Missing School - The Effect of Crises on Students and Teachers in Pakistan
Pakistani children have faced nationwide and severe disruptions to their schooling over the past several years, first due to the COVID-19 pandemic and then the 2022 floods. Given the country’s vulnerability to climate change, these disruptions are likely to increase. This note explores the government’s response to COVID-19 and school closures in Pakistan; it shows how data disaggregated by gender, household location, and other variables can inform a more effective and inclusive education response and build the education system’s resilience to future emergencies.
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| Main Authors: | , , |
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| Format: | Brief biblioteca |
| Language: | English en_US |
| Published: |
Washington, DC: World Bank
2024-06-03
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| Subjects: | EDUCATION AND ECONOMIC GROWTH, SCHOOL MAPPING, EDUCATION ACCESS AND EQUITY, SCHOOL-BASED MANAGEMENT, GENDER AND GROWTH, CORONAVIRUS (COVID-19), GOOD HEALTH AND WELL-BEING, SDG 3, QUALITY EDUCATION, SDG 4, GENDER EQUALITY, SDG 5, |
| Online Access: | http://documents.worldbank.org/curated/en/099854205312413524/IDU1ac5f58b41cfd914dff18d4712745301013a5 https://hdl.handle.net/10986/41639 |
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| Summary: | Pakistani children have faced
nationwide and severe disruptions to their schooling over
the past several years, first due to the COVID-19 pandemic
and then the 2022 floods. Given the country’s vulnerability
to climate change, these disruptions are likely to increase.
This note explores the government’s response to COVID-19 and
school closures in Pakistan; it shows how data disaggregated
by gender, household location, and other variables can
inform a more effective and inclusive education response and
build the education system’s resilience to future emergencies. |
|---|