Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
15
while the effect was not significant for boys. 45 In a similar vein living closer to schools or public
transportation were found to have positive effects for children’s enrolment in Mali, Niger and
Senegal and the effects were slightly larger for girls.46
Location of residence is a determinant of socioeconomic status, and this affects children’s
access to education, the quality of education received, and achievements in various ways.
Evidence finds a link between neighbourhood characteristics such as socioeconomic status,
crime records, residential turnover and access to quality education.47 Services provided in a
neighbourhood and the quality of these services differ in poor and wealthy neighbourhoods.
Even though public policies may provide a basis for delivery of basic services, the wealth of the
neighbourhood is likely to shape the services provided and their quality. In fact in some
countries like Pakistan and Bangladesh after controlling for household wealth, living in urban
areas was found to be negatively associated with the schooling of poor children. This suggests
that in problematic urban areas like slums in these countries, access to education can be more
difficult than in rural areas.48
Gender
While gender disparities in educational attendance have narrowed globally, girls are still
more likely to be out of school. Around the world 8.1 percent of boys are out of school as
opposed to 9.7 percent of girls at the primary school age. 49 Gender gaps are also wider in regions
Sub-Saharan Africa, Oceania and West Asia. 50 Gender disparities are more visible among the
poorest groups and this is the case especially for higher levels of education. In Sub-Saharan
Africa, gender disparities in primary school completion is 20 percent between poorest male and
female students and this rate increases to 83 percent in upper secondary school completion.
While Southern Asia, Northern and Western Africa follow a similar path, in the case of Latin
America and the Caribbean, boys in the poorest groups have lower levels of primary education
completion. However, their completion follows an upwards trend through higher levels of
education whereas girls fall behind after completing lower secondary school.51
Investing in girls’ education is a key to escape from poverty. Providing equal opportunities
for male and female students is a smart and long-lasting investment for economic and social
development as well as innovation and technological growth. In fact, half of the progress in
economic growth in the OECD countries in the last 50 years is attributed to the increase in female
educational attainment.52 In a similar vein, a recent study finds that if girls were provided equal
opportunities in Ghana and Kenya, the disparity in informal employment would fall by 50
percent and 35 percent, respectively.53 Apart from the positive impact on economic growth and
45 (Wodon, 2016)
46 (Wodon, 2016)
47 (Pebley & Sastry, 2003)
48 (Hattori, 2014)
49 (UNESCO, 2016d)
50 (UNESCO, 2016d)
51 (UNESCO, 2016a)
52 (OECD, 2015).
53 (Chua, 2016)