It 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.
This work was supported by the Economic and Social Research Council-Department for International Development (ESRC-DFID) Raising Learning Outcomes in Education Systems Research Programme
Alcott, B. Rose, P. Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning?Prospects (2015) 45: 345. https://doi.org/10.1007/s11125-015-9350-5
Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning?