Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary

The school system in Pakistan seems to be failing children from the very start – with low levels of enrolment, retention (staying in school), and learning, especially in early primary. What makes a ready school in Pakistan, a school that is ready to support children they first transition into early primary? This study used mixed methods to investigate school and classroom factors associated with children’s transition outcomes: entry, adjustment, and learning in early primary. Quantitative methods examined relationships between school factors and transition outcomes at 35 schools. Grade 1 enrolment was higher at schools in urban areas, with better toilet and water facilities, with higher levels of intervention in the Grade 1 classroom, and with pre-primary programmes, particularly better quality pre-primary classrooms. Grade 1 attendance rates were also higher at schools with pre-primary programmes. Grade 1 learning achievement scores were associated with levels of intervention in the Grade 1 classroom, as well as with Grade 1 and pre-primary classroom quality. Qualitative interviews and focus group discussions were conducted at four of the schools. Grade 1 teachers and parents were asked about their perspectives on school factors affecting children’s transition outcomes. Respondents highlighted the affordability of government schools as important for children’s enrolment. The teacher’s attention towards children was described as affecting children’s attendance and retention. For children’s adjustment to school, respondents emphasized the teacher’s approach and interactions towards children, peer interactions, and pre-primary programmes easing the transition. For children's learning, respondents gave importance to the teacher’s instructional effectiveness, in addition to her/his attention and approach towards children. In addition, Grade 1 children’s perspectives on their school were gathered through drawings and interviews. In their drawings, children focused on peers, particularly siblings and close cousins, as well as elements of the school’s physical environment (e.g., furniture). These findings indicate that education reforms in Pakistan should focus on improving access and quality in government-provided education, developing teachers’ relational skills as well as instructional skills, and providing pre-primary education.Ph.D