Who Goes to School? Role of Poverty, Household Structure, and Gender Differences in Child Schooling in Islamabad Slums

Purpose: This article examines the demographic and economic dynamics that explore the enrolment of children to formal schooling within the informal Islamabad settlements with particular attention in gender inequity. It critically examines the role of poverty, household structure, and place-based restrictions of educational choice within an environment where basic education is said to be freely provided. Methodology: The research work relies on a primary survey data collected in 52 slum settlements in Islamabad with a sample of 423 households in registered and non-registered slums. The focus group is between four and eighteen years old. The probability of school enrolment was estimated by a reduced-form demand equation by using Probability model that included agglomeration variables on the household-level as well as slum-specific variables. Findings: Notable differences in the school enrolment, according to gender were established with almost one third of school-going population, mostly the females, not having enrolled in formal education. Household income, education expenditure, maternal education and age of the children are considered as key determinants of enrolment. Barriers that are particular to slums, such as irregular residency, displacement, and institutional discrimination, are impediments to school advocacy. The enrolment rates are more amongst boys, especially in female headed families where the occupation of a father is a major predictive of enrolment. Implications: The results emphasize the need for urban education policies that address poverty, bureaucratic issues, and discrimination in slums, alongside targeted interventions to improve enrolment and retention, especially for girls.