Ethiopia
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AI summaryUsing longitudinal Young Lives data from Ethiopia, this study examines how reading and numeracy skills at ages 8 and 12 relate to sexual and reproductive health knowledge and fertility preferences at age 15. It finds numeracy skills are most consistently linked to higher SRH knowledge, while reading skills relate to wanting fewer children and delaying first childbirth, with positive learning trajectories also improving these outcomes. The findings suggest early literacy and numeracy skills may be important precursors linking education to better reproductive health outcomes.
Abstract
BACKGROUNDUnderstanding the relationship between early learning and later fertility preferences and knowledge could yield important lessons for public policy in both the education and health sectors. METHODSWith data from the Young Lives study in Ethiopia, we use linear regression models to evaluate how reading and numeracy skills during middle childhood (age 8) and early adolescence (age 12) affect sexual and reproductive health (SRH) knowledge and desired fertility during middle adolescence (age 15).Additionally, we analyze whether learning trajectories are associated with these outcomes, and we test gender differences for all analyses. RESULTSWe find that better skills in numeracy are most consistently associated with higher SRH knowledge.Reading skills are most consistently associated with wanting fewer children and, to a lesser degree, wanting a first child at a later age.We also find that learning trajectories matter, particularly for better SRH knowledge and wanting fewer children. CONCLUSIONThese findings suggest that learning indicators, specifically literacy and numeracy, are possible antecedents on pathways between education and improved SRH outcomes.