Reasons Behind Out-of-School Children in Khyber Pakhtunkhwa: A Mixed Method Study

Abstract

Pakistan along with other countries around the world, has signed the Sustainable Development Agenda 2030. The SDG4 guarantees a comprehensive, equitable, and standard education and reassures lifelong learning opportunities for all. However, in poor as well as in the developing countries like Pakistan, the problem of OOSC (Out-of-school children) is hampering such goals. Out-of-school children are classified into two groups i.e. dropouts and never-enrolled. Using a mixed-method approach, this study explores the causes of out-of-school children in Khyber Pakhtunkhwa. The dependent variables used in the study are “school never attendance” and “dropouts”. Khyber Pakhtunkhwa's Multiple Indicator Cluster Survey (2016-2017) dataset has been used for analysis. A multi-level logistic model has been employed for the school’s neverattendance and the results showed that among the child-level variables, a child’s gender and child labor have a significant impact on the never attendance. Among the household-level variables the wealth index quintiles, iodized salt (mental health-related factor), father’s education, mother’s education, the mother tongue of the household’s head, gender of the household head, electricity, household’s dwelling ownership, and mass media significantly impact the school never attendance. Among the context level variables, it is found that the impact of mean wealth index at division level has a significant impact on the school’s never attendance. The random effect variance at the context-level is estimated as 4.9% and at the at the household-level it is estimated as 1.7%. However, based on LR test statistics, a simple binary logistic model has been employed to analyze the impacts of the child-level variables, household-level variables, and context-level variables on the school’s dropouts. Among the child-level variables child’s gender, child labor, and child household chores have a significant impact on school dropouts. Among the household-level variables iodized salt (proxy for mental health), father’s education, mother’s education, father alive or not, mother alive or not, the mother tongue of the household’s head, and household dwelling ownership have a significant impact on the school’s dropouts. Among the household-level variables, it is found that the relationship between the school dropouts and wealth index quintiles is moderated by the father’s education. At the context level variables, it is found that the mean wealth index at division level has also a significant impact on the school dropouts. The last objective has been achieved by the qualitative approach using thematic analysis of the responses of the individuals and recognized four themes, which turned out to be the actual reasons for not going to school. These themes were socioeconomic factors, cultural constraints, preference for Islamic education, and child personal problems. Finally, the study suggests some policy recommendations to improve school attendance e.g. the parents must be aware of girls’ education, the household's socioeconomic situation must be improved, and the child labor and the heavy workload at home must be discouraged. Furthermore, the government should take the initiatives to reduce the non-attendance which is caused by having no access to electricity.