Eighteenth International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

This paper considers educational attainment and current enrollment by income and socioeconomic characteristics as well as examining the impact of educational and gender inequalities by using Pakistani survey data from 2005-2016. It also attempts to review potential endogeneity by exploiting exclusion restrictions of income shock and family background characteristics in household’s income. Findings of an ordered logic model reveal educational transition is higher from primary to secondary level in which personal attributes and household infrastructure are favorable for girls. In contrast, results suggest that income per capita, educated members, digital access and provincial heterogeneity significantly improve boys’ education attainment and current enrollment. Meanwhile, standard deviation and Gini coefficient significantly decrease girl’s education. Similarly, gender gap in girls’ education likely to reduce household’s income comparatively 7 times higher than boys do. While, there are 61 and 41 percent explained gender disparities in education attainment and current enrollment by Oaxaca decomposition; however, most of the variations remain unexplained. Findings suggest government interventions to reduce gender gap by reforming educational strategies and uplifting socioeconomic position of females in the country.