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dc.contributor.authorAlcott, Benjamin
dc.contributor.authorRose, Pauline
dc.coverage.spatialIndiaen
dc.coverage.spatialPakistanen
dc.date.accessioned2018-09-06T10:05:36Z
dc.date.available2018-09-06T10:05:36Z
dc.date.issued2015-09
dc.identifier.citationAlcott, B. & Rose, P. Prospects (2015) 45: 345. https://doi.org/10.1007/s11125-015-9350-5en
dc.identifier.issn0033-1538
dc.identifier.issn1573-9090
dc.identifier.urihttp://opendocs.ids.ac.uk/opendocs/handle/123456789/14043
dc.descriptionRLOsen
dc.description.abstractIt 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.en
dc.description.sponsorshipESRC-DFIDen
dc.language.isoenen
dc.publisherSpringer Netherlandsen
dc.relation.ispartofseriesProspects;Vol 45, Isse 3, September 2015
dc.rights© UNESCO IBE 2015en
dc.rights.urihttp://www.ids.ac.uk/files/dmfile/IDSOpenDocsStandardTermsOfUse.pdfen
dc.subjectChildren and Youthen
dc.subjectEducationen
dc.titleSchools and Learning in Rural India and Pakistan: Who Goes Where, and How Much are they Learning?en
dc.typeArticleen
dc.rights.holder© UNESCO IBE 2015en
dc.identifier.externalurihttps://doi.org/10.1007/s11125-015-9350-5en
rioxxterms.funderDefault funderen
rioxxterms.identifier.projectDefault projecten
rioxxterms.versionNAen
rioxxterms.funder.projectd218e59e-c0fb-4cb3-8a07-92a57da72cd1en


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