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No way out: child marriage and human rights abuses in Tanzania
Human Rights Watch, 2014In Tanzania, 4 out of 10 girls are married before their 18th birthday. A study by the United Nations Population Fund (UNFPA) estimated that 37 percent of Tanzanian women aged 20−24 years were first married or in union before the age of 18, between 2000−2011. Human Rights Watch documented cases where girls as young as seven were married.DocumentSupplementary education in Turkey: recent developments and future prospects
Economic Research Forum, Egypt, 2013Supplementary education is especially wide-spread in the countries where there are national examinations in selecting students in their transitions to upper levels of schools.DocumentEquity in public sector university admissions policy in Pakistan
Sustainable Development Policy Institute, Pakistan, 1995The enrolment structure of Pakistan's leading public sector university shows that upper income groups are disproportionately represented relative to their size in the population and relative to their total tax contribution whereas the reverse is true for the poorer income groups.DocumentEducation and training: craft chapter for the ICPD Pakistan country report
Sustainable Development Policy Institute, Pakistan, 1993Education policy in Pakistan has passed through several phases. In the early years after independence the emphasis was on building up a strong scientific and technical corps.DocumentDoes the type of higher education affect labor market outcomes? A comparison of Egypt and Jordan
Economic Research Forum, Egypt, 2014In Egypt and Jordan there is a substantial mismatch between the output of the higher education system and the needs of labour market. Both demand and supply-side factors could be driving this mismatch. This paper tests a key supply-side issue, whether differences in institutional structures and incentives in higher education affect students’ employability.DocumentIncentives structure and accountability in the Jordanian higher education system
Economic Research Forum, Egypt, 2014This paper provides an overview of the incentives structure for higher education by focusing on the quality assurance and the institutional structure governing universities in the Hashemite Kingdom of Jordan. The institutional level analysis focuses on both the external and internal governance structures that regulate higher education institutions.DocumentInequality of opportunity in educational attainment in Middle East and North Africa: evidence from household surveys
Economic Research Forum, Egypt, 2014Education is widely considered as the most important path to social mobility in the Middle East and North Africa (MENA), yet there are very few studies of the extent to which it fulfills this promise.DocumentAttitude of female teachers towards religious minorities: a case study of KPK female madrassas
Sustainable Development Policy Institute, Pakistan, 2011Pakistani society comprises people belonging to different cultures, religions and ethnic backgrounds. Ninety five per cent of the population is Muslim while the other five per cent belongs to other religions (these are known as religious minorities).DocumentDifferences in pedagogy, accountability, and perceptions of quality by type of higher education in Egypt and Jordan
Economic Research Forum, Egypt, 2014A number of reasons have been proposed for the poor quality of higher education systems in the Arab World, including the poor incentive structures of public higher education institutions. The expansion of private higher education has been hailed as an important part of improving education quality and labor market outcomes.DocumentBoys play cricket, girls play house: examining the gender binary in Pakistani public schools textbooks
Sustainable Development Policy Institute, Pakistan, 2013Pakistan has formally committed to the Education for All movement and has pledged to achieve its goals by 2015 (UNESCO, 2004). Goal 5 is the elimination of "gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015 with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality".Pages