Priority Area One
What works to improve
drivers of learning for
marginalised children
in Pakistan?
Introduction
The research under this priority area is motivated by the need to foster inclusive educational access and meaningful learning for all. Whilst there have been efforts made to achieve equity goals in education, there is ample evidence that certain individuals remain disadvantaged in terms of access to quality education globally. Globally, as well as in Pakistan, there is evidence to suggest that specific marginalised groups – e.g. girls, children with disabilities, children belonging to minority backgrounds and those living in specific geographical locations or from lower socio-economic backgrounds – continue to be less likely to access quality education and are more likely to face disruptions in their education.
Sub Themes
Understanding risk and protective factors affecting marginalised children’s access, quality, and continuity
Research within this sub-theme aims to examine the risks and protective factors that affect the access to, quality of and continuity of education for marginalised children in Pakistan, specifically girls, children with disabilities and children from minority backgrounds.
Research here will also examine the role of parents and communities in supporting these aspects of education.
Improving Access to, Continuity of and Quality of Education for marginalised children
Research under this sub-theme focuses on examining ‘what works’ to improve access to and continuity in education especially for marginalised children. This would include research focusing on the role of alternatives to formal schooling, targeted needs-based financial resources (e.g. cash transfers, scholarships etc.), public-private partnerships and private schools in improving access to and continuity of education for the most marginalised. It also focuses on how alternatives to formal education can improve holistic learning and the educational experiences of the most marginalised.
