Do Government Schools Improve Learning for Poor Students? Evidence from Rural Pakistan

Autor/inn/en	Aslam, Monazza; Malik, Rabea; Rawal, Shenila; Rose, Pauline; Vignoles, Anna
Titel	Do Government Schools Improve Learning for Poor Students? Evidence from Rural Pakistan
Quelle	In: Oxford Review of Education, 45 (2019) 6, S.802-824 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2019.1637726
Schlagwörter	Public Schools; Rural Schools; Poverty; Educational Change; Educational Improvement; Disadvantaged; Literacy; Numeracy; Teacher Qualifications; Teacher Effectiveness; Academic Achievement; Correlation; Social Differences; Educational Policy; Achievement Gap; Foreign Countries; Educational Strategies; Elementary School Students; Pakistan + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Korrelation; Sozialer Unterschied; Politics of education; Bildungspolitik; Ausland; Lehrstrategie
Abstract	Pakistan's Punjab province has witnessed numerous education reforms in recent years. Many of these reforms have been aimed at improving the well-documented low levels of learning by focusing on improving teaching quality. The rhetoric suggests that government schools, particularly those in rural areas with a more disadvantaged pupil base, are especially ineffective at imparting learning. This paper seeks to investigate whether children in rural Punjab are learning literacy and numeracy over the course of a year, and if so, are some pupils progressing more than others. Using recently collected data, it finds that children in our sample are making progress. Variation in progress is found to be greater within schools rather than across them. The competence and qualifications of a teacher also makes a significant difference to a child's academic progress. The paper further finds differential progress for rich and poor students within schools, suggesting an important role for education policy to put in place targeted support towards those from disadvantaged backgrounds to ensure improvements in their learning keep pace with their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01