This 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 Economic and Social Research Council-Department for International Development (ESRC-DFID) funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
Rose, P., Singal, N., Bari, F., Malik, R., Kamran, S. (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
Published 1 February 2018