Full recordShow full item record
AbstractYoung people account for 40% of all new adult infections worldwide. If education can have preventive effects, great opportunities arise considering this demographic structure of the epidemic since young people are dominating educational enrollment. This thesis investigates the impact of education on HIV prevalence. For empirical testing, five multivariate regression models with ordinary least squares are used. The sample of countries varies from 49 to 75. The impact of the following educational variables on HIV prevalence is tested: general education level, education attainment, gender equality in education, education equality and education quality. In order to construct empirically realistic models, a number of control variables are used which all have theoretical and empirical connections to HIV prevalence. The results from many of the regression models are characterized by low significance. The only education variable that proves significant when all control variables are included is literacy. Literacy shows a significant and positive relationship with HIV which indicates that higher levels of literacy are associated with higher levels of HIV prevalence. Against this result, a hypothesis of a concave function between literacy and HIV prevalence is tested which would indicate that literacy is positively related to HIV but at a decreasing rate as literacy increases. However, the result from these tests shows no significance. Even though the empirical results show little support for education as a preventive socio-economic factor of HIV prevalence, it’s important that further studies are made in this area.