ABSTRACT
This chapter focuses on the effects of some additional factors that influence children's work and school activity and the changing roles these play in assigning children to different futures. It scrutinizes the interaction of poverty with gender and region. The chapter looks at changes in the direct effect of poverty, and explains the impact poverty has had, particularly on girls. It explores the evolution of regional differentiation in children's activity during the 1990s, net of differences in family resources. Consistent with the trend, there was no gender difference in the proportions of girls and boys who completed eight years of basic education. The relationship between adult and children's education clusters tightly around a regression line with a goodness-of-fit statistic, the R-square, of 0,67. However, just as in the case of Peru, regional inequality widened if we consider changes in the percentages of children who attended school without working.
