Fertility Transitions and Schooling: From Micro- to Macro-Level Associations

Trends and factors associated with recent HIV testing among women in Haiti: a cross-sectional study using data from nationally representative surveys

INTRODUCTION

In the Latin America and Caribbean region, Haiti is one of the countries with the highest rates of HIV. Therefore, this study examined the factors associated with HIV testing among women in Haiti and trends in HIV testing in 2006, 2012, and 2016/17.

METHODS

Data from the last three Haitian Demographic and Health Surveys (2006, 2012, and 2016/17) were used. The analysis was restricted to women aged of 15-49 years who made their sexual debut. STATA/SE 16.0 was employed to analyze the data by computing descriptive statistics, Chi‑square, and multilevel regression model to describe the trends and identify factors associated with HIV testing in Haiti. P-value less than 0.05 was taken as a significant association.

RESULTS

HIV testing prevalence increased more than twofold from 2006 (8.8%) to 2017 (21.3%); however, it decreased by 11.6% between 2012 and 2016/17. Additionally, the results indicated that age, place of residence, region, education level, wealth index, mass media exposure, marital status, health insurance, age at first sex and number of sexual partners were significantly associated with HIV testing.

CONCLUSIONS

To significantly increase HIV testing prevalence among women, the Haitian government must invest much more in their health education while targeting vulnerable groups (youth, women in union, and women with low economic status).

Effects of the number and age of siblings on educational transitions in sub-Saharan Africa

Studies examining the link between number of siblings and level of education attained by children in Africa have produced mixed results. This study draws on Demographic and Health Survey data from 26 sub-Saharan African countries and employs a multilevel multiprocess model that controls for time-invariant unobserved mother-level characteristics. We find indications that having younger siblings increases the likelihood of entering primary school; however, once a child is enrolled, having pre-school aged siblings is negatively associated with educational progression. Having a greater number of siblings older than age 15 increases the likelihood of primary-school entry and completion but has no effect on subsequent educational transitions. Some positive effects of having a greater number of siblings who are aged 6-15 are also observed. Girls are more adversely affected by having young siblings than are boys, but they benefit more than do boys from having siblings who are older than age 15. On the whole, the effects are not very strong, however.