Maternal education and child mortality in Zimbabwe

Grépin, Karen A; Bharadwaj, Prashant

doi:10.1016/j.jhealeco.2015.08.003

Cited by 180 publications

(219 citation statements)

References 30 publications

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“…Whether the observed positive correlation reflects improvements in health knowledge or empowerment of the women, it remains to be empirically ascertained [19]. Mothers' education levels are said to have a larger influence on child well-being than fathers' education [14,26,27]. This finding has prompted many to believe that public transfers to women are more effective in enhancing child well-being than transfers to the father [26,28,29].…”

Section: Related Literaturementioning

confidence: 99%

“…However, whether a causal relationship exists remains a topical matter in the empirical literature, particularly in developing countries [10][11][12][13]. Given the disparate and obstinately high child mortality rates in less-industrialized countries, understanding the potential links amongst motherly learning and child survival can be an operational public policy tool for lowering child fatalities in developing countries [2,5,14].…”

Section: Introductionmentioning

confidence: 99%

“…For developing countries, the evidence is surprisingly thin. It is only recently that research has attempted to establish a causal connection between maternal schooling and under-five mortality outcomes [13,14,19]. This study adds to this emerging literature for developing countries by examining the causal influence of mothers' educational accomplishments on child mortality outcomes in Uganda-a nation still experiencing high under-five mortality rates despite making recent progress [20].…”

Section: Introductionmentioning

confidence: 99%

“…This study uses data from three most recent waves of the nationally representative Demographic and Health Survey for Uganda (UDHS) conducted in 2000/01, 2006 and 2011. The methodology adopted here is somewhat similar to that employed in related studies by Grépin and Bharadwaj [14] and Makate and Makate [21]. The two noted studies examine the impact of mother's education on child mortality in Zimbabwe and Malawi respectively.…”

Section: Introductionmentioning

confidence: 99%

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Education Policy and Under-Five Survival in Uganda: Evidence from the Demographic and Health Surveys

Makate

2016

Social Sciences

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This study seeks to examine the influence of mothers' schooling accomplishments on child mortality outcomes by exploiting the exogenous variability in schooling prompted by the 1997 universal primary education (UPE) policy in Uganda. The UPE policy, which eliminated school fees for all primary school children, provides an ideal setting for investigating the causal effect of the subsequent burst in primary school enrollment on child mortality outcomes in Uganda. The analysis relies on data from three waves of the nationally representative Uganda Demographic and Health Survey conducted in 2000/01, 2006, and 2011. To lessen the bias created by the endogenous nature of education, this study employs the mother's age at UPE implementation as an instrumental variable in the two-stage least squares model. The empirical analysis shows that one-year spent in school translates to a 2.24 percentage point decline in under-five mortality as observed at survey date and a 1.58 percentage point reduction in infant mortality even after accounting for potential confounding variables. These upshots are weakly robust to a variety of sample sizes and different model specifications. Overall, the results suggest that increasing the primary schooling possibilities for women might contribute towards a reduction in child mortality in low-income countries with high child mortality rates.

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Section: Related Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Education Policy and Under-Five Survival in Uganda: Evidence from the Demographic and Health Surveys

Makate

2016

Social Sciences

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“…However, due to issues such as late school entry and high repetition rates, it is more difficult to find and exploit such explicit variation in developing settings, although Agüero and Bharadwaj (2014) and Grépin and Bharadwaj (2015) showed that it is possible. The more common approach has been to exploit two separate dimensions of variation, the timing of the reform and geographic variation in the implementation.…”

Section: Introductionmentioning

confidence: 99%

Identifying National Level Education Reforms in Developing Settings: An Application to Ethiopia

Chicoine

2016

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S Identifying National Level Education Reforms in ABSTRACT Identifying National Level Education Reforms in Developing Settings: An Application to EthiopiaIncreasing enrollment in primary education has been at the center of international education policy for well over a decade. In developing parts of the world, significant increases in primary enrollment are often generated by large national level programs, which can simultaneously promote overcrowding and reductions in education quality. However, to analyze the trade-off between increased enrollment and potential reductions in quality one must first identify and evaluate the impact of the national reform on schooling. This paper provides a method with which these types of reforms can be identified in developing settings using both temporal and geographic variation, and readily available data. The method is applied to an early 1990s reform in Ethiopia based around the release of the Education and Training Policy, which removed schooling fees from grades one to ten. The model estimates that the reform led to an increase in schooling of at least 1.2 years, and provides initial evidence that the increased enrollment in Ethiopia outweighed any cost due to reductions in quality.JEL Classification: I25, I28, O55

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I Will Survive

Blunch

2019

The Wiley Handbook of Adult Literacy

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Maternal education and child mortality in Zimbabwe

Cited by 180 publications

References 30 publications

Education Policy and Under-Five Survival in Uganda: Evidence from the Demographic and Health Surveys

Education Policy and Under-Five Survival in Uganda: Evidence from the Demographic and Health Surveys

Identifying National Level Education Reforms in Developing Settings: An Application to Ethiopia

I Will Survive

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