Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
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 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, 3rd or 4th quintile decreased over time, negative marginal
effect of living in a household in the 1st 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 3rd or 4th quintile
(compared to living in households in the 5 th quintile).