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• EMPIRICAL ANALYSIS OF CORRELATES OF EDUCATION IN THE SLUM POPULATION: AN EVIDENCE FROM KARACHI, PAKISTAN

  Riaz Ahmed and Atta Ullah Khan (Department of Economics, Preston University Islamabad Campus, PAKISTAN).
  

  Disciplinary: Economic Science, Educaton Science, Social Science.

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  DOI: 10.14456/ITJEMAST.2020.209

  Keywords: Logistic regression; Low school enrollment rate; Slum unemployment rate; Slum childs' education; Slum family head's income; Poverty study; Literacy rate; Slum study.

  Abstract
  This paper empirically analyzes the correlates of education in the context of slums' population of Karachi, Pakistan. Primary data has been used in the study which was collected through a questionnaire. Through a stratified sampling technique, 380 households were selected from 20 sampled slums. The descriptive analysis includes literacy rate, education level of the unemployed population, percentage of school-aged children who are not attending school, and reasons for not attending the school are presented. A logistic regression model is used to explore the impact of important variables like per capita income of the family, education of family head, dependency ratio, access to school and educational expenses on the educational attainment of family. The literacy rate was found 37 percent while 51 percent of the school-aged children are not attending school. The major reason for children not attending the school is found to be poverty. It is also found that the majority of unemployment is due to illiteracy. The result of the regression model shows that per capita income and education of family head affect the educational attainment positively while dependency ratio, access to school, and expenses on education affect it negatively.
  

  Paper ID: 11A11E

  Cite this article:

  Ahmed, R., Khan, A.U. (2020). EMPIRICAL ANALYSIS OF CORRELATES OF EDUCATION IN THE SLUM POPULATION: AN EVIDENCE FROM KARACHI, PAKISTAN. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 11(11), 11A11E, 1-11.