Schools and learning in rural India and Pakistan: who goes where, and how much are they learning?
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Alcott, B. M., & Rose, P. M. (2015). Schools and learning in rural India and Pakistan: who goes where, and how much are they learning?. Prospects, 45 (2015), 345-363. https://doi.org/10.1007/s11125-015-9350-5
It is increasingly recognised that there is a global learning crisis. We investigate this learning crisis through a comparative analysis of rural India and Pakistan. Using data from each country’s Annual Status of Education Report, we demonstrate that socio-economic status and gender are important determinants of whether children are in school or not, the type of school they attend, and whether or not they are learning. While learning varies across the type of school attended, socioeconomic disparities predominate: disadvantaged children in private schools are learning less than more advantaged children in government schools. Gender plays an important role, with disparities between boys and girls being most pronounced among poorer children in Pakistan. In addition, while private tuition improves learning for all children, it does not resolve socio-economic and gender disparities. This study draws attention to the need for policymakers to focus their attention on government schools in both countries given that this is not only where the majority of the poorest children are studying, but also where learning levels are lowest. The fact that rich children in government schools are learning indicates that we ought not to dismiss out-of-hand the role that government schools can play in learning.
private schools, learning, inequality, India, Pakistan
External DOI: https://doi.org/10.1007/s11125-015-9350-5
This record's URL: https://www.repository.cam.ac.uk/handle/1810/247631