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Education of Disadvantaged Children in OIC:

The Key to Escape from Poverty

261

Living in regions other than Punjab still decrease the chances of attending school for

older children but the negative marginal effect of living in Khyber Pakhtunkhwa and

Balochistan decreased from 1990 to 2012 while negative effect of living in Sindh

remained more or less the same (15.5 percent in 1990 and 12 percent in 2012).

Living in a household with a household head that has no education, primary education

or secondary education (compared to a household head with higher education degree)

continue to decrease the likelihood of school attendance in both 1990 and 2012 but

their negative marginal effect decreased in 2012.

Number of children in the household did not use to have any effect on attendance in

1990 while in 2012 living in a household with 5 children or more decreased the

likelihood of school attendance of 12-15 year olds by 7.4 percent (compared to living

in a household with 1-2 children).

Children living in the poorest households are still significantly disadvantaged

compared to children living in the richest households. While negative marginal effect

of living in households in 2

nd

, 3

rd

or 4

th

quintile decreased over time, negative marginal

effect of living in a household in the 1

st

quintile (poorest) remained mostly the same

(45.9 percent in 1990 and 47.7 percent in 2012).

Speaking a language different than Urdu in the household did not use to affect

attendance in 1990 but in 2012 it decreased the chances of attending school by 7.5

percent.

While being a girl still decreases the likelihood of attending school for 12-15 year olds

by a large percent (18.2 percent), the negative marginal effect decreased considerably

from 1990 to 2012 (down from 32.8 percent in 1990).

Finishing 5 years of education for 12-15 year olds

In 2012, all circumstances had an impact on finishing 5 years of education in changing degrees.

Only living in the region Khyber Pakhtunkhwa did not seem to have a negative effect on finishing

5 years of education.

Living in rural areas increase the chances of finishing school slightly (by 4.5 percent)

compared to living in urban areas in 2012 while this significant positive relationship

did not exist in 1990.

Negative marginal effect of living in regions other than Punjab decreased over time for

all other regions and turned even slightly positive for Khyber Pakhtunkhwa.

Living in a household with a household head that has no education, primary education

or secondary education (compared to a household head with higher education degree)

continue to decrease the likelihood of finishing 5 years of education in both 1990 and

2012 but their negative marginal effect decreased in 2012.

Number of children in the household that are more than 2 decrease the chances of

finishing 5 years of education for children in 1990 and in 2012.

Negative effect of a low level of household wealth persists and only small

improvements could be seen for children living in households in the 3

rd

or 4

th

quintile

(compared to living in households in the 5

th

quintile).