Exploring the Transition toStudent Learning Outcomes Based Curriculum andAssessments in KhyberPakhtunkhwa and IslamabadCapital Territory: PolicyFrameworks and Teachers’Implementation Experienc
This study looks at how the SLO reform has been developed, planned, and used in two parts of Pakistan—Khyber Pakhtunkhwa (KP) and Islamabad Capital Territory (ICT). It follows the journey of the SLO policy from national planning to how teachers experience it in the classroom. By focusing on teachers’ voices, this study aims to better […]
Climate change hazards, risks,and vulnerabilities assessment inschools in Pakistan: piloting alocalised participatory assessment
The study aims at collaboratively contextualizing UNESCO’s and Viet Nam Ministry of Education and Training’s ‘Assessment and preparedness toolkit’ into Pakistan’s context and will pilot the newly adapted ‘Climate Risk School Assessment Tool’ for identification and mapping of hazards inside and outside school communities. More broadly, the study will generate empirical evidence on local hazards, […]
Resilient education system foradolescent learners: inclusive community-based participatory research in urban and ruralsettings in Pakistan.
This study explores what resilient education means for adolescents (ages 10–19), their teachers, education authorities, and communities in Pakistan. Grounded in community-based participatory research (CBPR), this research gathers rich, context-specific narrative and visual insights on experiences of climate change-induced and man-made disasters and their impact on education continuity, health and wellbeing and how those intersect […]
Science and Mathematics Instruction and Learning Outcomes (SMILO) in Pakistan
This research investigates the variation and causes of low student performance and weak pedagogical practices, focusing on teaching effectiveness of science and mathematics in Pakistan. Using a mixed methods approach, the study examines how pedagogical practices mediate relationships between relevant factors and student learning outcomes. The findings can inform teacher capacity development policies and guide […]
Disability inclusive data and systems: Analysis of the integration of the Washington Group Questions on Disability into the Annual School Census in Pakistan
This sequential mixed method study aims to generate valuable information to support Pakistan in ongoing efforts to introduce strong, standardised data on the presence of children with disabilities into its education system. It examines the integration of four (of six) Washington Group Short Set (WG-SS) questions into Pakistan’s 2023/24 Annual School Census (ASC), generating numbers […]