Data Gaps and Innovative Learning Strategies for Inclusive Education: Key Policy Insights from Pakistan in the Global South

• In Event: Complexities and challenges facing teachers in Georgia, Pakistan, and Southeast Asia and the Pacific

Proposal

This paper unpacks the role of the data inclusion for creating inclusive education system and building infrastructure for digitalized learning innovations within Pakistan, situating it in the broader contextual challenges of the Global South. Drawing on the premise of Leave No One Behind (LNOB) and Data for Development (D4D), the study highlights the prevalent data gaps on learners with disabilities that derails evidence-based macroeconomic policymaking. D4D seeks to leverage perspectives from the lesser-heard contexts such as the Global South to shape an inclusive response to development challenges, globally and locally. Likewise, Pakistan, requires meaningful conversations among key stakeholders to address systematic gaps and shape data inclusion through innovative digital learning interventions. The lack of robust data on marginalized learners contributes to systemic gaps and inequities. Qualitative approach is utilized as a methodology and the data is gathered through in-depth interviews of key stakeholders such as the educators, policymakers, international development actors and Disabled Persons Organization (DPOs). The study utilizes these insights to tap into global development frameworks and international human rights principles and treaties (such as UNCRPD) and a particular emphasize on Sustainable Development Goal (SDG) no. 4 on quality education. The findings in the paper examines the role of international development frameworks for informing the guidelines and Local Capacity Strengthening (LCS) strategies for international and national cooperation to shape data-driven policy interventions. D4D is essential to shape a policy dialogue for inclusive education that aligns with digitally informed innovative learning systems for all learners. In conclusion, by contextually situating Pakistan in the Global South, the study highlights that innovative and community-led strategies in collaboration with international development can leverage D4D to bridge data gaps and enhance accessible, digitalized, and equitable learning outcomes for all the learners. This is significant for rethinking disability and learning innovations for decision-making processes in Pakistan, and other similarly resourced countries in the Global South, as well.

Author

• ayesha khurshid, University of Massachusetts Boston