Heterogeneous Effects of Women's Schooling on Fertility, Literacy and Work: Evidence from Burundi's Free Primary Education Policy

This article investigates the effect of women's schooling on fertility as well as on associated mechanisms by leveraging Burundi's free primary education policy (FPE) of 2005 as a natural experiment. Exogenous variation in schooling is identified through a fuzzy regression discontinuity design. Our results show that educational attainment was positively influenced by Burundi's FPE for women situated at all wealth levels. However, the relevant downstream effects of schooling—measured by fertility, literacy and work outcomes—reveal heterogenous treatment effects which are moderated by women's household wealth. While poor women profit in terms of increases in literacy (6.7 percentage-point increase for each year of policy-induced schooling), remunerated employment opportunities (5.7 percentage-point increase), as well as a reduction in desired and actual fertility outcomes (6.9 percentage-point reduction in teenage childbirth), none of these effects of additional education are observed for women from the wealthier households of our sample. The evidence of such a marked heterogeneity contributes to the growing literature examining the nexus between education and fertility in developing countries and helps to evaluate under which conditions the literature's findings may generalize.