Abstract
The main purpose of conducting this study was to explore the socio-economic determinants of child educational attainment in Pakistan. Data on selected variables is extracted from nationally representative survey of Pakistan Social and Living Standards Measurement (PSLM) 2013-14. The study considers the children of age 5-18 years who ever attended any or currently attending any educational institution. Censored Ordered Probit model is employed. The results at aggregate level reveal that child’s gender, child’s age, age of household’s head, parental education, household assets and availability of private schools positively affect child educational attainment in Pakistan. Children belong to Baluchistan province and urban region of Pakistan also get more education as compare to reference categories. Gender of household head and distance to school has negative effect on child educational attainment. To explore the inconsistency in effect of these factors across region and across gender, separate analysis is conducted for urban, rural, male and female sample. The results of gender specific analysis indicate that income of the household, region of residence (urban) and annual school fee are the main factors causing gender disparity whereas estimates at regional level analysis show that parental education, agricultural land ownership and, distance to school are the factors responsible for regional disparity in child educational attainment.
Highlights
The economic development of a nation mainly depends on two factors: human capital and physical capital stock
This study investigates the socioeconomic determinants of child educational attainment in Pakistan
Children of age 5-18 years who ever attended the school or currently attending school are considered and censored ordered probit model is implemented for analysis of data
Summary
The economic development of a nation mainly depends on two factors: human capital and physical capital stock. Human capital makes possible the production activities by using worker skills, knowledge, technology, and available capital stock. We must invest in human capital to develop them. Three types of training or education such as education at school, training at workplace and other knowledge are important for human capital development (Dubra, 2004). Education is a consumption activity and considered as an investment in formation of human capital. The human capital theory proposes that economic growth of a country is closely related to investment in education, job training, organized research, health and internal migration, and without investment in human being it is not possible to have capitalist development (Schultz, 1971). According to Lorey (1995) educated human capital is the most important source of growth and development for a country
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