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.
Teaching at the Right Level (TaRL) – researching the process of scaling in Sindh
This mixed-methods study investigates the process of scaling TaRL programme in two districts of Sindh by examining the factors that enable or constrain this process. It aims to assess the opportunities to scaling and identify champions who can propel the scaling efforts forward so that the final outcomes are beneficial for students’ learning within Pakistan. […]
Exploring Teacher Licensing inPakistan: Insights from Sindh and Punjab for Scalable Reforms
This study investigates the impact, implementation, and systemic challenges of teacher licensing policies in Pakistan, with a focus on primary school teachers in Sindh and Punjab. The research aims to assess the impact of teacher licensing on student learning outcomes, explore stakeholder perceptions, and identify systemic barriers to implementing licensing policies. The mixed-methods approach integrates […]
Understanding ways in whichschool leadership styles shape school cultures and studentoutcomes.
The research investigates school leadership practices from the perspectives of the school principals, students and their parents in selected government secondary schools for boys and girls, which have shown to meet markers of ‘good’ schools. Its overarching objectives are to gain contextually rich understanding of leadership styles in Pakistan, and their impact on school cultures […]
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 […]
Digital Evolution in Teacher Development: Analysis of Punjab’s Continuous Professional Development (CPD) System
This mixed-methods study aims to critically examine the evidence gaps, institutional capacity constraints, and the gendered digital divide that shape the flow of information among stakeholders involved in the implementation of Continuous Professional Development (CPD), with particular emphasis on the Classroom Observation Tool (COT) initiative in Punjab since 2021. By exploring how data is generated, […]
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 […]