Kravdal O
Demogr Res. 2000 Aug 4;3:[35] p.. doi: 10.4054/demres.2000.3.3.
The analysis was based on the 1994 Zimbabwe Demographic and Health Survey combined with aggregate data from the 1992 census. Discrete-time hazard models for first and higher-order births were estimated for 1990-94. The average length of education in the district and the proportion who are literate were found to have no impact on a woman's birth rate above and beyond that of her own education, when it was controlled for urbanization. This was the case for women who themselves had little or no education as well as for the better educated. So far, no significant influence of aggregate education on fertility has been well documented in the literature either. However, in this study, aggregate-level effects appeared in models for fertility desires and contraceptive use among married women with at least one child.
该分析基于1994年津巴布韦人口与健康调查，并结合了1992年人口普查的汇总数据。对1990 - 1994年的初育和多胎生育进行了离散时间风险模型估计。在控制城市化因素后发现，该地区的平均受教育年限和识字人口比例，对女性生育率的影响，除了其自身教育程度的影响外，并无其他作用。对于自身受教育程度很低或没有受过教育的女性以及受教育程度较高的女性来说，都是如此。到目前为止，文献中也没有充分证明总体教育水平对生育率有显著影响。然而，在本研究中，总体水平的影响出现在至少有一个孩子的已婚女性的生育意愿和避孕使用模型中。
