Poverty and Other Determinants of Child Labor in Bangladesh

Amin, Shahina; Quayes, M. Shakil; Rives, Janet M.

doi:10.2307/4135277

Cited by 49 publications

(23 citation statements)

References 9 publications

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“…Decision-making within the household: Some research in South Asia points to different preferences for children's schooling and work among male and female household members. In Bangladesh, children in male headed households have been found to be more likely to work than households headed by women (Amin et al, 2004). This research suggests that the greater bargaining power of the father in the household increases the likelihood that a child works.…”

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confidence: 84%

South Asia Regional Study: Covering Bangladesh, India, Pakistan and Sri Lanka. (All Children in school by 2015: Global Initiative on Out-of-School Children)

2014

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If South Asia is going to be part of a world where all children can lead productive lives and be responsible citizens when they grow up, it is important to focus not only on children attending school but also on those who are out of school. Much has been achieved in South Asia in getting more children to school. national legislation and policies are in place in line with international frameworks like the Convention of the rights of the Child (CrC). Governments have shown strong commitment to upholding the right to education for all children. yet, the unfortunate reality is that the numbers of out-of-school children in South Asia are simply staggering. The latest UIS data indicate there are 7.57 million children between the ages 5 to 10 who are not attending school in the South Asia region. Another 25.29 million children between the ages 11 to 13 should be in secondary education but are not in school at all. These numbers make South Asia the region with the second highest number of children not getting an education, after Sub-Saharan Africa. This study is primarily based on the country reports from Bangladesh, India, Pakistan and Sri Lanka. The first three countries are the most populous in South Asia and home to the majority of out-of-school children in the region. The South Asia study and the country studies aim to understand the scale of the problem of exclusion of children in the four countries as well as in the region. This study shows there are a total of 27 million children out of school in Bangladesh, India, Pakistan and Sri Lanka, of whom 17 million are of primary school-age and 9.9 million of lower secondary school-age. Children not attending school are in most cases unaccounted for in school records. They are therefore "invisible" and often not considered in policy and decision-making. The lack of data and information on children who are the most excluded from education are making it even more difficult to reach these children. In addition there is a lack of tools and methodologies needed to identify children who are not attending school. We hope that this study, which is part of the Global Initiative on out-of-School Children, will equip countries with a methodology to better understand who are the children excluded from education, and come up with better solutions. This study highlights individual and household characteristics of out-ofschool children-information that are crucial to make informed policy responses targeted at barriers facing specific groups of children not in school. Profiles of children attending school who are at the greatest risk of dropping out have also been reviewed. If pushed out from the education system, these children are likely to become the out-of-school children of tomorrow. Prevention is better than cure. If policy responses can target at-risk children, and prevent them from dropping out, the scale of exclusion will diminish over time. In order to realize the rights of ALL children to education, political commitment and adequate policy responses are needed to address excl...

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confidence: 84%

South Asia Regional Study: Covering Bangladesh, India, Pakistan and Sri Lanka. (All Children in school by 2015: Global Initiative on Out-of-School Children)

2014

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“…That is why the provision of basic education to children is considered a major public sector activity around the world. Earlier studies such as, Brown, et al (2002) and Amin, et al (2004) view the incidence of child-labour as households' struggle to survive and to make livelihood. Some other studies develop models taking insights from household production model [see, Rosenzweig and Evanson (1977); Becker (1981); Pörtner (2001a)].…”

Section: Early-age Work and Education: Evidence From Literaturementioning

confidence: 99%

Policy Failure in Achieving Universal Basic Education: A Theoretical Analysis

Siddique¹,

Jamil²,

Nazuk³

et al. 2019

PDR

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Universal attainment of basic education is recognised as a key development goal; whereas early-age work is considered as a barrier to achieving this goal. The literature suggests that returns to education are larger than those of early-age work, and that child-labour results in long term social loss that reduces human capital. This study evaluates the argument that earlyage work can itself lead to accumulation of human capital when it takes the form of apprenticeship career path. The paper develops a model that allows a rational agent (parent) to compare the early-age work as apprenticeship career path with the formal education career and shows that the parents’ career choice for their child will depend on the lifetime earnings of both careers. The theoretical model is further extended and empirically tested to check whether benefits of education are higher for all levels of education. The simulation analysis suggests that for lower level of education up to Grade-12, the benefits of apprenticeship exceed the net benefits of education whereas, at Grade-12 and beyond, the net benefits of education in terms of earnings outstrip the apprenticeship career. The study implies that early-age work may not necessarily be inefficient when compared with low levels of schooling and that any intervention should ensure universal education for all without compromising skill development of resource poor children. This can be achieved through making skill development complementary to education. JEL Classifications: H44, H52, I26, J24 Keywords: Child-labour, Basic Education, Human Capital, Public Policy

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“…The effectiveness of the intervention policies and programme implementations to deal with child work issues are based on adequate knowledge of the causes that drive children to work. There are several underlying factors that contribute to the existence of child work: for instance, poverty (Basu & Van, 1998), household characteristics (Amin, Shakil Quayes, & Rives, 2004;Suryahadi, Priyambada, & Sumarto, 2005), household income shocks (Bandara, Dehejia, & Lavie-Rouse, 2015;Beegle, Dehejia, & Gatti, 2006), market imperfection (Baland & Robinson, 2000;Dehejia & Gatti, 2005) and parental illness (Alam, 2015).…”

Section: Literatur Review Poverty and Child Labourmentioning

confidence: 99%

The Effects of The Cash Transfer Programme for Poor Students on Child�s Work Participation: Evidence from Java (Indonesia)

Hidayatina

2018

J. Indones. Soc. Sci. and Humanit.

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Cash transfer is considered as a relatively safe policy instrument to improve child welfare. Over the past ten years, Indonesia has made major progress in reducing the number of children involved in child work. It has done so primarily by expanding education provision to increase the time children spend in school and reduce the time children allocate to work. This progress has been supported by the implementation of poverty alleviation programmes that provided income assistance to vulnerable families. This paper aims to analyse whether cash transfer subsidies provided by the Government of Indonesia were sufficient for children to decrease the probability of working and reduce the hours of working activities of children within households. This paper includes a detailed exploration of differences in impacts by childrens gender and areas of residence. This paper uses cross sectional data to analyse the effects of the programme on childs work. The data covers children aged from six to 14 from the Indonesian Family Life Survey (IFLS) in 2014. The data is non-experimental and programme participation is not randomly assigned. The bivariate Probit with endogenous dummy models are also estimated for the probability that a child is working, controlling for additional characteristics of the child, head of household, household and community-level characteristics. The results of this paper are particularly relevant for understanding the role of cash transfer programmes in developing countries. The findings of this paper suggest that the Government of Indonesia needs to reach the poorest children who are out of school.

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Poverty and Other Determinants of Child Labor in Bangladesh

Cited by 49 publications

References 9 publications

South Asia Regional Study: Covering Bangladesh, India, Pakistan and Sri Lanka. (All Children in school by 2015: Global Initiative on Out-of-School Children)

South Asia Regional Study: Covering Bangladesh, India, Pakistan and Sri Lanka. (All Children in school by 2015: Global Initiative on Out-of-School Children)

Policy Failure in Achieving Universal Basic Education: A Theoretical Analysis

The Effects of The Cash Transfer Programme for Poor Students on Child�s Work Participation: Evidence from Java (Indonesia)

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