This is a three year collaborative research project with University of Cambridge and Institute of Development and Economic Alternatives (IDEAS), Pakistan. The project is supported by a grant from Economic and Social Research Council (ESRC) /Department for International Development (DFID). The objective of this study is to identify the types of effective teaching practices that can best serve to raise learning outcomes for children who face multiple disadvantages related to disability, poverty and gender along with other characteristics as caste and religion. The focus will be on the achievement of the foundation skills of reading, writing, reasoning and numeracy that children are expected to acquire in primary school.
Through its assessment of effective teaching for children from disadvantaged backgrounds, the project will also provide an important contribution to how measures of learning need to be adapted and enriched to include all children, including those with disabilities, who otherwise are likely to be excluded from assessments.
To address this objective, the following questions will form the basis for the research:
- To what extent are disadvantages associated with disability, poverty, gender, caste, religion and location resulting in children learning/ not learning in primary school?
- What teaching practices and other factors contribute to learning inequalities associated with these disadvantages, or can contribute to learning gains for children from disadvantaged backgrounds?
- What strategies are needed to support effective teaching for disadvantaged learners, in order to raise learning outcomes of all children, regardless of their circumstances?
These questions will be addressed from data collected via both qualitative and quantitative survey in India and Pakistan.