Pakistan can improve its education system by taking measures to ensure the availability of qualified teachers and to enhance the quality of teaching.
A quick reference for education specialists to address violence against women and girls in their efforts to ensure safe schools.
I see dead people. No, I don’t mean ghosts like the ones a young Haley Joel Osment could see in the 1999 hit film The Sixth Sense. I mean actual dead bodies. I see them all the time, victims of the seemingly lawless and definitely dangerous free-for-all that is driving on Cambodia’s national roads.
Where hide the wise answers to questions vexing Technical and Vocational Education and Training (TVET) policy makers and practitioners in developing countries today? They ask, for example: will benefits outweigh costs of building a National Qualifications Framework.
Asian countries are increasingly turning to investing in dedicated development programs rather than relying entirely on economic growth to deliver better social outcomes. Evaluations of their actual impact have not always accompanied such decision making, but where they have, it has made a key difference.
Sri Lanka is making progress on improving public TVET, but IT courses have yet to generate the needed employment opportunities.
Compared to Latin America and other regions, Asia scores high on innovation. The reasons are complex but education is fundamental to the process.
Conditional cash transfer programs, in coordination with strategic policies, can improve the educational opportunities of millions of children in Pakistan, especially girls.
Enrollment has improved greatly in Pakistan in recent decades but quality and equity still needs to be addressed. Partnering with private companies could speed the process.
If safe re-opening and remedial actions are not prioritized, Asia’s students will bear the long-term costs of this pandemic.