times children seek employment simply because there is no access to schools (distance, no
school at all). When there is access, the low quality of the education often makes attendance a
waste of time for the students. Schools in many developing areas suffer from problems such
as overcrowding, inadequate sanitation and apathetic teachers. As a result, parents may find
no use in sending their children to school when they could be home learning a skill (for
example, agriculture) and supplementing the family income. Because parents have so much
control over their children, their perception of the value of school is a main determinant of
child attendance. Parents who are educated understand the importance of schooling from personal experience.
As a result, parental education plays a large role in determining child schooling and employment (Tienda
1979). School attendance by a child is also highly correlated with family income (Ilon and Moock 1991).
Therefore, when children drop out of school, it is not necessarily because of irresponsible parenting; it may be
due to the family's financial situation. When these children leave school, they become potential workers. A
major reason India has the largest juvenile workforce is because 82 million children are not in school (Weiner
1991). The result is that only a minority get a quality education. For example, only 41 percent of Indians over
the age of 15 are literate. This decreases to 33 percent in Bangladesh and 26 percent in Pakistan (Weiner
1991). Poor families, however, are able to recognize good quality schooling and are frequently prepared to
sacrifice child labor in order to invest in a good education for their children