The schooling and work activities of youth remain fundamental
to their human capital development. Yet we have limited understanding of
factors influencing these activities in Pakistan and elsewhere. The bulk
of research on children’s work and schooling looks primarily to
household-level factors to explain current rates. As such, activities’
of youth are viewed as a product of family strategies for confronting
poverty. On the other hand, the influences at the community level on
work and schooling of youth have received relatively little attention
and remain largely undeveloped in the literature. Further, work and
schooling activities remain are usually investigated separately in the
analyses. Most studies focus on either the work activities or schooling
of youth, despite recent appeals to examine these activities
simultaneously [DeGraff, Bilsborrow and Herrin (1993); Mahmood, Javaid
and Baig (1994) and Weiner and Noman (1997)].