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Examination of inequitable access to teaching and learning for marginalized groups: Evidence from Pakistan

Tue, March 27, 1:15 to 2:45pm, Fiesta Inn Centro Histórico, Floor: Lobby Floor, Room C

Proposal

This paper will showcase initial findings from the TEACh project (Teaching Effectively All Children) to identify within and across school differences in the quality of teachers to investigate the main barriers to equitable teaching and learning. The TEACh project aims to identify strategies to raise learning outcomes for all children, regardless of their background. It is widely recognized that teachers are central to a child’s educational experience and yet, in low income countries disadvantaged learners’ face poor quality teaching.
This project aims to identify which aspects of teaching are most effective in improving learning for all children and specifically those who face multiple disadvantages. The project, therefore, focuses on the role of teacher quality in explaining differences in learning outcomes for regions in India (Haryana) and Pakistan (Punjab). This paper focuses on initial findings from Pakistan (with data collected in 2016-2017). Extremely rich data using mixed-methods have been collected from individuals within households and from schools.
This particular study uses a sample of students enrolled in government schools in randomly selected villages from Punjab and aims to estimate a classic multivariate model to identify sources of inequitable outcomes. It is well known that there is significant variation in the achievement levels of children in Pakistan (ASER, various reports 2009-2015). This study uses data collected at both the household as well as the school level to examine inequality in both access as well as quality of schooling. Using rich household and school and teacher level information combined with measures of learning outcomes (arrived at through testing pupils in grades 3 and 5), the paper will discuss whether differences in achievement of marginalized children (such as based on gender, poverty, disability etc.) are due to these children being clustered in particular schools or due to differences in teaching within the schools they attend.
Using a multivariate model based on approximately 500 pupils, this paper will incorporate at least two levels of analysis (school level, community level and potentially student level). The evidence generated from this research helps explain some of the key factors that explain inequitable learning in Pakistan and aims to propose strategies to overcome these.

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