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 quantitative analysis of standardized assessment data (PIE NAT 2025) and qualitative insights from stakeholders, providing a comprehensive evaluation of the policy’s feasibility and effectiveness. The findings from this study will inform teacher recruitment and professionalization policies in Pakistan and similar low-resource contexts globally.
