Identifying Disability in Household Surveys: Evidence on Education Access and Learning for Children with Disabilities in Pakistan
Published - Feb 1, 2018This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
The aims of this policy brief are to:
- Outline current approaches to identifying children with disabilities in surveys in Pakistan, with the aim of understanding their schooling experiences.
- Present emerging findings on education and disability in Pakistan.
- Highlight lessons from these data to inform approaches to identification of children with disabilities.
- Identify strategies to improve education provision for children with disabilities in Pakistan’s primary schools.
Authors
Dr. Faisal Bari IDEAS
Dr. Rabea Malik IDEAS
Dr. Pauline Rose REAL Centre, University of Cambridge
Dr. Nidhi Singhal REAL Centre, University of Cambridge
Keywords
Cite this publication
Bari, F., Malik, R., Kamran, S., Rose, P., Singal, N. 2018. Identifying disability in household surveys: Evidence on education access and learning for children with disabilities in Pakistan. Policy Paper No. 18/1. REAL Centre, University of Cambridge. https://doi.org/ 10.5281/zenodo.1247087