Teaching at the Right Level (TaRL): Researching the Process of Scaling in Sindh

• In Event: Redirecting Perspective from Division to Cohesion: Inclusion and Educational Justice in Pakistan and the Seeking of Equitable Policy for All

Proposal

This mixed-methods study explores the scaling process of the Teaching at the Right Level (TaRL) programme in two districts of Sindh by analysing the factors that enable or constrain this process. Using a tiered approach, it evaluates the effectiveness of TaRL by independently assessing both student learning outcomes and practitioner perspectives. The study situates these findings within a broader policy and political economy context to understand the systemic structures that can support scaling efforts aimed at improving student learning across Pakistan.
By examining both technical and political economy dimensions, the study offers critical insights into the conditions necessary for scaling pedagogical innovations from pilot stages to system-wide adoption. It uses Fairclough's (2013) critical discourse framework to map out ‘policy space’ for scalability, interrogating policy texts and embedded political discourses through content analysis and key informant interviews with government stakeholders. In parallel the study collects intervention-focused data with independent assessments of student learning achievements through the TaRL intervention, classroom observations of TaRL practices in regular pedagogy, and semi-structured interviews with TaRL trainers, master trainers, headteachers, and teachers.
The research design enables a nuanced understanding of the logistical and political factors influencing scale, addressing a significant evidence gap in how pilot interventions can be scaled to benefit the largest number of students in Pakistan. It builds on similar research conducted during the initial rollout of TaRL by Pratham in India (Banerjee et al., 2017) and aims to inform the development of supportive implementation frameworks that enhance learning outcomes at scale in Pakistan.

Authors

• Shenila Rawal

• Camilla Hadi Chaudhary, Faculty of Education, University of Cambridge

• Ricardo Sabates, University of Cambridge Faculty of Education