps in work. This paper investigates whether child marriage changes young people's ability to translate education into paid work in rural Malawi. METHODS: Using data from a longitudinal study of adolescents in rural Malawi followed through young adulthood, individual-level fixed-effects regressions that account for time-invariant factors were used to investigate differences in child marriage status on the extent to which grade attainment, reading, and numeracy skills lead to higher participation in paid work and reduce participation in unpaid work. Gender differences in these relationships were explored. RESULTS: Prevalence of child marriage is high for young women (53% vs. 6% for men), and participation in paid work low (7% vs. 42% for men). Attainment of six grades among young married women and nine grades among young married men was associated with paid work irrespective of child marriage. Reading with comprehension in two languages was associated with paid work for young men married as adults (coefficient = .27, p ≤ .01). Numeracy was associated with paid work among unmarried young women (coefficient = .04, p ≤ .01). Negative associations between grade attainment and unpaid work were found for young women married at ages 16-17 and unmarried, while positive associations were found for young unmarried men. CONCLUSIONS: The relationship between education and work among young people in Malawi is compromised by related challenges of poor learning and continued high levels of child and young adult marriage.

What Are the Drivers of Child Marriage? A Conceptual Framework to Guide Policies and Programs.

PURPOSE: The child marriage field lacks a simplified framework that connects an understanding of the drivers of child marriage for girls to decisions about the design of interventions to delay marriage within different contexts and support married girls. METHODS: We reviewed existing child marriage frameworks and conducted consultations with experts working on child marriage. We then developed a simplified conceptual framework describing the key drivers of child marriage for girls. We explored how these drivers play out and interact using qualitative data from three settings where child marriage is common: Bangladesh, Malawi, and Niger. RESULTS: The final conceptual framework lays out five core drivers of child marriage for girls, which vary and interact across contexts. Social norms and poverty are shown as core drivers that underlie lack of agency, lack of opportunity, and pregnancy/fear of pregnancy. These drivers reflect community, household, and individual-level factors. The case studies highlight the important relationships between these drivers, and the way they interact within each context. We use these examples to explore how policymakers and practitioners might identify the most appropriate interventions to address child marriage across different settings. CONCLUSIONS: We offer this framework as a starting point to guide more targeted interventions and policies that address the complex combination of child marriage drivers within each setting. By adapting this framework to different settings, those designing and implementing child marriage prevention interventions can identify the key drivers in each setting, understand how those drivers interact, and more effectively target effective interventions.

Causal effects of education on sexual and reproductive health in low and middle-income countries: A systematic review and meta-analysis.

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.

Associations between violence in school and at home and education outcomes in rural Malawi: A longitudinal analysis.

Growing evidence of the prevalence of school-related gender-based violence (SRGBV) has raised concerns about negative effects on education. Previous quantitative research on this topic has been limited by descriptive and cross-sectional data. Using longitudinal data from the Malawi Schooling and Adolescent Study, we investigate associations between school and domestic violence and three education outcomes: absenteeism, learning and dropout. Half of respondents had experienced both SRGBV and domestic violence by ages 18-21. Associations between violence and education were mixed: school-related sexual violence was associated with poorer subsequent education outcomes for males, and to a lesser extent for females; domestic violence was associated with higher absenteeism for males, and subsequent dropout for females; and physical violence was associated with lower absenteeism and better subsequent numeracy performance for females. Additional longitudinal research is needed, and should integrate a broad understanding of the influence of gender norms and experiences of violence on young people's educational success.

Leveraging changing gender norms to address concurrency: focus group findings from South African university students.

UNLABELLED: Background This study aims to complement recent research on sexual concurrency in South Africa by providing a deeper understanding of women's roles and motivations for engaging in and accepting their partners' concurrency. Our goal is to inform the implementation of more effective interventions that embrace the powerful role that women can play in healthy sexual decision-making in consensual relationships. METHODS: We conducted 12 focus groups with male and female students at the University of KwaZulu-Natal. Drawing on a subset of those focus groups, we examined the gender norms underpinning the apparently widespread acceptance of concurrent sexual partnerships. Our analysis focusses on women's attitudes and behaviours towards concurrency - from both men's and women's perspectives - with a goal of identifying opportunities to engage women as agents of change in sexual partnership patterns in their communities. RESULTS: Our findings indicate that: (1) concurrent sexual partnerships were the norm among male students and increasingly common among female students; (2) material gain and changes in women's perceptions of their roles and power in relationships were the primary female motives for concurrency; (3) peer pressure, a perceived innate need and a fear of being alone were the primary male motives for concurrency; (4) women often know that their partners are cheating and stay with them because they believe they are the most important partner, for financial reasons, or because they worry they will not find another partner. CONCLUSIONS: HIV prevention interventions in populations where concurrency is common would benefit from emphasising women's role and power in taking greater control of their own sexual decision-making in consensual and nonviolent relationships.