Schools and Learning in Rural India and Pakistan: Who Goes Where, and How Much Are They Learning?

Autor/inn/en	Alcott, Benjamin; Rose, Pauline
Titel	Schools and Learning in Rural India and Pakistan: Who Goes Where, and How Much Are They Learning?
Quelle	In: Prospects: Quarterly Review of Comparative Education, 45 (2015) 3, S.345-363 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-015-9350-5
Schlagwörter	Foreign Countries; Developing Nations; Comparative Education; Rural Schools; Socioeconomic Status; Gender Differences; Private Schools; Public Schools; Economically Disadvantaged; Statistical Data; India; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Vergleichende Erziehungswissenschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Private school; Privatschule; Public school; Öffentliche Schule; Indien
Abstract	It is increasingly recognized that there is a global learning crisis. This article investigates this learning crisis through a comparative analysis of rural India and Pakistan. Using data from each country's Annual Status of Education Report, it demonstrates that socioeconomic status and gender are important determinants of whether children are in school, the type of school they attend, and whether they are learning. While learning varies across schools, socioeconomic disparities predominate: disadvantaged children in private schools are learning less than more advantaged children in government schools. Gender also plays an important role, with disparities between boys and girls most pronounced among poorer children in Pakistan. In addition, while private tuition improves learning for all children, it does not resolve socioeconomic and gender disparities. The study indicates that policymakers need to focus on government schools since that is where most of the poorest children study and where learning levels are lowest. The fact that more advantaged children are learning in government schools indicates the role that such schools can play in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01