News & Events
Press Release
Pakistan Education at a Crossroads: LUMS Policy Dialogue Calls for Data-Driven Teacher Reforms
Lahore, Pakistan – September 24, 2025
With millions of students in Punjab struggling to meet basic learning benchmarks, education researchers and policymakers gathered at the LUMS School of Education to debate an urgent question: how can better teaching transform outcomes for the most marginalised children? Co-hosted by the Data and Research in Education – Research Consortium (DARE-RC) and the LUMS School of Education, this significant policy dialogue convened key representatives from government, academia, and development partners to deliberate on emerging evidence concerning the management of the teaching workforce and its effectiveness across Punjab.
This dialogue marks a pivotal step in a collaborative initiative designed to mobilise the robust evidence generated by DARE-RC and situate it within active policy and practice debates. By anchoring these discussions at the LUMS School of Education, DARE-RC aims to foster a sustainable, locally-driven push for evidence-based education policy frameworks aligned with Punjab’s educational priorities.
The discussions structured around key themes such as the Digital Evolution in Teacher Development, Punjab’s Teacher e-Transfer Policy, and Continuous Teacher Learning. Prominent policymakers, educationists, and researchers emphasised the critical need for impactful policy decisions to be grounded in rigorous research, aimed at improving teaching quality and learning outcomes for all students, including the most marginalised.
Mr Mazhar Siraj, Education Team Leader at FCDO said, ”Punjab has been a trailblazer at education reform implementation and has been in a historic partnership with FCDO to move the needle on student learning. Through the DARE-RC programme, the FCDO is funding quality research to help shape policy making, and engagements such as today’s policy dialogue are important to help solidify a research-policy partnership, to explore how research is improving policymaking and making a difference in the lives of children.”
Mr Muhammad Khan Ranjha, Secretary of the Special Education Department Punjab, spoke about how teachers are mainly perceived as government employees and cogs in the larger state system, without having a real voice in the system. “The movement of the teacher workforce is not ideal in the context of Pakistan, as having teachers move from one school to another impacts their teaching effectiveness and consequently students’ learning outcomes.”
Dr Tayyaba Tamim, Dean, LUMS School of Education, highlighted the importance of policy-academia linkages and the pivotal role of the LUMS SOE being at the centre of these conversations. She emphasised, “teachers are at the heart of education, and the instrumental stakeholders that shape the educational experiences of children. It is crucial to understand the impact of policies and processes that support the management of teacher workforce through rigorous research.”
Dr Monazza Aslam, Research Director, DARE-RC, said, ““DARE-RC is conducting highly innovative research that covers various aspects of the teaching lifecycle: recruitment, initial preparedness of teachers, their deployment and distribution, support during their careers, retention and motivation, and career progression and leadership.”
Mr Kamran Khan Khattak, Policy Engagement Lead, DARE-RC, highlighted, “DARE-RC has a vast research portfolio investigating climate resilience, teaching, pedagogy, disability and inclusion in education, with the intention to connect the realms of academia and policy, which lead to policy outcomes.”
The session concluded with key takeaways and a forward-looking agenda, solidifying the commitment of both DARE-RC and the LUMS School of Education to a continued partnership focused on ongoing engagement with Punjab’s education sector, ensuring that the latest research continuously informs and refines policy.
Following its broader mission, DARE-RC is a pioneering collaborative knowledge-building programme aimed at empowering policymakers to drive education reform. It is implemented by Oxford Policy Management (OPM) in partnership with the Aga Khan University Institute for Educational Development (AKU-IED), and Sightsavers, and is funded by the UK Foreign, Commonwealth and Development Office (FCDO). Through strategic dialogues with key institutions like the LUMS School of Education, the consortium helps cultivate a lasting culture of effective data-use for education policymaking, ultimately benefiting all children, especially the most marginalised.
Press Release
Policymakers and researchers gather in Quetta for advancing data-informed education policies
Quetta, Pakistan – September 10, 2025
The Data and Research in Education – Research Consortium (DARE-RC) convened a policy roundtable in Quetta to synergise DARE-RC’s research with Balochistan’s education policies. The event convened representatives from government, academia, and development partners to discuss emerging evidence on education policy in Balochistan. Hosted at the Serena Hotel in Quetta, the event was jointly organised by Oxford Policy Management (OPM), Aga Khan University Institute for Educational Development (AKU-IED), and Sightsavers as part of the DARE-RC programme funded by the UK Foreign, Commonwealth and Development Office (FCDO).
Prominent policymakers, educationists, and researchers from Balochistan emphasised the critical need to build a practice of data utilisation within the education sector to ensure impactful policy decisions, particularly for improving the access and quality of learning for all children, especially those who are out of school. The event focused on integrating rigorous research insights into the province’s education priorities.
The discussions across key themes, including Equitable Access and Inclusion, Governance, Management, Accountability and Effective Data Use, and Quality of Teaching and Learning will directly influence targeted policy formulation. The DARE-RC consortium asserted its ongoing engagement with Balochistan’s education sector, ensuring that the latest research continuously informs policy.
Mr Salim Salamah, Education Policy Adviser at the British High Commission said, “There is a lot of important and interesting research taking place by brilliant Pakistani academics and there are concerned policymakers working to advance critical reforms in the education system especially in the case of out of school children. A main assumption in designing the DARE-RC programme was to create space to generate more channels of engagement between these two groups. Today’s discussion is one of the many attempts to create these channels.”
“Strengthening the capability of policymakers is key to drive effective policymaking, and this requires a deep to analysis of the education system,” said Ms Rahila Hameed Durrani, Minister, School Education Department, Balochistan. She emphasised, “One of our biggest challenges is out of school children and despite our efforts, we suffer from lack of the latest data and evidence, so I am grateful to DARE-RC for approaching us. As part of the Chief Minister’s vision, we want to work on reducing the dropout rate, especially for young girls, by using effective tools. We hope that DARE-RC’s work will help us to achieve this.”
Mr Asfand Yar Khan, Secretary, School Education Department, Balochistan further highlighted, “’Research isn’t generally encouraged in the public sector and this gap between academia and government needs to be bridged with the help of such dialogues. I encourage the promotion of research in our work and the involvement of Balochistan’s local resources in driving change.”
Ms Saima Anwer, Programme Director, DARE-RC, said, “The spirit of DARE-RC is how to bridge the gap between research and policymaking so that the research being carried out in universities is relevant to the realms of the government’”.
Dr Ehtasham Anwar, Team Lead DARE-RC, assured that DARE-RC will proactively work to offer required policy recommendations by the Government of Balochistan. He said, “Pakistan lacks sufficient data and international practices in education, and DARE-RC was introduced to address this gap and identify broad research areas to support policy and decision making.”
The DARE-RC leadership team closed the session with key takeaways and a forward-looking agenda, committing to DARE-RC’s continued engagement with Balochistan’s education sector and a focus on translating evidence into actionable policy.
Following its broader mission, DARE-RC is a pioneering collaborative knowledge-building programme for empowering policymakers to drive education reform. Through strategic dialogues like the Balochistan Policy Roundtable, the consortium contributes to a culture of effective data-use for education policymaking, beneficial for all the children, especially the most marginalised.
CLIMATE CHANGE HAZARDS, RISKS AND VULNERABILITIES ASSESSMENT IN SCHOOLS IN PAKISTAN: PILOTING A LOCALISED PARTICIPATORY ASSESSMENT
Introduction
Climate change is already exacerbating the frequency, severity and duration of climate emergencies. This imperils lives and livelihoods, and causes loss, damage and disruption to education systems. Education is widely recognised as a critical enabler of climate action in key international agreements. In the Constitution of Pakistan, education occupies an important place where the State is responsible for eradication of illiteracy and provision of free and compulsory education.
The Pakistan School Safety Framework offers policy guidance, sets standards for the implementation of Comprehensive School Safety at all levels and calls for the establishment of school-level disaster management committees. Despite ample evidence on the importance of community engagement and empowerment in localised efforts to adapt to climate change impacts, there is no clear, contextually appropriate, localised and participatory risk assessment tool or guidance on implementation.
Main objectives
This action-oriented implementation research will collaboratively contextualise the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) and Vietnam Ministry of Education and Training’s assessment and preparedness toolkit in Pakistan and pilot the newly adapted Climate Risk School Assessment Tool (CRSAT) for identification and mapping of hazards, risk and vulnerabilities inside and outside school communities.
Specifically, this action-oriented participatory assessment seeks to answer:
- What changes does contextualisation of the CRSAT in Pakistan require? How do these changes vary across different parts of Pakistan?
- What do school communities (teachers, parents, community and local authorities) identify as hazards, risks and vulnerabilities to their school environments and what capacities and barriers do they identify in managing these?
- How do these factors vary across urban and rural contexts?
- How do they relate to the particular needs of vulnerable and marginalised groups, including people with disabilities and ethnic minorities?
- How do school communities experience the feasibility, accessibility and usefulness of the Pakistan CRSAT? How can this be further developed?
- What do the experiences with piloting the Pakistan CRSAT imply for scaling of climate risk awareness and assessment in Pakistan’s education sector?
Policy and practice implications
Despite many national plans and policies for education, climate change and disaster, risk, reduction (DRR) providing the foundation for climate resilient education service delivery, implementing these policies into action at national, regional and local level remains a huge challenge. It is therefore critical to design and pilot scalable and evidence-informed tools to address policy implementation challenges.
Piloting and adapting this Climate Risk School Assessment Tool (CRSAT) will help equip urban and rural schools in Pakistan with a clear and practical method to undertake vital assessments of climate change related hazards, risks and vulnerabilities. This tool, if proved suitable for scaling and embedding in school-level disaster management will address a key objective of the Pakistan School Safety Framework (PSSF): identification and mapping of all hazards inside and outside the school community. It will also help school communities identify challenges and build capacities to develop anticipatory short- and long-term response and adaptation action plans.
More broadly, the study will generate empirical evidence on local hazards, risks and vulnerabilities faced by school communities, their capacities and barriers to effective management. The study will provide insights into processes of tool contextualisation, learnings about tool acceptability, feasibility and value, and highlight key considerations for scaling climate risk assessment in educational settings in Pakistan.
Evidence generated will support policy decision-makers to include an accessible, participatory, and inclusive climate risk assessment tool into the existing PSSF and provincial Education Sector Plans. In this regard, a policy brief developed collaboratively with organisations of people with disabilities (OPDs) highlighting the study’s findings, along with policy recommendations for the responsible government ministries and departments, would ensure relevant government stakeholders understand their role in implementation of evidence-based climate-resilient education policies and programmes.
For this study, Sightsavers is also partnering with Allama Iqbal Open University.
Press Release
Researchers and policymakers convene in Peshawar for making research-driven education policies
Peshawar, Pakistan – August 26, 2025
The Data and Research in Education – Research Consortium (DARE-RC) convened a policy roundtable in Peshawar to build synergies between DARE-RC’s research and education policymaking in Khyber Pakhtunkhwa. The event brought together representatives from government, academia, and development partners to deliberate on critical evidence shaping education policy in Khyber Pakhtunkhwa. Hosted at the University of Peshawar, the event was jointly organised by Oxford Policy Management (OPM), Aga Khan University Institute for Educational Development (AKU-IED), and Sightsavers as part of the DARE-RC programme funded by the UK Foreign, Commonwealth and Development Office (FCDO).
Prominent educationists, researchers, and policymakers from Khyber Pakhtunkhwa emphasised the critical need to cultivate a culture of data utilisation within the education sector, ensuring effective policymaking, particularly for enhancing the quality of learning for all children, with a special focus on marginalised communities. The event focused on integrating rigorous research insights into the province’s education priorities.
The discussions across key themes, including Equitable Access and Inclusion, Strengthening Frontline Education Provision, and Governance, Management and Effective Data Use, will directly inform targeted policy development. The DARE-RC consortium affirmed its ongoing engagement with Khyber Pakhtunkhwa’s education sector, ensuring that evidence continuously informs policy.
Ms Maria Wyard, Campaign Goal 3 Head at the British High Commission said: “It is a challenging task for researchers to generate insights to solve deep-rooted problems, and for that it is important to contextualise the needs of the various parts of the country. FCDO is looking forward to DARE-RC’s research in Khyber Pakhtunkhwa, especially as it focuses on creating resilient education systems, and strengthening teaching quality, and improving inclusion. We are keen to see its potential for policy uptake, especially in wake of the ongoing climate change shocks in the region.”
“This collaborative effort will help shape Khyber Pakhtunkhwa’s policy planning such as the upcoming Education Sector Plan,” said Mr Muhammad Khalid Khan, Secretary, Elementary and Secondary Education Khyber Pakhtunkhwa. He highlighted, “We continuously face challenges in translating research into practice to make a difference. Research is crucial to enable us to make informed decision to ensure effective work and good use of resources. All DARE-RC’s research areas are all highly relevant to driving education outcomes. I congratulate and thank FCDO and the DARE-RC programme who are investing efforts into conducting this research and we look forward to translating this evidence into our decisions in Khyber Pakhtunkhwa’s education sector.”
Ms Saima Anwer, Programme Director, DARE-RC, highlighted DARE-RC’s “ambition to comprehend Pakistan’s education landscape, address challenges through rigorous research, and drive efforts to propose workable and scalable solutions to policymakers”. She added, “DARE-RC will translate evidence into policy uptake for ensuring lasting impact for Khyber Pakhtunkhwa’s education and children, especially the most marginalised”.
Dr Ehtasham Anwar, Team Lead DARE-RC, further emphasised, “No programme, how well funded and planned can succeed in isolation. That is why researchers, policymakers, and practitioners must collaborate to make education work. DARE-RC’s research areas such as equitable access, teaching quality, building resilience, and improving governance in education are not only terms but pillars of the system to uplift the children.”
The DARE-RC leadership team closed the session with key takeaways and a forward-looking agenda, committing to DARE-RC’s continued engagement with Khyber Pakhtunkhwa’s education sector and a focus on translating evidence into actionable policy.
Following its broader mission, DARE-RC is a pioneering collaborative knowledge-building programme for empowering policymakers to drive education reform. Through strategic dialogues like the Khyber Pakhtunkhwa Policy Roundtable, the consortium contributes to a culture of effective data-use for education policymaking, beneficial for all the children, especially the most marginalised.
Press Release
DARE-RC Convenes Sindh’s Researchers and Policymakers at a Policy Roundtable to Drive Equitable Education in Sindh
Karachi, Sindh, Pakistan – 4th August, 2025
The critical policy roundtable, convened at the Aga Khan University (AKU) on 4th August 2025, underscored a unified commitment to embedding field-based research evidence directly into educational reforms.
Prominent educationists, researchers, and policymakers from Sindh emphasised the critical need to cultivate a culture of data utilisation within the education sector, ensuring effective policymaking, particularly for enhancing the quality of learning for all children, with a special focus on marginalised communities.
Part of the Data and Research in Education – Research Consortium (DARE-RC), funded by the UK Foreign, Commonwealth & Development Office (FCDO), the event focused on integrating rigorous research insights with the province’s education priorities.
The discussions across key themes, including Equitable Access and Inclusion, Strengthening Frontline Education Provision, Building Climate Resilient Education Systems, and Governance, Management, and Effective Data Use, will directly inform targeted policy development. This collaborative effort will also shape Sindh’s upcoming education sector plan, translating research findings into tangible policy actions. The DARE-RC consortium affirmed its ongoing engagement with Sindh’s education sector, ensuring that evidence continuously informs policy.
Dr Farid Panjwani, Dean of the AKU Institute for Educational Development in Pakistan (IED, PK), highlighted the need for informed steps based on field-based evidence for educational reforms. “Research based evidence is a necessary though not sufficient ingredient of policy making. The DARE- RC project is designed to strengthen sound evidence. The most important feature of the project is that all the research ideas are field based, rather than top down. The 18 studies in Sindh offer empirically validated pathways to improve learning outcomes, and we urge stakeholders to leverage these insights for systemic change.”
Dr Ehtasham Anwar, Team Lead, DARE-RC, said, “DARE-RC is honoured to be the largest and first-of-its-kind initiative in Pakistan, where research will inform decision-making in a sector as important as education, the lifeline of the country.”
Richard Yates, Deputy Head of Mission, British Deputy High Commision, Karachi said: “Education Is vitally important for the development of individuals but also for countries and UK government is pleased to support education through this Programme.”
The event, jointly organised by Oxford Policy Management (OPM), Aga Khan University Institute for Educational Development, and Sightsavers marks a significant step towards a more evidence-based and equitable education system in Sindh.
DARE-RC Building Communities of Practice in Education: Transforming Research Insights into Education Reform for Pakistan
Webinar
The Data and Research in Education – Research Consortium (DARE-RC) successfully hosted the second edition of its webinar series ‘Building Communities of Practice in Education’, bringing together highly accomplished Pakistani and international education researchers to share critical research findings and strategies for improving Pakistan’s education system. DARE-RC is a pioneering education research initiative, generating actionable insights to drive evidence-based education reform nationwide. It is led by Oxford Policy Management (OPM) with consortium partners Aga Khan University Institute of Education (AKU-IED) and Sightsavers, and funded by the Foreign, Commonwealth and Development Office (FCDO).
The webinar episode ‘Exploring the River of Life Participatory Method’ featured Dr Asma Zubairi, an Associate Professor at the University College London (UCL), and Dr Rabea Malik, a Senior Research Fellow at the Institute of Development and Economic Alternatives (IDEAS). This method will be used in a research study commissioned by DARE-RC to be led by Dr. Rabea Malik within Sindh.
During the Webinar, the speakers presented the River of Life participatory method as an innovative method to gather in-depth data while working with vulnerable adolescents, particularly those affected by climate-induced emergencies or those who may be marginalised.
This topic is essential for understanding how to leverage participant-centred approaches in education research. If implemented well, the River of Life method can generate rich, narrative-based data.
In discussion with Dr Sahar Shah (Senior Research Manager at DARE-RC), Dr Asma Zubair and Dr Rabea Malik drew on experiences from the Girls’ Education Challenge evaluation across Ghana, Kenya, and Nepal, focusing on its relevance for marginalised out-of-school adolescent girls and its potential application to the context of Pakistan.
Education practitioners, policymakers, government representatives, academics and researchers engaged with the experts and raised queries related to the notion of ‘agency’ and ‘opportunities’ embedded within the methodology, navigating data collection among vulnerable groups, and the impact of this approach when speaking to children with varying personalities, or those who may be differently abled.
Dr. Asma elaborated on how the River of Life method allows vulnerable young people to map out and provide critical insights into their lives such as their experiences of services, peer and family influences, barriers and negative experiences, and empowering experiences at different stages of their lives. It can also help them consider alternative future aspirations.
While the method promises a rich and nuanced investigation into the lives of vulnerable populations, it does not come so without its challenges. Dr. Asma highlighted that while this research method was used to gather insight into the lives of 98 adolescent girls across Ghana, Kenya and Nepal, its effective implementation required significant time and conducive physical spaces. Moreover, there is a risk of triggering traumatic memories for participants which requires nuanced navigation by educational researchers; in this case a psycho-social counsellor was hired during data collection to manage any such instances. Moreover, this method may potentially lead to fatigue for both the participant and researcher. Additionally, some participants may need more hands-on support compared to others, meaning researchers must arrange for extra assistance to help guide and generate an in-depth discussion.
Dr. Rabea, emphasized that it is crucial to recognise that this is a participant-led approach, and within the context of Pakistan, researchers must be ready to adapt and be flexible in the use of tools to make participants as comfortable as possible.
This episode as part of the DARE-RC webinar series marks a significant step in fostering an evidence-driven approach to education reform in Pakistan. By engaging key stakeholders in meaningful dialogue, the consortium continues to advance its mission of leveraging rigorous research to shape policies that ensure equitable, high-quality learning opportunities for all children, especially the most marginalised.
From Evidence to Scale: Rethinking Education Reform in Pakistan
Webinar
Details
DATE: Tuesday, Jun 03, 2025
TIME: 3:30 PM – 4:30 PM GMT+5
LOCATION: Online
Moderator: Dr. SAHAR SHAH
Resilient education system for adolescent learners: inclusive community-based participatory research in urban and rural settings in Pakistan
Originally published on PreventionWeb
Introduction
Climate change-related hazards and cascading adverse events, such as disasters, displacement, disruptions and conflicts, have substantially exacerbated the ongoing education crisis and social inequalities and have become a major driver of economic losses and development setbacks. The impact of these adversities is much greater for those facing social disadvantage, young people living in rural areas, low-income families and laearners with disabilities.
Main objectives
This study will generate contextually grounded evidence on what resilient education means for adolescents (between ages 10 and 19), their teachers, education authorities and communities in Pakistan.
The study will seek to answer:
- How do adolescents, including learners with disabilities, their teachers and their communities understand and experience natural and man-made disaster related risks and their impact on learning?
- What does a resilient education system mean to them? What do they perceive as their role in risk management, adaptation and resilience building?
- How are parents and communities engaged in education system resilience building activities and how can their resilience be strengthened?
- How gender, location (urban/rural) and disability affects experiences of a risk-informed learning environment and resilience building?
Added value of the study
This research is highly relevant to Pakistan as it faces a critical challenge around inclusion of learners’ agency, climate change and education. Pakistan has a high proportion of learners and education communities affected by climate-related annual disasters. This study focuses on adolescent learners whose participation and agency, despite being key stakeholders in education, are highly marginalised in policies related to education and climate justice.
This study offers a clear route to generating meaningful benefit for all the participating groups. It will directly empower all participants through sharing their perceptions and lived experiences. A key part of this study is to draw on work human development and authentic relating in order to engage meaningfully with them to gather rich data with integrity in a way that honours the time spent with participants. It is expected that participants will gain confidence and feel better able to advocate for themselves and others in the future using the empirical evidence generated by them and about them.
It will also directly benefit the peer researchers. By the end of the study process, it is expected that they will gain knowledge to conduct focus group discussions (FDGs), interpret data and share findings, and learn to advocate for change. Their role may positively influence how they are perceived by others in the community and especially by the education and climate change policymakers. They will have developed a wider network through building relationships with other participants and the research team.
The evidence generated can shape the policy interventions that the Data and Research in Education, Research Consortium (DARE-RC) aims to achieve. Engagement with national policymakers, climate change and education actors, including provincial and federal Ministry of Education, Ministry of Climate Change, national and international non-governmental organisations (NGOs) like the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Office for Disaster Risk Reduction (UNDRR) and the United Nations International Children’s Emergency Fund (UNICEF) working in education and Pakistan Bureau of Statistics.
Policy and practice implications
This study will provide vital empirical evidence on experiences and perceptions on what resilient education systems mean for adolescent girls and boys, including adolescents with different types of disabilities from different urban and rural settings in Pakistan. It will also generate evidence of parents’, teachers’ and communities’ perceptions of a resilient education system.
Understanding these contextual experiences and how they are mediated through barriers and vulnerabilities related to gender, disabilities and other socio-cultural norms, and risks and hazards related to climate change can directly feed into the policy and programmes related to localised resilient education systems. The use of empirical data and insights generated through research can contribute to evidence-informed policy alignment across sectors that can help to ensure that the co-benefits and intersectoral dependencies between education, climate and environment are made explicit in the implementation of national strategies.
Press Release
DARE-RC Hosts Research Symposium to Advance Evidence-Based Education Reform in Pakistan
Islamabad, Pakistan – 19th February, 2025
The Data and Research in Education – Research Consortium (DARE-RC) successfully hosted a high-profile research symposium, bringing together policymakers, academics, and education practitioners to discuss critical research findings and strategies for improving Pakistan’s education system. The symposium was hosted by Oxford Policy Management (OPM) with consortium partners Aga Khan University Institute of Education (AKU-IED) and Sightsavers as part of the DARE-RC project funded by UK International Development. It featured a series of thought-provoking sessions focused on evidence-based policymaking, teacher development, inclusive education, and scalable solutions to enhance learning outcomes across the country.
The event commenced with welcome remarks, followed by an opening address from Abdur Rauf Khan, Country Director, OPM Pakistan. Dr. Monazza Aslam, Research Director, DARE-RC, presented an overview of the consortium’s vision and progress, emphasizing the role of research in informing policy decisions. She stated, “Through actionable research and strategic collaborations, DARE-RC aims to catalyse a transformative, systems-level shift in Pakistan’s education landscape—enabling inclusive, resilient, and scalable solutions to deliver high-quality learning for all children.”
Ms. Jo Moir, Development Director, FCDO, underscored the United Kingdom’s commitment to supporting robust research initiatives that drive meaningful change. “Through the DARE-RC project, FCDO’s ambition is to build a strong, innovative evidence base of research in education and make it global and have it inform global practice,” she remarked.
The symposium’s keynote address was delivered by Senator Bushra Anjum Butt, Chairperson of the Senate Standing Committee on Education, who highlighted the importance of bridging the gap between research and policy. She stated, “It’s great that programs like DARE-RC exist to bridge the gap between policy and evidence. We look forward to the impact DARE-RC aims to create through its rigorous evidence-based research.”
The agenda featured five key sessions, each led by distinguished researchers and education experts:
- Teachers and Teaching in the Education System: Presentations explored teacher learning as a mediator of teaching quality, digital evolution in teacher development, and the role of language policy in multilingual settings.
- A System Focused on the Marginalised: Discussions centered on disability-inclusive data systems, the lived experiences of children with disabilities, middle school enrolment for girls, and the educational challenges faced by religious minority groups.
- The Role of Communities and Schools in Resilient Education Service Delivery: Researchers examined strategies for fostering resilience in adolescent education, as well as the impact of climate change on schooling policies and community adaptations.
- Accountable Education Systems: The session covered topics such as the impact of Punjab’s teacher e-transfer policy, public-private partnerships in education, and the outsourcing of public schools.
- Effective Data Use and Scalable Solutions: Experts discussed the balance between reaching marginalized communities and scaling interventions, along with predictive modelling for policy impact assessment.
The concluding session provided a platform for participants to brainstorm evidence gaps and policy recommendations, with Dr. Monazza Aslam and Dr. Dilshad Ashraf leading the discussion on the way forward.
The DARE-RC research symposium marked a significant step in fostering an evidence-driven approach to education reform in Pakistan. By engaging key stakeholders in meaningful dialogue, the consortium continues to advance its mission of leveraging rigorous research to shape policies that ensure equitable, high-quality learning opportunities for all children.
Policy Dialogue on Early Warning Systems Highlights Collaborative Efforts to Reduce School Dropouts
ISLAMABAD, 20 January 2025: The Pakistan Institute of Education (PIE) and the Data and Research in Education – Research Consortium (DARE-RC) – a project funded by UK International Development – jointly organised a Policy Dialogue on “Initiating an Early Warning System (EWS) to Identify Students at Risk of Dropout” at the PIE Auditorium.
The event convened policymakers, education experts, and development partners to deliberate on strategies to address the urgent challenge of school dropouts in Pakistan. With over 26.2 million children aged 5-16 years currently out of school, the dialogue underscored the importance of innovative, data-driven solutions to improve retention rates and ensure equitable access to education. Central to the discussions was the Early Warning System, a globally recognised framework that uses indicators such as attendance, academic performance, and socio-economic conditions to identify students at risk of dropping out. This enables targeted and timely interventions to prevent dropouts and foster inclusive education.
The event began with a welcome address and opening remarks, followed by a multimedia presentation showcasing global successes with EWS models and a live demonstration of the Sindh Early Warning System model. Group discussions and a panel session, moderated by leading education experts including Dr Zaigham Qadeer and Dr Sajid, provided a platform for actionable recommendations to inform policy and practice.
Participants developed a tailored framework for EWS implementation in Pakistan and proposed steps to integrate the system into national and provincial education strategies. The dialogue also fostered collaboration among senior government officials, provincial education departments, and donor agencies including FCDO, the World Bank, UNICEF, JICA, and UNESCO. Representatives from NGOs and development organisations were also present, contributing their expertise and insights. The outcomes included a roadmap for piloting EWS initiatives in select regions with plans for scaling them nationally.
Hassan Saqlain, Additional Secretary at the Ministry of Federal Education and Professional Training, in his address emphasised the critical importance of early interventions in reducing school dropout rates. He stated, “Addressing the issue of school dropouts is not just a matter of improving education statistics, but a matter of ensuring a brighter future for our children and the nation’s prosperity. Through initiatives like the Early Warning System, we are taking a decisive step in identifying at-risk students early and providing them with the support they need to stay in school.”
Director General PIE, Dr Shahid Soroya, highlighted the critical need for targeted interventions to combat dropout rates. “Education is the bedrock of progress. Through data-driven solutions like the Early Warning System, we can transform Pakistan’s education landscape and ensure every child has access to quality education,” he stated.
“We must act now to develop and deploy contextually appropriate strategies for ensuring retention of students through accessible quality education. An effective EWS based on reliable and relevant evidence offers the opportunity of robust monitoring of students at risk of dropping out. It will help in reduction of dropout rates through a shift to multi-sectoral strategies identifying and tackling the debilitating factors that hinder children’s continued participation in learning and skills development,” said Asfundyar Khan, Deputy Programme Director at DARE-RC.
This Policy Dialogue exemplifies the collective commitment of PIE, DARE-RC, and their partners to evidence-based policymaking and cross-sector collaboration. It reaffirms Pakistan’s dedication to achieving Sustainable Development Goal 4 of inclusive and equitable quality education for all.
Grant Cycle 1 - Launch Events in Karachi and Islamabad
(Islamabad, 23 August 2024 - Karachi, 26 August 2024)
DARE-RC Launches Inaugural Education Research Grant Cycle
(Islamabad, 23 August 2024 )
Data and Research in Education – Research Consortium (DARE-RC), marked the beginning of its first research grant cycle today at the Ramada Hotel in Islamabad. The event was attended by key figures from academia, research organisations, government departments, the non-profit and development sectors, and independent researchers.
The DARE-RC programme is led by Oxford Policy Management, funded by the UK International Development, in partnership with the Aga Khan University Institute of Educational Development and SightSavers. The focus of the event was to introduce the “Call for Application Cycle-1” for research grants, providing detailed information on eligibility criteria, grant requirements, and funding modalities.
Participants were briefed on the budget brackets for Small Research Grants (Rs14M to 34M) and Large Research Grants (Rs28M to 80M), as well as the expected duration for each category. Small research projects are expected to be completed within 6 to 12 months, with a possibility of extension up to 15 months, while large projects may span 12 to 18 months, extendable up to 20 months, depending on the scope and methodology.
A comprehensive “Call for Application” document, along with a dedicated FAQ page, was shared during the event. Additionally, participants were introduced to the web-based application process, including the submission of required documents through an online platform.
Harris Khalique, Programme Director of DARE-RC, delivered the welcome note, followed by remarks from a representative of the Foreign, Commonwealth & Development Office (FCDO), who reiterated the UK’s commitment to educational reform in Pakistan.
Dr. Dilshad Ashraf, Deputy Research Director of DARE-RC, highlighted the consortium’s research agenda, focusing on improving learning outcomes for marginalised children and developing resilient education systems.
The event concluded with a Q&A session, providing an opportunity for participants to engage directly with the DARE-RC team. For further information visit the website https://darerc.org/apply-for-grant/ – deadline to submit proposals is 12th September, 2024.
Lahore Inclusivity:
(October 12th, 2023)
Peshawar Inclusivity:
(October 12th, 2023)
Inclusivity-focused discussions were held across all provinces including Gilgit Baltistan. Participants included CSOs, activists and government departments working on the issues and rights of marginalized communities (PWDs, religious and ethnic minorities, women). The discussion focused on the inclusion of marginalized groups in society in general and in education institutions in particular. These interactions provided a nuanced perspective on the multi-faceted issues of inclusivity and how these may be addressed.
Karachi Inclusivity:
(October 12th, 2023)
Inclusivity-focused discussions were held across all provinces including Gilgit Baltistan. Participants included CSOs, activists and government departments working on the issues and rights of marginalized communities (PWDs, religious and ethnic minorities, women). The discussion focused on the inclusion of marginalized groups in society in general and in education institutions in particular. These interactions provided a nuanced perspective on the multi-faceted issues of inclusivity and how these may be addressed.
Quetta Inclusivity:
(October 12th, 2023)
Inclusivity-focused discussions were held across all provinces including Gilgit Baltistan. Participants included CSOs, activists and government departments working on the issues and rights of marginalized communities (PWDs, religious and ethnic minorities, women). The discussion focused on the inclusion of marginalized groups in society in general and in education institutions in particular. These interactions provided a nuanced perspective on the multi-faceted issues of inclusivity and how these may be addressed.
Research Agenda:
Co-Creation Workshop
(October 12th, 2023)
FCDO-funded Data and Research in Education – Research Consortium (DARE-RC) led by the Oxford Policy Management (OPM) along with the Aga Khan University’s Institute for Education Development (AKU-IED) and Sightsavers International, organised a one-day Research Agenda Co-Creation Workshop.
This significant event brought together a diverse array of participants, including public sector representatives at federal and provincial levels, national and international knowledge partners, civil society organisations, development partners, and academia.
Evidence Landscape of Pakistan:
Mapping Gaps and existing Evidence
(December 20th & 21st, 2023)
Pakistan Institute of Education (PIE), in a significant collaborative effort with the FCDO-funded Data and Research in Education – Research Consortium (DARE-RC) led by the Oxford Policy Management (OPM) along with the Aga Khan University’s Institute for Education Development (AKU-IED) and Sightsavers International, successfully conducted a two-day national workshop titled “Evidence Landscape of Pakistan: Mapping Gaps and Identifying Existing Evidence.”
