Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
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ethnicity/language (when available), gender of the child, education level of the household head
and household wealth.
Probit Results
Regression results show that while circumstances generally have insignificant or
significant but very small impact on attendance to school for younger children and
finishing 5 years of education, attendance to school of older children and finishing 8 years
of education are still affected by some of the circumstances of children. In summary the
results are as follows:
 Living in rural areas is not negatively associated with education indicators for Jordan.
 The regional disparities are also very small and negligible.
 Gender does not create inequality of opportunities in Jordan (except for finishing 8 years
of education for which boys are 2 percent less likely to compared to girls).
 Poor children and children whose household head has no education are still less likely
to attend school or finish school but the impact is smaller for attendance to school for 6-
11 year olds and finishing 5 years of education compared to attendance to school for
older children and finishing 8 years of education.
 Number of children in the household does not affect education outcomes of the children.
A detailed analysis of the results for each indicator could be found below:
Attendance to school for 6-11 year olds
In 2012, only living in a household with a household head with no education or primary
education (compared to a household head with higher education) and living in a household in
the 1st or 3rd quintile (compared to living in a household in the 5th quintile) are significantly and
negatively associated with attendance to school for 6-11 year olds but the marginal effects of
these circumstances are generally small and they are at most 6.6 percent which is the marginal
effect of living in a household with a household head with no education (e.g. living in a household
with a household head with no education decreases the likelihood to attend school by 6.6
percent).
 Living in rural areas has a negative effect on attendance neither in 1997 nor in 2012.
 Compared to living in the Centre living in the North region does not have any significant
effect on attendance. Marginal effect of living in the South was small but negative with
2.7 percent in 1997 and became even smaller (0.8 percent) but positive in 2012.
 Living in a household with a household head that has no education or with primary
education (compared to a household head with higher education degree) did not use to
have any significant impact on attendance in 1997 but in 2012 they had small but
significant negative marginal effects by decreasing the likelihood of attendance by 6.6
percent and 2.3 percent respectively.
 Number of children in the household has a negative effect on attendance neither in 1997
nor in 2012.
 In 1997 children living in households in the poorest quintile were 6.1 percent less likely
to attend school while this rate dropped to 2.9 percent in 2012. Negative significant