Wheels of change: Impact of bicycles on female education and empowerment in Zambia

Last registered on September 21, 2018


Trial Information

General Information

Wheels of change: Impact of bicycles on female education and empowerment in Zambia
Initial registration date
September 20, 2018

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
September 21, 2018, 1:19 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Last updated
September 21, 2018, 4:29 PM EDT

Last updated is the most recent time when changes to the trial's registration were published.



Primary Investigator

University of Connecticut

Other Primary Investigator(s)

PI Affiliation
PI Affiliation
PI Affiliation

Additional Trial Information

On going
Start date
End date
Secondary IDs
While many countries have made significant progress towards gender equality in education, labor force participation, and political representation in recent decades, discriminatory social norms that limit girls’ access to education and labor force participation remains a challenge in many parts of the world. In Zambia, gender parity in primary schooling has improved considerably, however there continues to be significant gaps in school enrollment, attendance, and dropouts with a significant increase in adolescent years. Exhaustion, insecurity and lack of support and incentives discourage many students walking long distances to come to school.

One of the key reasons hypothesized for low enrollment, attendance and dropouts is the long distance to school. In particular, this is a critical barrier for girls in rural Zambia, especially around the time when girls start menstruating. According to ZEDS (2002), the second most cited reason for late enrollment in school is distance, with the problem being more severe in rural areas compared to urban areas. For example, 42% of children in Southern province started school late due to distance compared to 16% in Copperbelt province.

According to the Zambia DHS 2007, 10.3% of all girls 9-13 were out of school in Zambia. Identifying cost-effective and scalable strategies that directly address gender gap in school attendance, which is likely to be correlated with learning outcomes among girls, is therefore of considerable policy interest in Zambia. One such policy that addresses this twin problem is providing bicycles to girls to help reduce the distance cost of schooling and at the same time improve safety. Recent research by Muralidharan and Prakash (2017) shows that a similar policy in India was very successful in reducing the gender gap in enrollment. This policy increased girls’ enrollment in secondary schools by 32% and reduced the gender gap by 40%. They also find an 18% increase in the number of girls who appear for the high-stakes secondary school certificate exam and a 12% increase in the number of girls who pass the exam.

Implementing a bicycle program in Zambia has the potential to address directly the first order problems of school enrollment, attendance and dropouts among girls in rural areas. In addition, the benefit of female education, and the fact that a transfer that improves mobility is being made to girls who generally receive little support from their family is likely to have an impact on other important outcomes like mobility, aspiration, and empowerment. In particular, empowerment of girls is one of the top priorities of the UN’s Sustainable Development Goals (Goal 5). Traditionally, outcomes related to female empowerment are measured by how much bargaining power (married) women have within the household. In this study, we aim to measure how the transfer of a valuable asset to an adolescent girl can change her bargaining power within her household, which would affect outcomes that matter not just in the short run but could have a long-lasting impact.

In this study, we conduct an experiment to estimate the causal impact of a conditional kind transfer (CKT) program that provides a bicycle to a school-going girl child of a household that generally provides no or very little support in rural Zambia.
External Link(s)

Registration Citation

Fiala, Nathan et al. 2018. "Wheels of change: Impact of bicycles on female education and empowerment in Zambia." AEA RCT Registry. September 21. https://doi.org/10.1257/rct.3339-2.0
Former Citation
Fiala, Nathan et al. 2018. "Wheels of change: Impact of bicycles on female education and empowerment in Zambia." AEA RCT Registry. September 21. https://www.socialscienceregistry.org/trials/3339/history/34636
Experimental Details


See analysis plan
Intervention Start Date
Intervention End Date

Primary Outcomes

Primary Outcomes (end points)
(1) increase mobility for girls through access to a bicycle; (2) improve schooling outcomes (attendance, grade transition) for those that live far away from school and are thus constrained from attending; and (3) raise girls’ empowerment
Primary Outcomes (explanation)
See analysis plan

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
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Experimental Design Details
Randomization Method
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Randomization Unit
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Was the treatment clustered?

Experiment Characteristics

Sample size: planned number of clusters
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Sample size: planned number of observations
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Sample size (or number of clusters) by treatment arms
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Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
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Institutional Review Boards (IRBs)

IRB Name
Innovations for Poverty Action
IRB Approval Date
IRB Approval Number
Analysis Plan

Analysis Plan Documents


MD5: d8a7cbbe99fb813a64cf9099800be526

SHA1: 64e35cdf9b7f1ed5221e9633cdac608103d66ab4

Uploaded At: September 20, 2018


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Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials