Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
245
 There is no significant marginal effect of living in rural areas neither in 1997 nor in 2012.
 Living in the South region had a very small significant marginal effect in 1997 (1.1
percent) which disappeared in 2012.
 Living in a household with a household head that has no education or primary education
(compared to a household head with higher education degree) decreases the likelihood
of finishing 5 years of education and more so in 2012 as opposed to 1997 (the negative
marginal effect increased from 2.2 percent to 10.1 percent).
 Number of children in the household does not have any significant effect.
 Household wealth used to have a small impact in 1997 which disappeared by 2012.
 Gender of the child did not have any impact on finishing 5 years of education either in
1997 or in 2012.
Finishing 8 years of education for 16-18 year olds
In 2012, living in a household with a household head with no education, primary education or
secondary education (compared to a household head with higher education) and living in a
household in the 1st, 2nd or 3rd quintile (compared to living in a household in the 5th quintile) are
significantly and negatively associated with finishing 8 years of education. Effect of region,
location, gender and number of children in the household is either insignificant or significant but
very small (smaller than 2.5 percent).
 While in 1997 living in rural areas did not have any significant effect on finishing 8 years
of education in 2012, it slightly increased the chances of finishing school (by 1.8
percent).
 There were no regional differences in 1997 while in 2012 living in North or the South
regions increases the likelihood of finishing 8 years of education only very slightly (by 2
and 2.2 percent respectively).
 Living in a household with a household head who has no education, primary education
or secondary education (compared to a household head with higher education degree)
decreases the likelihood of finishing 8 years of education in 2012 but the marginal
effects are smaller compared to 1997.
 Number of children has no effect on finishing 8 years of education.
 Low levels of household wealth is still negatively associated with finishing 8 years of
education. The marginal effect is smaller in 2012 for children living in households in the
poorest quintile compared to 1997 but it is slightly higher for 2 nd and 3rd quintiles in
2012 compared to 1997.
 In 1997, being a girl had no significant effect on finishing 8 years of education while in
2012 it increases the chances of finishing school by only 2.2 percent. In other words boys
are at a slight disadvantage compared to girls with regards to finishing 8 years of
education.