Consequences of Scaling Merit Based Policies for Teacher Recruitment
This study adopts a mixed-methods research design to investigate teacher recruitment and training systems in Punjab, Sindh, and Khyber Pakhtunkhwa (KP), focusing on implementation, effectiveness, equity, and sustainability. The methodology combines quantitative analysis of secondary data with qualitative fieldwork, including key informant interviews (KIIs), focus group discussions (FGDs), and district-level case studies.
Tracing Child Migrants’Education Access Amidst Climate Induced Disruptions in Pakistan
This research investigates the impact of climate-induced disruptive events on the educational access, continuity, and quality for climate-induced child migrants (CCMs) residing in urban and peri-urban Pakistan. Focusing on marginalised areas hosting CCMs in Khyber Pakhtunkhwa and Sindh, the study explores systemic challenges, including inadequate infrastructure, teacher shortages, enrolment difficulties due to missing/destroyed documentation, and […]
A License to Educate:Understanding Governance,Market, and Outsourcing for Learning and Equity in Punjaband Khyber Pakhtunkhwa
Employing a mixed-methods approach, this study investigates factors that enable or constrain the outsourcing of public schools to drive or hinder access and learning of girls and marginalized children in a cost-effective manner and at scale in Punjab and KP. The findings will help the provincial governments for course corrections early on and will also […]
Enhancing Equity andAccountability in Education:Evaluating and Scaling Composite Performance Indicesin Pakistan.
This project evaluates and scales composite education indices in Pakistan, focusing on the District Performance Score (DPS), Intra-District Performance Score (IDPS), School Status Index (SSI), School Improvement Framework (SIF), and District Education Performance Index (DEPI). These indices, pivotal for ranking schools and districts, are designed to facilitate data-driven decision-making and equitable resource allocation. In particular, […]
Teacher learning as a mediator ofteaching quality at primary school in Khyber Pakhtunkhwa
The proposed study investigates how teaching quality is shaped by teacher ‘learning’ (also known as teacher education). Instead of treating ‘teaching quality’ as just good instruction, the project includes non-teaching aspects of a teacher’s professional practice that help teach better, like classroom management or student socio-emotional support. The study shall help address a significant gap […]
Teacher and communityperspectives: missing links in language planning and policy inmultilingual settings
The study investigates how parents, teachers, and community members experience and perceive current language policies, with a particular focus on the use of mother tongue(s) in education. It seeks to inform policy reform by grounding recommendations in the lived realities of stakeholders at the grassroots level. It examines the school and home languages gap’s impact […]
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 […]
Classroom, family and community-related experiences of children with disabilities in mainstream schools in Pakistan
This study explores the experiences of children with disabilities in Khyber Pakhtunkhwa and Sindh. Primary and junior secondary schools will be chosen and children will be sampled to include those with sensory impairment (vision and hearing), physical impairment, intellectual impairment, learning disability and development disorders. Their experiences of teaching methods and learning materials, physical and […]
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 […]
Exploring Lived Educational and Social Experiences of Children from Religious Minority Backgrounds in Pakistan
This qualitative research with its focus on Pakistani children from religious minorities addresses critical gaps in the understanding of human experience of groups living at the uncomfortable nexus of nationalism and religion. The study aims to get a deeper appreciation of the opportunities, challenges and gaze faced by the children from minority religions traditions, to […]