Priority Area One
Improving drivers of learning for marginalised children
Introduction
What works to improve educational access, quality, continuity, and coherence for marginalised children in Pakistan?
This priority area focuses on reaching a better understanding of, and supporting, marginalised children’s educational experience. By focusing on the four key drivers of learning specified in the framework – access, quality, continuity, and coherence – the research on this priority area will aim to identify the challenges and opportunities that shape the educational experiences of marginalised children in Pakistan, and to identify, design, evaluate, and iteratively improve what works (at scale if possible) to support education for all children Pakistan, how, and for whom, with special consideration of marginalisation based on gender, disability, location, ethnicity, religion, and
socio-economic status.
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.
