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Searching with a thematic focus on Education

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  • Document

    Language-teaching policies in Pakistan

    Sustainable Development Policy Institute, Pakistan, 1998
    Language-teaching is important not only as part of the overall educational policy of the state but also in its own right. It is important as part of overall policy because it reinforces the values, attitudes and policies promoted by the state. It is important in its own right because languages empower or disempower people (Rahman 1996).
  • Document

    Self-selection or labour market segmentation? evidence from Pakistan

    Sustainable Development Policy Institute, Pakistan, 1992
    Traditionally analysis of the distribution of earnings have been concerned primarily with the measurement and explanation of observed inequality in the personal earnings of individuals. Notable examples are Mincer (1974), Psacharopoulos (1977), and Psacharopoulos and Layard (1979).
  • Document

    Landed power and rural schooling in Pakistan

    Sustainable Development Policy Institute, Pakistan, 1992
    Anecdotal evidence from rural Pakistan suggests that large landlords are opposed to education since it could cause attitudinal changes that challenge the existing order or cause the emigration of potential labour to towns and cities.
  • Document

    Correlates of child mortality in Pakistan: a hazards model analysis

    Sustainable Development Policy Institute, Pakistan, 1998
    Various studies indicate that mortality in Pakistan declined sharply in the early half of this century and the decline continued until the 1960s. Since then there has been a levelling-off in mortality, apparent in estimates of the crude death rate as well as in the infant mortality rate.
  • Document

    Language, knowledge and inequality

    Sustainable Development Policy Institute, Pakistan, 1998
    The invention of writing created grounds for sustaining a new hierarchy: that between the illiterate and the literate. Literacy also made the keeping of permanent records possible and so extended control over people. Since it also created bodies of knowledge, it also extended human control over nature.
  • Document

    Socio-environmental and behavioural correlates of child morbidity in Pakistan

    Sustainable Development Policy Institute, Pakistan, 1995
    Empirical evidence to determine the health status of children aged less than five years was gathered from an area in Rawalpindi, one of the large cities of Pakistan. Of the total 1301 children ever born to 341 ever married women aged 15-39, morbidity data was limited to the cohort of 616 children who were below the age of five at the time of the survey conducted in the first half of 1992.
  • Document

    Language-teaching and world view in Urdu medium schools in Pakistan

    Sustainable Development Policy Institute, Pakistan, 1998
    The ordinary state run school teaches most subjects in Urdu in most parts of Pakistan. And even when it does teach in Sindhi or Pashto, Urdu is taught as an additional language. As such, the world view of the products of state schools is more influenced by Urdu than by any other language in the country taken as a whole.
  • Document

    Pakistani universities: the colonial legacy

    Sustainable Development Policy Institute, Pakistan, 1993
    The universities were established by the colonial British government in 1858 so as to produce educated Indians to serve in the expanding bureaucracy. As government and security were the major concerns of the colonial government they made the bureaucracy (ICS) and the military prestigious and efficient institutions while higher education remained subordinate, government-controlled and poor.
  • Document

    Does longer compulsory education equalize educational attainment? evidence from a major policy reform

    Economic Research Forum, Egypt, 2013
    This study examines the effects of the extension of compulsory schooling from 5 to 8 years in Turkey - which substantially increased the grade completion rates not only during the new compulsory years but also during the high school years - on the equality of educational outcomes between men and women, and urban and rural residents.
  • Document

    Sstudents’ achievement in the MENA countries: the Eyneman-Loxley effect revisited using TIMSS 2007 data

    Economic Research Forum, Egypt, 2013
    Since the controversial finding of the Coleman Report (1966), which was that school resources had little effect on educational outcomes comparing to family background, huge literature has emerged in order to verify the above finding in countries other than the United States.

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