Priority Area Three
What works to
develop resilient
education service
delivery continuity
through systems
coherence?
Introduction
Research under this priority area explores the relationship between disruptive events (e.g. climate-related events) and education in Pakistan and what works to develop an education system that is resilient and provides continuity in quality education to all children. Specific studies may focus on the impact of climate change on teaching and learning continuity, strategies for building system resilience, and specific interventions that seek to integrate awareness and the effects of climate change with education policy and practice.
Sub Themes
Ensuring teaching and learning continuity when faced with disruptions to education
Research in this sub-theme will explore system preparedness and the consequences of disruptive events, such as climate induced disasters, on teaching and learning continuity. The studies under this sub-theme will generate evidence on ways in which climate-related disruptions affect students, teachers, and schools across different regions in Pakistan. This sub-theme also seeks to understand key education stakeholders’ knowledge, skills, participation and agency for climate adaptation and mitigation to maximise the potential for participation for addressing the climate and environmental crisis across all regions of Pakistan.
System resilience to climate change
Research in this sub-theme examines the state of preparedness of the education systems at the provincial, district, sub-district, and school levels to ensure continuity of service provision in the face of climate change-induced disasters. This sub-theme also seeks to understand knowledge, skills, and agency of key education stakeholders regarding climate adaptation and mitigation across all regions of Pakistan.
