I

R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

Children Societal and Emotional Experiences Employed to

Earn for Family at Early Stage of Their Lives

Professor Dr. JAMSHED ADIL HALEPOTA

Sindh Madressatul Islam University, Karachi.
Email: [email protected]

Professor Dr. SAJIDA PAVEEN

College of Management Science, PAF KIET, Karachi.
Email: [email protected]

Dr. NOOR UN NISA

Bath SPA University Academic Centre, RAK.
Email: [email protected]

Dr. STEPHEN JOHN

Sindh Madressatul Islam University, Karachi.
Email: [email protected]

Abstract
The purpose of this research study was to discover the social and emotional experiences of those children
who are working at different places in Karachi at every early stage of their lives. The phenomenological
research design was adopted to solve this quey because this is the design that helps in getting the true
picture of the experiences of people. The steps proposed by De Chesnay were used to analyze the colled
qualitative data. The study reveals that children spend a miserable life, want escape but no way for them,
feeling frustrated and helpless in presence of their employer or senior. The school environment or the
attitude of the teachers is also one of the reasons which are keeping the children away from education.

Keywords: Societal & Emotional Experiences of Children; Employed to Earn & Early Stage of Lives.

Introduction
Child labor is a felony in which children are coerced to work at a young age. It's the equivalent of asking
youngsters to take on new challenges such as working and defending others on top of their own. Operating
conditions and their social and emotional experiences at the workplace restrict or limit or affect the young
children's mental and physical capacity or growth (Fors, 2012). According to the International Labour
Organization (ILO, 2013), a child must be fifteen years old or older to be considered suitable for work at a
regular place, whereas to perform a dangerous job requires an age of eighteen. Under no circumstances children
under the age of eighteen are forced to labor. What is the reason for this? Because child labor takes away a kid's
right to a normal upbringing, a proper education, and physical and mental health (Wahba, 2000), It is illegal in
some countries and is eradicated.

According to a UNICEF (2020) report on child labor, economic hardship affects millions of families
worldwide, and in some cases, it comes at the expense of a child's safety. At the start of 2020, around 160
million children were involved in child labor, but COVID-19 has put an additional 9 million children at risk.
According to a press release from UNICEF, the COVID-19 issue has put millions of children at risk of being

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 359

I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

forced into child labor; perhaps it is the first time in the last 20 years that child labor has increased (Huebler,
2008). Because of the effects of the pandemic COVID-19, in south Asia, particularly in Pakistan, already
employed youngsters may face worse labour conditions, including lower pay and longer hours. Agriculture and
the garment industry have been recognised as two areas where child labour may increase, although there is a
dearth of disaggregated data elsewhere (CSDRC, 2020).

Objectives
The general objective of this research study was to highlight the societal and emotional experiences of
children performing all kinds of jobs at an early stage of their lives.

While the specific goals were to:

 Investigate the reasons behind the embracing of the particular work.

 Explore the attitude of their bosses/employers which hurt them.
 Find out the ways they use to manage their emotions.

Literature Review
As people have become more aware of and concerned about child labor, there has been an explosion of
writing on the subject in recent years. Early child labor literature is reviewed by Kakoli and Sayeed (2013).
Bhat (2011) examined the literature on child labor, concentrating on concepts, theories, and policy
disagreements. Cigno, Rosati, and Tzannatos (2002) and Tesfay (2003) examined the contemporary
theoretical literature on child labor (2003). An overview of the empirical literature on child labor is
provided by Levison and Murray-Close (2005), Cigno Rosati and Guarcello (2002), Aqil (2012), Das
(2012), and Betcherman, Fares, Luinstra, and Prouty (2004). For a more modern review of the literature on
child labor, researchers and policymakers have been striving to identify the root causes and make
recommendations for appropriate responses. According to (Edmonds, 2007) popular belief, extreme
poverty in the developing world is the primary cause of child labor. It pushes individuals to have large
families and send their children to work and support their families (Ortiz, Moreira, and Engilbersdottir,
2012). Another viewpoint is that poverty is not a sufficient reason for child labor, a dualistic economy
characteristic of developing nations in formal and informal sectors, among other variables, has been
attributed to the supply of child labor in the literature. Because child labor is commonly a by-product of
extreme poverty, policymakers should consider premium economic development and income growth. Many
studies have already been conducted on the inextricable link between poverty and child labor. Becker
(2008) developed unitary models of parental decision-making, in which parents are purely motivated by
altruistic motivations. Those who believe that poverty is the fundamental cause of child labor and that
children are a family's only means of survival. In this regard, Basu (2005) has written that if child labor and
adult labor are substitutes (substitution axiom) and if child leisure is a luxury commodity for impoverished
homes (luxury axiom), then unfavorable adult labor markets are the primary cause of child labor.

Some researchers investigated the factors contributing to child labor, such as poor educational standards
and capital market failure. All three authors emphasize the importance of capital-market inefficiencies in
inefficient child labor: Rodgers and Standing (2001), Baland and Robinson (2000), and Jafarey and Lahiri
(2005). Borrowing against the child's future income to finance the child's education is the most excellent
option if the present discounted value of return from schooling is greater than the current kid wage. To be
more specific, it is in the child's best interests to contribute whatever is required to the family's income by
borrowing against future earnings, allowing the child to attend school rather than work. The explanation of
child labor in terms of credit market imperfections, on the other hand, is based on the assumption that
returning to school is sufficient, which necessitates that schooling quality is likewise satisfactory.
Nonetheless, a few major empirical studies13 have demonstrated the current primary education system in
developing nations as being of poor quality.
ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 360
I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

Other scholars focused on fertility decisions and their implications for child labor prevalence. Because the
number of children in a household determines the possible supply of child employees, children from larger
households are more likely to work. Baker (2008) implies that parents with a large number of children are
less likely to invest in schooling in the quality-quantity trade-off. To spread out their financial risk, parents
may choose to have big families. Lyon and Valdivia (2010) look at empirical evidence from emerging
countries to look at fertility decisions and their consequences for young people's investments. According to
his findings, having a larger home reduces children's school participation while increasing their likelihood
of working. According to Kousar et al. (2005), family size has a significant detrimental impact on child
schooling. Zarif, Aziz, and Mirza (2013) used data from the Peru Living Standards Survey (PLSS) to show
that household size has an impact on children's school participation and increases the possibility of a child
being sent to work. They argue that the age structure of siblings, as well as their activities, play a role in
determining the relationship between family size and child labor.

Cultural and societal norms influence decisions like fertility and child activity. Rodgers and Standing
(2001) have published numerous articles on the subject of social influence and child labor. According to
social historians, the major push behind the abolition of child labor in today's rich world was the emergence
of domestic ideology, which transformed children from valuable wage employees to emotionally desirable
objects (Akarro and Mtweve, 2011). Basu (2005) explored the policy implications of social norms in
affecting parental decisions about child labor. They claim that child labor is considered natural in some
societies and that there is nothing to have complained about it.

A subset of child labor literature examines intra-household preference heterogeneity and how it influences
household consumption, fertility, schooling, and child labor decisions. According to Basu (2005), the
husband and wife may have different preferences, and the household may make various decisions
depending on their power balance. He used the collective family model to show how as a family's income
sources diversify, it becomes less likely to send its children to work. Grimsrud (2001) looked into the
relationship between a child's career and the power balance between father and mother in the home.

It is self-evident that a child's employment has an impact on his bodily and moral well-being, as well as his
social development. The consequences are far-reaching. Working diminishes schooling and has a
detrimental impact on the accumulation of human capital and, as a result, his future earning ability as an
adult. As an adult, though, it affects his children's attitudes toward education. Basu (2005), Das (2012),
Rena (2009), and Edmonds (2007) all believe that a child who obtains more education as a child will grow
up to have stronger human capital and, as a result, earn more money in the labor market. By definition, a
person who works more as a child and obtains less education as an adult will grow up to be a poor adult.
The poverty that pushes children to work tends to be handed on through the generations.

The widespread media and public concern over child labor in the age of globalization have resulted in
consensus on the necessity to eradicate the scourge of child labor from society. However, there are major
disagreements over the best way to achieve that goal, as well as whether legislative actions can truly
eliminate the problem. Legislative prohibitions on child labor have had minimal impact in the past,
according to Ahmed (2012) and Mahmood, et al. (2005). According to Weiner (1991), compulsory
schooling is more successful than just forbidding child labor since a child's presence in school is easier to
monitor than a child's absence from work. Sawada and Lokshin (2000) have also proposed that compulsory
education should be implemented as a means of preventing child labor.

Globalization has the potential to have a significant impact on several social and economic aspects of
developing countries. Without a doubt, child labor is one of the most important topics on the table. For
years, policymakers, NGOs, and academics have debated the complex relationship between child labor and
globalization. Opponents of globalization argue that more openness will push impoverished countries to
use more child labor to remain cost-effective and competitive.

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 361

I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

Research Methodology
The research methodology for this study was a qualitative phenomenological research design. The goal of
phenomenology is to describe people's lived experiences in a way that captures the underlying meaning of
those events (Marshall & Rossman, 2006). Husserl (1931) wrote about phenomenology and suggested that
a new method of looking at things is required to grasp the essence of an experience. This new perspective
acknowledges that consciousness is deeply tangled with perception and experience and suspends previous
assumptions (Sokolowski, 2000). I wanted to understand the substance of the children's social and
emotional experiences and the ordinary meaning they create during their assigned tasks. The findings of
this study may shed insight on current approaches of parents who send their children to work at an early
stage of their lives and for those who treat them that children feel stress and remain emotionally disturbed.
Context is a subject of qualitative study as well (Rossman & Rallis, 2003). Marshall and Rossman (2006)
stated that in qualitative research, the researcher looks at the environment holistically to uncover linkages
among systems and trace the historical context to understand how children feel when poorly treated. This
holistic approach considers non-obvious contextual factors such as more enormous cultural,
socioeconomic, and political challenges and how these influence the participants' experiences (Creswell,
2007). Participants, in my opinion, cannot be seen in isolation from the more excellent system and the
context in which they operate. Individuals' personal experiences were focused during data collection, and
these elements were considered in a systematic way when the data was processed and organized into
themes.

The population of this research study was the boys and girls under age 10 to 15 years performing different
types of jobs in informal settings i.e. tea stalls/hotels, mechanic workshops/service stations, housekeeping,
and babysitters in Karachi the capital city of Sindh. This city is also named “the mother of the poor”
because poor people all over from Pakistan move to this city in search of a job so to feed their
children/families. It is observed that most of the people initially move alone and then their families, and
then here the whole family starts working, most girls are found working to support the mothers so the work
could be finished well in time. Finding children performing jobs and then gaining their trust was a
challenging task, therefore, snowball sampling procedure data were collected from sixteen boys and girls
(two from each profession). A semi-structured data collection tool was used to get the required data
because it supports researchers to explore experiences, thoughts feelings, and beliefs about a particular
topic and to delve deeply into personal and sensitive issues by using few predetermined questions while the
questions are developed depending on the response of the participants but words are carefully selected so to
avoid any kind of emotional disturbance. There are nine dominating regional languages in Pakistan, most of
the families migrating to Karachi in search of jobs communicate within the families in their mother
language but they understand and use „Urdu‟ which is the official language of Pakistan. Keeping in view
the objectives of the study, some initial questions for semi-structured interviews were designed in English
but were asked in Urdu.

Research Questions
The following questions were used to achieve the research objectives:

 Why do you work?

 How does your employer treat you?
 How do you feel and react when your employer/senior treats you harshly?

Data Analysis and Conclusion

As the data was collected through semi-structured interviews, therefore four steps developed by De
Chesnay (2014) were used for data analysis i.e. bracketing, analyzing, intuiting, and describing.

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 362

I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

Bracketing activities were reflective and included keeping a diary about researcher perceptions and
feelings, recording field notes, and seeking critiques from a methodological expert in descriptive
phenomenology (Vagle, 2014). Or it refers to the process of detecting and suspending prior notions and
attitudes regarding the subject under investigation. Intuiting, the second step in descriptive phenomenology
occurs when researchers remain open to the meanings the process of identifying and suspending
preconceived ideas and attitudes about the subject of study. According to Duke (1999), it is a process in
which a researcher is required to acknowledge any prior information, theories, or assumptions concerning
the phenomenon being studied . This is bracketed or separated for the researcher to remain impartial about
the phenomenon. The aversion to child labour and the majority's preconceived notion is that most poor
parents force their children or children themselves to work in order to support the family and mitigate
financial crises, implying that poverty is one of the major causes of child labour. However, other
critics/scholars/laymen believe that parents' lack of awareness about the importance of education or family
trends, traditions, or beliefs are also factors but live in huts they mostly beg and fulfill their needs but it is
found that some parents also involve their child in working rather than begging. Such people are found
working at brick kilns. The whole family works together there and they are found performing this work
from generations (Kakoli & Sayeed, 2013). Due to present prevailing circumstances, some parents have
also established this belief that there will not be able to get good jobs, therefore, getting an education is a
wastage of money and time. Therefore they send the children to work from a very early age (Ahmed,
2012).

After bracketing out, intuition takes over, and the researcher remains focused on the phenomenon‟s
associated means as determined by the preceding study. A shared knowledge of a phenomenon on whetever
is being investigated is achieved through this method. To make this process go as smoothly as possible, the
researcher should offer the data variance until everyone is on the same page. As a result, this procedure
necessitates the researcher‟s immersion in the study and phenomenon under investigation. Intuition is the
second phase, where the researchers are willing to listen to what those who have witnessed the event have
to say about it (Polit and Beck, 2012).

The researchers will stay open using acknowledging information of the phenomena provided by the
individuals with spina bifida. The literal meaning of intuition is the ability to understand something
instinctively, without the need for conscious reasoning. In this phase, the researchers sorted the information
collected through semi-structured interviews and the sorting of qualitative data was done based on
instinctive understanding without any conscious efforts. The answers to three questions were arranged in a
logical sequence.

Following bracketing out, intuition takes over, and the researcher stays focused on the phenomenon's
related meaning as determined by the previous study. This strategy achieves a shared understanding of a
phenomenon on whatever is being researched. The researcher should offer data variance until everyone is
on the same page to make this process move as smoothly as possible. As a result, the researcher must
immerse himself or herself in the study and phenomenon under inquiry. The second phase is intuition. This
is the point at which researchers are willing to listen to what witnesses have to say about an event (Polit and
Beck, 2012). Qualitative data is frequently subjective, rich, and contains in-depth information that is
typically presented in the form of words. Reading a large number of transcripts for similarities and
differences, then discovering themes and constructing categories, is the process of analysing qualitative
data. In this phase, the researchers coded the responses to the questions and subquestions raised from the
unclear responses of the respondents. The responses to the first question were coded as; poverty, difficult to
understand, no benefit, and school environment, and second questions responses were coded as, harsh,
show hatred feelings, and insured while the responses of the third question were coded as helplessness,
escape away, and remained silent.

The description is the most important step in any phenomenological research approach. The researcher's
comprehension and definition of the phenomena takes place at the descriptive stage. This serves as the final

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 363

I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

step in the communication process, providing distinctions and critical descriptions in both written and
spoken form. The goal of qualitative description is to present a full and plain explanation of events and
experiences, as well as to deliver a report or data in as unbiased and raw a manner as possible, while
recording all details of the incident under investigation.The detail of response in the present research study
are as under:

Most of the respondents said that they are working to support their parents as it is difficult for them to meet
all their needs because of their low income. While the other disclosed that they were enrolled by parents in
schools but the study was hard for them, they were not able to cope with the study that the reason they
started working. Some also argued that their parents have the perception they after getting an education it
will be difficult for them to get a good job because in our country jobs are for the rich and those who have
an approach to the higher authority, one said,

“My father always gives us an example of his younger brother who worked hard, got an education, we
spent money on him but now he is unable to get a job as per his qualification. Therefore we should waste
our money and time on getting an education. Instead of spending years on getting an education, if you
learn a skill then in few years you will be in a position to earn more money than an educated person,
that’s why I have started working”.

Another respondent revealed that my parents enrolled me in a school,

“The first day when I entered in the school, I was not feeling good in the new environment, therefore, I
asked my parents that I want to go back with you but they did not care for my appeal and handed over
me to a teacher who pulled me by holding my arm, snubbed and asked to sit down, I wept for the whole
day but there was no one who was having a caring attitude for me. From that hated feeling for school
developed in me and I decided not to go to school again”.

The detail of the responses to the second question was like that, most of the participants said their employer
or senior is also called‘Ustaad‟ always speak to them in a harsh tone, snub them sometimes abuse them,
and also give physical punishment on a vert minor mistake. Others responded that they feel very insure in
their presence but when they are not present at the spot they feel good and perform their duties more
effectively.

In response to the third question which was about their feelings when they have been treated badly and the
unethical attitude of their senior or employer, one of the participants responded that

“I am very young and weak at this stage of life, cannot fight with her when she treats me badly I wish to
kill her but one day I will take revenge of all these happening as she and her family are taking advantage
of our poverty or helplessness because my father is sick can't earn money I have to work for my family,
sometimes have beg to get medicine of my father”.

There was a female participant who was working as a maid and was staying with the family and was treated
as a servant for twenty-four, she spoke,

“My parents are poor, living in a far off village, they don’t have money and this family gave some
amount to my parents and had brought me here. When I saw their children eating I also wish to eat but
they give me that food which is left by their children when their children play if mistakenly I am found
there they treat me harshly and ask to go and work. I am not comfortable here, but do not know the way
back to my home”.

While most of the respondents said that they remain silent when they are treated badly because there is no
way, we need money and our parents have taught us to respect them.

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 364

I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

Conclusion
It is concluded that when poor parents send their children to go and work and the persons who take them
and ask them to work, both parents and employer or seniors stand responsible. If parents have no source of
income then they should not fulfill their needs by sacrificing the youth of their children, when they are at
the age to enjoy and play they make them work. Teachers need to change their attitude because their
attitude is one of the reasons behind the high dropout ratio in primary or elementary schools.

References
Ahmad, A. (2012). Poverty, Education and Child Labour in Aligarh City-India. Studies on Home and
Community Science, 6(3), 165-172.
Akarro, R. R., & Mtweve, N. A. (2011). Poverty and its association with child labor in Njombe District in
Tanzania: The case of Igima Ward. Current Research Journal of Social Sciences, 3(3), 199-206.
Andvig, J.C. (2000): 'An essay on child labor in Sub-Saharan Africa-A bargaining approach,' Norwegian
Institute of International Affairs Working Paper No. 613.
Aqil, Z. (2012). "Nexus between Poverty & Child Labour: Measuring the Impact of Poverty Alleviation on
Child Labour". Good Thinkers Organization for Human Development, Kasur.
Ashagrie, K. (1998): Statistics on Working Children and Hazardous Child Labour, in Brief, International
Labour Office, Geneva.
Awan, M. S., Waqas, M. & Aslam, M. A. (2011). Why do parents make their children work? Evidence
from Multiple Indicator Cluster Survey. International Journal of Academic Research, 3(2), 545-549.
Bachman, S. L. (2000). The new economics of child labor: Searching for answers behind the headlines.
Journal of International Affairs, 545-572
Baker, J. L. (2008). "Urban Poverty: A Global Overview." World Bank, Washington D.C. January 2008.
Basu, K. (2005): 'Child labor and the law: notes on possible pathologies,' Economics Letters, 87(2), 169-
174.
Betcherman, G., Fares, J., Luinstra, A., & Prouty, R. (2004). Child labor, education, and children's rights.
World Bank Social Protection Discussion Paper Series, (0412).
Bhalotra, S. and Tzannatos, Z. (2003): 'Child labor: What have we learned?', Social Protection Discussion
Paper Series, No. 0317, Human Development Network, The World Bank.
Bhat, B. A. (2011).Child Labour in the Cotton Industry of Uzbekistan: a sociological study. Centre of
Central Asian Studies, University of Kashmir. Vol. 54. No 1, pages. 84-99
Bhat, B. A., & Rather, T. A. (2009). Child labor in the handicrafts home industry in Kashmir: A
sociological study. International NGO Journal, 4(9), 391-400
Chaudhuri, S. and Gupta, M.R. (2004): 'Child labor and trade liberalization in a developing economy,
Japanese Economic Review 55(2), 201-211.
Cigno, A., Rosati, F. & Guarcello, L. (2002). Does Globalisation Increase Child Labour? World
Development, 30(9), 1579–1589
Cigno, Alessandro, & Furio C. Rosati (2001). "Child Labor, Education, Fertility and Survival in Rural
India". Paper Irewoc Conference on Child Labour in South Asia, 15-17 October JNU New Delhi.
Constitution of Pakistan: http://www.pakistani.org/pakistan/constitution/part2.ch1.html
Convention on the Rights of the Child (1989). http://www.unesco.org/education/pdf/CHILD_E.PDF
Cosgrove, L. (2006). The unwarranted pathologizing of homeless mothers: Implications for research and
social policy. In R. L. Toporek, L.H. Gerstein, N. A. Fouad, G. Roysircar, & T. Israel (Eds.).
Handbook/or social justice in counseling psychology: Leadership, vision, and action (pp. 200-214).
Thousand Oaks, CA: Sage.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd
ed.). Thousand Oaks, CA: Sage.
Das, S. (2012). Incidence of Child Labour and Child Schooling in India: Pattern and Determinants. ISRN
Economics, 2012.

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 365

I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

Dessy, S. E., & Pallage, S. (2001). Child labor and coordination failures. Journal of development
economics, 65(2), 469-476.
Duryea, S., Lam, D., & Levison, D. (2007). Effects of economic shocks on children's employment and
schooling in Brazil. Journal of development economics, 84(1), 188-214
Edmonds, E. (2007). Child labor. Working Paper 12926. Cambridge, MA: National Bureau of Economic
Research.
Fassa, A. G., Facchini, L. A., Dall‟Agnol, M. M., & Christiani, D. (1999). Child Labour and Health:
Problems and Perspectives. International Journal of Occupational and Environmental Health, Research
Paper No. 160
Fors, H. C. (2012): 'Child labor: A review of recent theory and evidence with policy implications, Journal
of Economic Surveys, 26(4), 570–593.
Grimsrud, B. (2001): 'Measuring and analyzing child labor: Methodological issues,' Social Protection
Discussion Paper Series, No. 0123, Human Development Network, The World Bank
Huebler, F. (2008). Child labor and school attendance: Evidence from MICS and DHS surveys. Division of
Policy and Practice, UNICEF.
Husserl, E. (1931). Ideas: General introduction to pure phenomenology (D. Carr, Trans). Evanston, IL:
Northwestern University Press
ILO (2012): Making progress against child labor: Global estimates and trends 2000- 2012. International
Labour Office, Geneva.
International Labor Organization. (2010). Accelerating action against child Labour", International Labour
Conference, 99th Session 2010, Report I (B), Geneva. http://www.ilo.org/wcmsp5/groups/public/---
dgreports/--- dcomm/documents/publication/wcms_126752.pdf Accessed: 17/06/2012.
International Labour Organization. (2012). Tackling child labor: From commitment to action International
Programme on the Elimination of Child Labour (IPEC) – Geneva: vol. 1.
Jafarey, S. and Lahiri, S. (2005): 'Will trade sanctions reduce child labor? The role of credit markets,
Journal of Development Economics, 68(1), 137-156
Jones, A. M., & O'Donnell, O. (Eds.). (2002). Econometric analysis of health data. John Wiley & Sons.
Kakoli, B., & Sayeed, U. (2013). Educational progress in India in the Context of Out-of-School Children
International. Research Journal of Social Sciences, 2(5), 6-14
Khan, R. E. A. (2001).Socioeconomic Aspects of Child Labour - A Case Study of Children in Auto
Workshops.The Lahore Journal 6 (1) 93.
Kousar, A., Akhtar, S., Shazad, F., Asma, S., Akhter, N., Nighat, S., (2005). Causes and Consequences of
Child Labor in Carpet Weaving Industries; Journal of Agriculture & Social Sciences;1813–
2235/2005/01–1–58–59
Levison, D., & Murray-Close, M. (2005). Challenges in determining how child work affects child health.
Public Health Reports, 120(6), 614-620.
Lyon, S., & Valdivia, C. A. (2010). Towards the effective measurement of child domestic workers:
building estimates using standard household survey instruments (No. 56). Understanding Children's
Work (UCW Programme).
Mahmood, S., Maann, A. A., Tabasam, N. & Niazi, S. K. (2005). Socioeconomic Determinants of Child
Labour in Automobile and Engineering Workshops. Journal of Agriculture & Social Sciences, 1813–
2235/2005/01–1–64–65
Marshall, C, & Rossman, G. B. (2006). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
O'Donnell, O., Rosati, F. C., & Van Doorslaer, E. (2005). Health effects of child work: Evidence from rural
Vietnam. Journal of Population Economics, 18(3), 437-467
Ortiz, I., Moreira Daniels, L., & Engilbertsdóttir, S. (2012). Child poverty and inequality: New
perspectives. Available at SSRN 2039773.
Polit, D., & Beck, C. (2012). Is there gender bias in nursing research? Research in Nursing & Health 31,
417–427
Ray, R. (2002). Simultaneous analysis of child labor and child schooling: Comparative evidence from
Nepal and Pakistan. Economic and Political Weekly, 5215-5224

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 366

I
R
B
A www.irbas.academyirmbr.com July 2021

S International Review of Basic and Applied Sciences Vol. 9 Issue.3

Rena, R. (2009). The Child Labour in Developing Countries: A Challenge to Millennium Development
Goals. Indus Journal of Management & Social Sciences 3(1): 1-8.
Rodgers, G., & Standing, G. (2001). Economic roles of children in low-income countries. Int'l Lab. Rev.,
120, 31.
Rossman, G. B., & Rallis, S. F. (2003). Learning in the field (2nd ed.). Thousand Oaks, CA: Sage.
Sawada, Y., & Lokshin, M. (2000). Household Schooling Decisions in Rural Pakistan. Working Paper.
Serwadda-Luwaga, J. (2005). Child labor and scholastic retardation: A thematic analysis of the 1999
Survey of Activities of Young People in South Africa. Thesis (MA (Demography) the University of
Pretoria.
Sokolowski, R. (2000). Introduction to phenomenology. New York: Cambridge University Press.
Tesfay, N., (2003). "Child Labor and Economic Growth," A Thesis Submitted to the College of Graduate
Studies and Research In Partial Fulfillment of the Requirements For the Degree of Master of Arts In
the Department of the Economics University of Saskatchewan Saskatoon.
UNICEF (1997): The State of The World's Children, 1997, Oxford University, Oxford.
Wahba, J. (2000): 'Do market wages influence child labor and child schooling?', Social Protection
Discussion Paper Series, No. 0024, Human Development Network, The World Bank.
Xu, Z. (2007): 'A survey on intra-household models and evidence', MPRA Paper No. 3763, Available at :
http:// mpra.ub.uni-muenchen.de/ 3763/.
Zarif, T., Aziz-un-Nisa, Ahmed , A. & Mirza, M. (2013). Understanding reasons of child labor in a
developing economy: A qualitative study of Karachi, Pakistan. Asian Journal of Social Sciences &
Humanities, 2(2), 388-393.

ISSN: 2308-7056 Halepota, Paveen, Nisa & John (2021) 367