Improving Primary Education in Pakistan: An Examination of the Association between School Autonomy and Children's Learning Outcomes
AbstractThe purpose of this study is to explore the impact of the delegation of financial authority to public primary schools through Parent-Teacher Councils (PTCs) on learning outcomes of primary school children in the Khyber Pakhtunkhwa (KP) province, Pakistan. The learning outcomes were measured in three subject areas (Urdu, English, and Mathematics). Three sources of data were used: a) Education Management Information System (EMIS), which is obtained from the Ministry of Education KP and is an official compilation of institutional data on education; b) Annual Status of Education Reports (ASER), which is a household based, citizen led survey for evaluating the learning effectiveness of children of age 5-16 years; and c) a specially designed survey questionnaire used to compile information about PTCs and school quality from 222 public primary schools in the KP Province. Results show that school size, separate classrooms and children
Copyright (c) 2017 Bushra Rahim
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.