EDUCATION

Project

Social Norms Project

Social Norms Project

Investigating the extent to which educational entertainment (edutainment) that is aimed at changing social norms about child marriage and girl education changes attitudes, beliefs, norms, and behaviour with respect to child marriage and girl education in men, women, and adolescent children.

Project

Tracking Hope in Karachi (THINK) Project

Tracking Hope in Karachi (THINK) Project

The project’s objective is to understand access to tertiary education among youth in Karachi and its relationship to their hopes and future aspirations.

Project

Learning and Educational Achievements in Pakistan Schools (LEAPS) Program

Learning and Educational Achievements in Pakistan Schools (LEAPS) Program

A longitudinal study aimed at exploring the educational landscape of Pakistan and providing a framework for an evidence-based debate about education performance and policy in Pakistan

Project

Targeted Instruction Program

Targeted Instruction Program

The specially designed Targeted Instruction Program (TIP) aims to help primary-level students catch up to their grade level by mastering foundational skills in Urdu, Math and English.

Project

Technology to Empower Actors Across the Learning Ecosystem

Technology to Empower Actors Across the Learning Ecosystem

While technology has massively increased productivity in other sectors and government services in the developed world, it has not done the same for education. This study uses a randomized control trial to understand how using technology to empower various actors in a child’s education ecosystem can help improve learning outcomes.

Project

Learning Beyond School: Another Chance for Out of School Adolescent Girls in Pakistan

Learning Beyond School: Another Chance for Out of School Adolescent Girls in Pakistan

CERP tests the effect of a remedial learning and functional literacy program aimed at adolescent girls. Specifically testing for the program’s effects on female learning, future enrollment, educational aspirations, empowerment, and the broader values and perceptions of female roles of both participants and their household and village members.

Project

RISE

RISE

The Pakistan Country Research Team’s research took a comprehensive systems approach that examines the full schooling environment and the constraints that prohibit students, parents, schools, and other education actors from fulfilling their own objectives.

Project

Education Financing and Support Services Project

Education Financing and Support Services Project

Following from the findings of the LEAPS project, this project aims to provide support to the private education sector in Punjab with an aim to make it more sustainable in the long run.

Project

Political Engagement Project

Political Engagement Project

Pilot study on the political economy of parent involvement in student learning and the platforms offered by the public education system.

Project

Teacher's Expectations

Teacher's Expectations

This is a study on the impact of teacher expectation on student performance in BSS networks through online intervention and data collection

Project

Khyber Pakhtunkhwa School Census

Khyber Pakhtunkhwa School Census

CERP’s Survey conducted a census of private schools across 10 districts of the Khyber Pakhtunkhwa province in Pakistan to determine characteristics of private schools in the area.

Project

Ilm Exchange

Ilm Exchange

A digital education platform that connects schools, teachers and students with affordable resources to enable quality teaching and learning across Pakistan.

Social Norms Project

Principal Investigators:

Paul Collier

Paul Collier

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Research Fellow
Paul Colliers is a Research Fellow at CERP. He is the Professor of Economics and Public Policy, at Blavatnik School of Government and a Professorial Fellow of St Antony’s College at Oxford University. From 1998–2003 he took a five-year Public Service leave during which he was Director of the Research Development Department of the World Bank. He is currently a Professeur invité at Sciences Po and a Director of the International Growth Centre. His research covers the causes and consequences of civil war; the effects of aid and the problems of democracy in low-income and natural resources rich societies; urbanization in low-income countries; private investment in African infrastructure and changing organizational cultures.

Paul Collier

Research Fellow
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Paul Colliers is a Research Fellow at CERP. He is the Professor of Economics and Public Policy, at Blavatnik School of Government and a Professorial Fellow of St Antony’s College at Oxford University. From 1998–2003 he took a five-year Public Service leave during which he was Director of the Research Development Department of the World Bank. He is currently a Professeur invité at Sciences Po and a Director of the International Growth Centre. His research covers the causes and consequences of civil war; the effects of aid and the problems of democracy in low-income and natural resources rich societies; urbanization in low-income countries; private investment in African infrastructure and changing organizational cultures.

Paul Collier

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Research Fellow
Paul Colliers is a Research Fellow at CERP. He is the Professor of Economics and Public Policy, at Blavatnik School of Government and a Professorial Fellow of St Antony’s College at Oxford University. From 1998–2003 he took a five-year Public Service leave during which he was Director of the Research Development Department of the World Bank. He is currently a Professeur invité at Sciences Po and a Director of the International Growth Centre. His research covers the causes and consequences of civil war; the effects of aid and the problems of democracy in low-income and natural resources rich societies; urbanization in low-income countries; private investment in African infrastructure and changing organizational cultures.
Paul Collier

Paul Collier

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Research Fellow
Paul Colliers is a Research Fellow at CERP. He is the Professor of Economics and Public Policy, at Blavatnik School of Government and a Professorial Fellow of St Antony’s College at Oxford University. From 1998–2003 he took a five-year Public Service leave during which he was Director of the Research Development Department of the World Bank. He is currently a Professeur invité at Sciences Po and a Director of the International Growth Centre. His research covers the causes and consequences of civil war; the effects of aid and the problems of democracy in low-income and natural resources rich societies; urbanization in low-income countries; private investment in African infrastructure and changing organizational cultures.

Paul Collier

Research Fellow
Linkedin-in Icon-internet
Paul Colliers is a Research Fellow at CERP. He is the Professor of Economics and Public Policy, at Blavatnik School of Government and a Professorial Fellow of St Antony’s College at Oxford University. From 1998–2003 he took a five-year Public Service leave during which he was Director of the Research Development Department of the World Bank. He is currently a Professeur invité at Sciences Po and a Director of the International Growth Centre. His research covers the causes and consequences of civil war; the effects of aid and the problems of democracy in low-income and natural resources rich societies; urbanization in low-income countries; private investment in African infrastructure and changing organizational cultures.

Paul Collier

Linkedin-in Icon-internet
Research Fellow
Paul Colliers is a Research Fellow at CERP. He is the Professor of Economics and Public Policy, at Blavatnik School of Government and a Professorial Fellow of St Antony’s College at Oxford University. From 1998–2003 he took a five-year Public Service leave during which he was Director of the Research Development Department of the World Bank. He is currently a Professeur invité at Sciences Po and a Director of the International Growth Centre. His research covers the causes and consequences of civil war; the effects of aid and the problems of democracy in low-income and natural resources rich societies; urbanization in low-income countries; private investment in African infrastructure and changing organizational cultures.

,

Karlijin Morsink

Karlijin Morsink

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Research Fellow
Karlijn Morsink is a Research Fellow at CERP. She is an Assistant Professor of Economics at the Utrecht University School of Economics, a Senior Researcher at the Development Economics Group at Wageningen University, and a Research Fellow at the Centre for the Economic Analysis of Risk (CEAR) at Georgia State University. She is currently a Postdoctoral Fellow at the Centre for the Study of African Economies, Blavatnik School of Governance, University of Oxford. She is also a visit scholar at Stanford University’s Center on Democracy, Development, and the Rule of Law. Previously, she was the British Academy Postdoctoral Research Fellow at the University of Oxford’s Department of Economics. In 2012, she received her D Phil in Development Economics, with honours, from the University of Twente, The Netherlands. Her research interests include experimental, behavioural and development economics, game theory and econometrics. She has co-authored a chapter in the ‘Practical Guide to Impact Assessments in Microinsurance’ (published by: Microinsurance Network and Micro Insurance Academy) with Dr Peter Guerts.

Karlijin Morsink

Research Fellow
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Karlijn Morsink is a Research Fellow at CERP. She is an Assistant Professor of Economics at the Utrecht University School of Economics, a Senior Researcher at the Development Economics Group at Wageningen University, and a Research Fellow at the Centre for the Economic Analysis of Risk (CEAR) at Georgia State University. She is currently a Postdoctoral Fellow at the Centre for the Study of African Economies, Blavatnik School of Governance, University of Oxford. She is also a visit scholar at Stanford University’s Center on Democracy, Development, and the Rule of Law. Previously, she was the British Academy Postdoctoral Research Fellow at the University of Oxford’s Department of Economics. In 2012, she received her D Phil in Development Economics, with honours, from the University of Twente, The Netherlands. Her research interests include experimental, behavioural and development economics, game theory and econometrics. She has co-authored a chapter in the ‘Practical Guide to Impact Assessments in Microinsurance’ (published by: Microinsurance Network and Micro Insurance Academy) with Dr Peter Guerts.

Karlijin Morsink

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Research Fellow
Karlijn Morsink is a Research Fellow at CERP. She is an Assistant Professor of Economics at the Utrecht University School of Economics, a Senior Researcher at the Development Economics Group at Wageningen University, and a Research Fellow at the Centre for the Economic Analysis of Risk (CEAR) at Georgia State University. She is currently a Postdoctoral Fellow at the Centre for the Study of African Economies, Blavatnik School of Governance, University of Oxford. She is also a visit scholar at Stanford University’s Center on Democracy, Development, and the Rule of Law. Previously, she was the British Academy Postdoctoral Research Fellow at the University of Oxford’s Department of Economics. In 2012, she received her D Phil in Development Economics, with honours, from the University of Twente, The Netherlands. Her research interests include experimental, behavioural and development economics, game theory and econometrics. She has co-authored a chapter in the ‘Practical Guide to Impact Assessments in Microinsurance’ (published by: Microinsurance Network and Micro Insurance Academy) with Dr Peter Guerts.
Karlijin Morsink

Karlijin Morsink

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Research Fellow
Karlijn Morsink is a Research Fellow at CERP. She is an Assistant Professor of Economics at the Utrecht University School of Economics, a Senior Researcher at the Development Economics Group at Wageningen University, and a Research Fellow at the Centre for the Economic Analysis of Risk (CEAR) at Georgia State University. She is currently a Postdoctoral Fellow at the Centre for the Study of African Economies, Blavatnik School of Governance, University of Oxford. She is also a visit scholar at Stanford University’s Center on Democracy, Development, and the Rule of Law. Previously, she was the British Academy Postdoctoral Research Fellow at the University of Oxford’s Department of Economics. In 2012, she received her D Phil in Development Economics, with honours, from the University of Twente, The Netherlands. Her research interests include experimental, behavioural and development economics, game theory and econometrics. She has co-authored a chapter in the ‘Practical Guide to Impact Assessments in Microinsurance’ (published by: Microinsurance Network and Micro Insurance Academy) with Dr Peter Guerts.

Karlijin Morsink

Research Fellow
Linkedin-in Icon-internet
Karlijn Morsink is a Research Fellow at CERP. She is an Assistant Professor of Economics at the Utrecht University School of Economics, a Senior Researcher at the Development Economics Group at Wageningen University, and a Research Fellow at the Centre for the Economic Analysis of Risk (CEAR) at Georgia State University. She is currently a Postdoctoral Fellow at the Centre for the Study of African Economies, Blavatnik School of Governance, University of Oxford. She is also a visit scholar at Stanford University’s Center on Democracy, Development, and the Rule of Law. Previously, she was the British Academy Postdoctoral Research Fellow at the University of Oxford’s Department of Economics. In 2012, she received her D Phil in Development Economics, with honours, from the University of Twente, The Netherlands. Her research interests include experimental, behavioural and development economics, game theory and econometrics. She has co-authored a chapter in the ‘Practical Guide to Impact Assessments in Microinsurance’ (published by: Microinsurance Network and Micro Insurance Academy) with Dr Peter Guerts.

Karlijin Morsink

Linkedin-in Icon-internet
Research Fellow
Karlijn Morsink is a Research Fellow at CERP. She is an Assistant Professor of Economics at the Utrecht University School of Economics, a Senior Researcher at the Development Economics Group at Wageningen University, and a Research Fellow at the Centre for the Economic Analysis of Risk (CEAR) at Georgia State University. She is currently a Postdoctoral Fellow at the Centre for the Study of African Economies, Blavatnik School of Governance, University of Oxford. She is also a visit scholar at Stanford University’s Center on Democracy, Development, and the Rule of Law. Previously, she was the British Academy Postdoctoral Research Fellow at the University of Oxford’s Department of Economics. In 2012, she received her D Phil in Development Economics, with honours, from the University of Twente, The Netherlands. Her research interests include experimental, behavioural and development economics, game theory and econometrics. She has co-authored a chapter in the ‘Practical Guide to Impact Assessments in Microinsurance’ (published by: Microinsurance Network and Micro Insurance Academy) with Dr Peter Guerts.

,

Rachel Cassidy

Rachel Cassidy

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Principal Investigator
Rachel Cassidy is a Principal Investigator on Social Norms Project at CERP. Dr Rachel is a Non-Resident Fellow at CGD. She is an Economist at the World Bank’s Africa Gender Innovation Lab, and is affiliated with the Institute for Fiscal Studies and the University of Oxford’s Centre for the Study of African Economies. Dr Rachel’s current research focuses on efforts to promote women’s and girls’ Economic Empowerment, Financial Inclusion, and Broader Welfare. Dr Rachel holds a PhD in Economics from the University of Oxford, where she also completed her MSc and BA studies. She has also worked as an economist at the European Commission, providing Economic Analysis and Policy Input for the MENA region and the G20.

Rachel Cassidy

Principal Investigator
Linkedin-in Icon-internet
Rachel Cassidy is a Principal Investigator on Social Norms Project at CERP. Dr Rachel is a Non-Resident Fellow at CGD. She is an Economist at the World Bank’s Africa Gender Innovation Lab, and is affiliated with the Institute for Fiscal Studies and the University of Oxford’s Centre for the Study of African Economies. Dr Rachel’s current research focuses on efforts to promote women’s and girls’ Economic Empowerment, Financial Inclusion, and Broader Welfare. Dr Rachel holds a PhD in Economics from the University of Oxford, where she also completed her MSc and BA studies. She has also worked as an economist at the European Commission, providing Economic Analysis and Policy Input for the MENA region and the G20.

Rachel Cassidy

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Principal Investigator
Rachel Cassidy is a Principal Investigator on Social Norms Project at CERP. Dr Rachel is a Non-Resident Fellow at CGD. She is an Economist at the World Bank’s Africa Gender Innovation Lab, and is affiliated with the Institute for Fiscal Studies and the University of Oxford’s Centre for the Study of African Economies. Dr Rachel’s current research focuses on efforts to promote women’s and girls’ Economic Empowerment, Financial Inclusion, and Broader Welfare. Dr Rachel holds a PhD in Economics from the University of Oxford, where she also completed her MSc and BA studies. She has also worked as an economist at the European Commission, providing Economic Analysis and Policy Input for the MENA region and the G20.
Rachel Cassidy

Rachel Cassidy

Linkedin-in Icon-internet
Principal Investigator
Rachel Cassidy is a Principal Investigator on Social Norms Project at CERP. Dr Rachel is a Non-Resident Fellow at CGD. She is an Economist at the World Bank’s Africa Gender Innovation Lab, and is affiliated with the Institute for Fiscal Studies and the University of Oxford’s Centre for the Study of African Economies. Dr Rachel’s current research focuses on efforts to promote women’s and girls’ Economic Empowerment, Financial Inclusion, and Broader Welfare. Dr Rachel holds a PhD in Economics from the University of Oxford, where she also completed her MSc and BA studies. She has also worked as an economist at the European Commission, providing Economic Analysis and Policy Input for the MENA region and the G20.

Rachel Cassidy

Principal Investigator
Linkedin-in Icon-internet
Rachel Cassidy is a Principal Investigator on Social Norms Project at CERP. Dr Rachel is a Non-Resident Fellow at CGD. She is an Economist at the World Bank’s Africa Gender Innovation Lab, and is affiliated with the Institute for Fiscal Studies and the University of Oxford’s Centre for the Study of African Economies. Dr Rachel’s current research focuses on efforts to promote women’s and girls’ Economic Empowerment, Financial Inclusion, and Broader Welfare. Dr Rachel holds a PhD in Economics from the University of Oxford, where she also completed her MSc and BA studies. She has also worked as an economist at the European Commission, providing Economic Analysis and Policy Input for the MENA region and the G20.

Rachel Cassidy

Linkedin-in Icon-internet
Principal Investigator
Rachel Cassidy is a Principal Investigator on Social Norms Project at CERP. Dr Rachel is a Non-Resident Fellow at CGD. She is an Economist at the World Bank’s Africa Gender Innovation Lab, and is affiliated with the Institute for Fiscal Studies and the University of Oxford’s Centre for the Study of African Economies. Dr Rachel’s current research focuses on efforts to promote women’s and girls’ Economic Empowerment, Financial Inclusion, and Broader Welfare. Dr Rachel holds a PhD in Economics from the University of Oxford, where she also completed her MSc and BA studies. She has also worked as an economist at the European Commission, providing Economic Analysis and Policy Input for the MENA region and the G20.

,

Wendy Janssens

Wendy Janssens

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Principal Investigator
Wendy Janssens is a Principal Investigator on the Social Norms Project at CERP. Dr Wendy is a Professor in Development Economics. She is an Executive Board member of the Amsterdam Institute for Global Health and Development (AIGHD), and a Research Fellow at the Tinbergen Institute. Previously, she held visiting positions at the Institute of Fiscal Studies in London, and the World Bank Development Economics Research group in Washington, DC. She has received numerous Research Grants, including a DFID-ESRC Grant to study Social Norms and Violence against women and girls in Pakistan, an NWO-Wotro grant to study Family Planning, HIV/AIDS and Women’s empowerment in Mozambique, and an NWO-VENI grant to study the interaction between Health Insurance and Microfinance in Sub-Saharan Africa. Currently, she is leading amongst others an Interdisciplinary Research Programme on Mobile Technology and Universal Health Coverage for Mothers and Children in Kenya. She has extensive experience in designing and coordinating Multi-Disciplinary Research Programmes to provide rigorous and locally grounded policy advice to national and international organisations as well as governments (such as Oxfam Novib, PharmAccess Foundation, the Ministry of Foreign Affairs, and the World Bank). Dr Wendy holds a PhD in Development Economics from Vrije Universiteit – Tinbergen Institute in 2007 and a Masters in Business Economics, from Maastricht University.

Wendy Janssens

Principal Investigator
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Wendy Janssens is a Principal Investigator on the Social Norms Project at CERP. Dr Wendy is a Professor in Development Economics. She is an Executive Board member of the Amsterdam Institute for Global Health and Development (AIGHD), and a Research Fellow at the Tinbergen Institute. Previously, she held visiting positions at the Institute of Fiscal Studies in London, and the World Bank Development Economics Research group in Washington, DC. She has received numerous Research Grants, including a DFID-ESRC Grant to study Social Norms and Violence against women and girls in Pakistan, an NWO-Wotro grant to study Family Planning, HIV/AIDS and Women’s empowerment in Mozambique, and an NWO-VENI grant to study the interaction between Health Insurance and Microfinance in Sub-Saharan Africa. Currently, she is leading amongst others an Interdisciplinary Research Programme on Mobile Technology and Universal Health Coverage for Mothers and Children in Kenya. She has extensive experience in designing and coordinating Multi-Disciplinary Research Programmes to provide rigorous and locally grounded policy advice to national and international organisations as well as governments (such as Oxfam Novib, PharmAccess Foundation, the Ministry of Foreign Affairs, and the World Bank). Dr Wendy holds a PhD in Development Economics from Vrije Universiteit – Tinbergen Institute in 2007 and a Masters in Business Economics, from Maastricht University.

Wendy Janssens

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Principal Investigator
Wendy Janssens is a Principal Investigator on the Social Norms Project at CERP. Dr Wendy is a Professor in Development Economics. She is an Executive Board member of the Amsterdam Institute for Global Health and Development (AIGHD), and a Research Fellow at the Tinbergen Institute. Previously, she held visiting positions at the Institute of Fiscal Studies in London, and the World Bank Development Economics Research group in Washington, DC. She has received numerous Research Grants, including a DFID-ESRC Grant to study Social Norms and Violence against women and girls in Pakistan, an NWO-Wotro grant to study Family Planning, HIV/AIDS and Women’s empowerment in Mozambique, and an NWO-VENI grant to study the interaction between Health Insurance and Microfinance in Sub-Saharan Africa. Currently, she is leading amongst others an Interdisciplinary Research Programme on Mobile Technology and Universal Health Coverage for Mothers and Children in Kenya. She has extensive experience in designing and coordinating Multi-Disciplinary Research Programmes to provide rigorous and locally grounded policy advice to national and international organisations as well as governments (such as Oxfam Novib, PharmAccess Foundation, the Ministry of Foreign Affairs, and the World Bank). Dr Wendy holds a PhD in Development Economics from Vrije Universiteit – Tinbergen Institute in 2007 and a Masters in Business Economics, from Maastricht University.
Wendy Janssens

Wendy Janssens

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Principal Investigator
Wendy Janssens is a Principal Investigator on the Social Norms Project at CERP. Dr Wendy is a Professor in Development Economics. She is an Executive Board member of the Amsterdam Institute for Global Health and Development (AIGHD), and a Research Fellow at the Tinbergen Institute. Previously, she held visiting positions at the Institute of Fiscal Studies in London, and the World Bank Development Economics Research group in Washington, DC. She has received numerous Research Grants, including a DFID-ESRC Grant to study Social Norms and Violence against women and girls in Pakistan, an NWO-Wotro grant to study Family Planning, HIV/AIDS and Women’s empowerment in Mozambique, and an NWO-VENI grant to study the interaction between Health Insurance and Microfinance in Sub-Saharan Africa. Currently, she is leading amongst others an Interdisciplinary Research Programme on Mobile Technology and Universal Health Coverage for Mothers and Children in Kenya. She has extensive experience in designing and coordinating Multi-Disciplinary Research Programmes to provide rigorous and locally grounded policy advice to national and international organisations as well as governments (such as Oxfam Novib, PharmAccess Foundation, the Ministry of Foreign Affairs, and the World Bank). Dr Wendy holds a PhD in Development Economics from Vrije Universiteit – Tinbergen Institute in 2007 and a Masters in Business Economics, from Maastricht University.

Wendy Janssens

Principal Investigator
Linkedin-in Icon-internet
Wendy Janssens is a Principal Investigator on the Social Norms Project at CERP. Dr Wendy is a Professor in Development Economics. She is an Executive Board member of the Amsterdam Institute for Global Health and Development (AIGHD), and a Research Fellow at the Tinbergen Institute. Previously, she held visiting positions at the Institute of Fiscal Studies in London, and the World Bank Development Economics Research group in Washington, DC. She has received numerous Research Grants, including a DFID-ESRC Grant to study Social Norms and Violence against women and girls in Pakistan, an NWO-Wotro grant to study Family Planning, HIV/AIDS and Women’s empowerment in Mozambique, and an NWO-VENI grant to study the interaction between Health Insurance and Microfinance in Sub-Saharan Africa. Currently, she is leading amongst others an Interdisciplinary Research Programme on Mobile Technology and Universal Health Coverage for Mothers and Children in Kenya. She has extensive experience in designing and coordinating Multi-Disciplinary Research Programmes to provide rigorous and locally grounded policy advice to national and international organisations as well as governments (such as Oxfam Novib, PharmAccess Foundation, the Ministry of Foreign Affairs, and the World Bank). Dr Wendy holds a PhD in Development Economics from Vrije Universiteit – Tinbergen Institute in 2007 and a Masters in Business Economics, from Maastricht University.

Wendy Janssens

Linkedin-in Icon-internet
Principal Investigator
Wendy Janssens is a Principal Investigator on the Social Norms Project at CERP. Dr Wendy is a Professor in Development Economics. She is an Executive Board member of the Amsterdam Institute for Global Health and Development (AIGHD), and a Research Fellow at the Tinbergen Institute. Previously, she held visiting positions at the Institute of Fiscal Studies in London, and the World Bank Development Economics Research group in Washington, DC. She has received numerous Research Grants, including a DFID-ESRC Grant to study Social Norms and Violence against women and girls in Pakistan, an NWO-Wotro grant to study Family Planning, HIV/AIDS and Women’s empowerment in Mozambique, and an NWO-VENI grant to study the interaction between Health Insurance and Microfinance in Sub-Saharan Africa. Currently, she is leading amongst others an Interdisciplinary Research Programme on Mobile Technology and Universal Health Coverage for Mothers and Children in Kenya. She has extensive experience in designing and coordinating Multi-Disciplinary Research Programmes to provide rigorous and locally grounded policy advice to national and international organisations as well as governments (such as Oxfam Novib, PharmAccess Foundation, the Ministry of Foreign Affairs, and the World Bank). Dr Wendy holds a PhD in Development Economics from Vrije Universiteit – Tinbergen Institute in 2007 and a Masters in Business Economics, from Maastricht University.

Pakistan is the third most dangerous place for women and girls, with 90% of women facing domestic violence (Thomson Reuters 2011). 50% of Pakistani women are married off at the average age of 19 years, with 13% married by the time they are 15 and 40% by age 18 (Population Council). A little is known about the mechanisms that lead to VAWG and child marriage, and less so about the most effective pathways to curb these mechanisms. In particular, there is little evidence on the effectiveness of interventions targeting men and boys, in addition to women and girls.

The prevention of early marriages and VAWG is crucial, not only because girls who marry as children are particularly at risk of premature childbearing and violence from their partners, but also because it negatively affects economic growth and perpetuates intergenerational transmission of poverty. An important mechanism driving this effect is the interaction between VAWG and low cooperation between spouses, resulting in poor health, education, and economic outcomes for women and their children. This research therefore consisted of a cluster randomized control trial (RCT) of a social norms intervention implemented by Bedari in South Punjab and Indus Resource Center in Sindh that addresses women’s empowerment and VAWG.

The intervention consisted of regular group meetings, theater plays, and other community activities that address social norms targeting either men and boys, women and girls, or both, dependent on the experimental arm. The baseline survey was conducted among husbands, wives, and their children of marriageable age. Data was also collected through personal interviews as well as behavioural games. An end-line survey will be conducted 6 months after the interventions, to allow us to measure impact and cost-effectiveness, as well as how impact and the route to changing social norms differs across provinces. The project is expected to answer following research questions:

  • What is the impact on early/forced marriage and education for girls of edutainment interventions that aim to change attitudes/beliefs/norms/social sanctions surrounding marriage and education for girls?
  • To what extent are norm changes among men/boys versus women/girls effective in terms of changing actual behavior?
  • What are the mechanisms for this impact?
  • How do these mechanisms work through intra-household bargaining?
  • What is the effect of these same edutainment interventions on attitudes/beliefs/norms about and actual prevalence of domestic and sexual violence?

Through this thorough piece of research, we will be able to draw broader insights (beyond just edutainment interventions) about how policy makers can best change norms in communities, especially where women hold low bargaining power. Furthermore, through evidence-based identification of underlying mechanisms of impact, we will be able to draw insights for other regions within and outside of Pakistan.

Date:

2018 – completed

Funding Partners:

Oxford University, Indus Resource Centre (IRC), Bedari

Implementing Partners:

Bedari, Oxfam Novib, Oxfam Pakistan, the Amsterdam Institute for Global Health and Development

Publications
Tags

Gender, Education, Human Rights, Child Marriage, Edutainment, RCTs

TRACKING HOPE IN KARACHI (THINK) PROJECT

Principal Investigators:

Dana Burde

Dana Burde

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Research Fellow
Dana Burde is a Research Fellow at CERP. She is an Associate Professor and Director of International Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She is also the Editor-in-Chief of the new Journal on Education in Emergencies. Additionally, she is an affiliate of NYU Abu Dhabi, Affiliated Faculty at NYU’s Wilf Family Department of Politics, the NYU Robert F. Wagner School of Public Service, and the Saltzman Institute of War and Peace Studies at Columbia University. Previously, she was the Associate Research Scholar/Post-Doctoral Fellow at Columbia University’s Saltzman Institute of War and Peace Studies (SIWPS) and taught at Teachers College. Her current work comprises of three projects: assessing the learning outcomes and sustainability of community-based schools in Afghanistan as they transition from NGOs to government administration; understanding how youth aspirations and education affect youth participation in public life in Pakistan and Kenya; and learning how boosting community engagement affects performance in community-based schools in remote Afghan villages. Recent publications include her new book, Schools for Conflict or for Peace in Afghanistan, published by Columbia University Press. Her book, Schools for Conflict or for Peace in Afghanistan (2014 Columbia University Press) received the 2017 Grawemeyer Award for Ideas Improving World Order. Her research has also been published in Comparative Education Review, American Economic Journal—Applied, International Journal of Educational Development, Review of Educational Research, the New York Times, among others. Dr Dana received her PhD in Comparative Education and Political Science from Columbia University, a master’s in Educational Administration & International Education from Harvard, and a BA in English Literature from Oberlin College.

Dana Burde

Research Fellow
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Dana Burde is a Research Fellow at CERP. She is an Associate Professor and Director of International Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She is also the Editor-in-Chief of the new Journal on Education in Emergencies. Additionally, she is an affiliate of NYU Abu Dhabi, Affiliated Faculty at NYU’s Wilf Family Department of Politics, the NYU Robert F. Wagner School of Public Service, and the Saltzman Institute of War and Peace Studies at Columbia University. Previously, she was the Associate Research Scholar/Post-Doctoral Fellow at Columbia University’s Saltzman Institute of War and Peace Studies (SIWPS) and taught at Teachers College. Her current work comprises of three projects: assessing the learning outcomes and sustainability of community-based schools in Afghanistan as they transition from NGOs to government administration; understanding how youth aspirations and education affect youth participation in public life in Pakistan and Kenya; and learning how boosting community engagement affects performance in community-based schools in remote Afghan villages. Recent publications include her new book, Schools for Conflict or for Peace in Afghanistan, published by Columbia University Press. Her book, Schools for Conflict or for Peace in Afghanistan (2014 Columbia University Press) received the 2017 Grawemeyer Award for Ideas Improving World Order. Her research has also been published in Comparative Education Review, American Economic Journal—Applied, International Journal of Educational Development, Review of Educational Research, the New York Times, among others. Dr Dana received her PhD in Comparative Education and Political Science from Columbia University, a master’s in Educational Administration & International Education from Harvard, and a BA in English Literature from Oberlin College.

Dana Burde

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Research Fellow
Dana Burde is a Research Fellow at CERP. She is an Associate Professor and Director of International Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She is also the Editor-in-Chief of the new Journal on Education in Emergencies. Additionally, she is an affiliate of NYU Abu Dhabi, Affiliated Faculty at NYU’s Wilf Family Department of Politics, the NYU Robert F. Wagner School of Public Service, and the Saltzman Institute of War and Peace Studies at Columbia University. Previously, she was the Associate Research Scholar/Post-Doctoral Fellow at Columbia University’s Saltzman Institute of War and Peace Studies (SIWPS) and taught at Teachers College. Her current work comprises of three projects: assessing the learning outcomes and sustainability of community-based schools in Afghanistan as they transition from NGOs to government administration; understanding how youth aspirations and education affect youth participation in public life in Pakistan and Kenya; and learning how boosting community engagement affects performance in community-based schools in remote Afghan villages. Recent publications include her new book, Schools for Conflict or for Peace in Afghanistan, published by Columbia University Press. Her book, Schools for Conflict or for Peace in Afghanistan (2014 Columbia University Press) received the 2017 Grawemeyer Award for Ideas Improving World Order. Her research has also been published in Comparative Education Review, American Economic Journal—Applied, International Journal of Educational Development, Review of Educational Research, the New York Times, among others. Dr Dana received her PhD in Comparative Education and Political Science from Columbia University, a master’s in Educational Administration & International Education from Harvard, and a BA in English Literature from Oberlin College.
Dana Burde

Dana Burde

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Research Fellow
Dana Burde is a Research Fellow at CERP. She is an Associate Professor and Director of International Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She is also the Editor-in-Chief of the new Journal on Education in Emergencies. Additionally, she is an affiliate of NYU Abu Dhabi, Affiliated Faculty at NYU’s Wilf Family Department of Politics, the NYU Robert F. Wagner School of Public Service, and the Saltzman Institute of War and Peace Studies at Columbia University. Previously, she was the Associate Research Scholar/Post-Doctoral Fellow at Columbia University’s Saltzman Institute of War and Peace Studies (SIWPS) and taught at Teachers College. Her current work comprises of three projects: assessing the learning outcomes and sustainability of community-based schools in Afghanistan as they transition from NGOs to government administration; understanding how youth aspirations and education affect youth participation in public life in Pakistan and Kenya; and learning how boosting community engagement affects performance in community-based schools in remote Afghan villages. Recent publications include her new book, Schools for Conflict or for Peace in Afghanistan, published by Columbia University Press. Her book, Schools for Conflict or for Peace in Afghanistan (2014 Columbia University Press) received the 2017 Grawemeyer Award for Ideas Improving World Order. Her research has also been published in Comparative Education Review, American Economic Journal—Applied, International Journal of Educational Development, Review of Educational Research, the New York Times, among others. Dr Dana received her PhD in Comparative Education and Political Science from Columbia University, a master’s in Educational Administration & International Education from Harvard, and a BA in English Literature from Oberlin College.

Dana Burde

Research Fellow
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Dana Burde is a Research Fellow at CERP. She is an Associate Professor and Director of International Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She is also the Editor-in-Chief of the new Journal on Education in Emergencies. Additionally, she is an affiliate of NYU Abu Dhabi, Affiliated Faculty at NYU’s Wilf Family Department of Politics, the NYU Robert F. Wagner School of Public Service, and the Saltzman Institute of War and Peace Studies at Columbia University. Previously, she was the Associate Research Scholar/Post-Doctoral Fellow at Columbia University’s Saltzman Institute of War and Peace Studies (SIWPS) and taught at Teachers College. Her current work comprises of three projects: assessing the learning outcomes and sustainability of community-based schools in Afghanistan as they transition from NGOs to government administration; understanding how youth aspirations and education affect youth participation in public life in Pakistan and Kenya; and learning how boosting community engagement affects performance in community-based schools in remote Afghan villages. Recent publications include her new book, Schools for Conflict or for Peace in Afghanistan, published by Columbia University Press. Her book, Schools for Conflict or for Peace in Afghanistan (2014 Columbia University Press) received the 2017 Grawemeyer Award for Ideas Improving World Order. Her research has also been published in Comparative Education Review, American Economic Journal—Applied, International Journal of Educational Development, Review of Educational Research, the New York Times, among others. Dr Dana received her PhD in Comparative Education and Political Science from Columbia University, a master’s in Educational Administration & International Education from Harvard, and a BA in English Literature from Oberlin College.

Dana Burde

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Research Fellow
Dana Burde is a Research Fellow at CERP. She is an Associate Professor and Director of International Education at New York University’s Steinhardt School of Culture, Education, and Human Development. She is also the Editor-in-Chief of the new Journal on Education in Emergencies. Additionally, she is an affiliate of NYU Abu Dhabi, Affiliated Faculty at NYU’s Wilf Family Department of Politics, the NYU Robert F. Wagner School of Public Service, and the Saltzman Institute of War and Peace Studies at Columbia University. Previously, she was the Associate Research Scholar/Post-Doctoral Fellow at Columbia University’s Saltzman Institute of War and Peace Studies (SIWPS) and taught at Teachers College. Her current work comprises of three projects: assessing the learning outcomes and sustainability of community-based schools in Afghanistan as they transition from NGOs to government administration; understanding how youth aspirations and education affect youth participation in public life in Pakistan and Kenya; and learning how boosting community engagement affects performance in community-based schools in remote Afghan villages. Recent publications include her new book, Schools for Conflict or for Peace in Afghanistan, published by Columbia University Press. Her book, Schools for Conflict or for Peace in Afghanistan (2014 Columbia University Press) received the 2017 Grawemeyer Award for Ideas Improving World Order. Her research has also been published in Comparative Education Review, American Economic Journal—Applied, International Journal of Educational Development, Review of Educational Research, the New York Times, among others. Dr Dana received her PhD in Comparative Education and Political Science from Columbia University, a master’s in Educational Administration & International Education from Harvard, and a BA in English Literature from Oberlin College.

Over half of Pakistan’s population is under 30 years old. Globally, large youth populations present both enormous potential and significant policy challenges. In response, many countries, governments, and international aid agencies dedicate significant resources to education programmes. Despite the emphasis placed on education, scant empirical research investigates the causal relationship between access to education and positive or negative attitudes and behaviours among youth in developing countries.

Date:

2017 – ongoing

Funding Partners:

NYU

Tags

Youth Empowerement

Learning and Educational Achievements in Pakistan Schools (LEAPS) Program

Principal Investigators:

Principal Investigator:

Tahir Andrabi

Tahir Andrabi

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Research Fellow
Tahir Andrabi is a Co-Founder and Board Member at CERP. He is a Professor of Economics at Pomona College. Professor Tahir is the former dean of the School of Education at Lahore University of Management Sciences (LUMS). He has also been a visiting scholar at MIT, a research associate at LSE and a consultant for the World Bank. He was a member of the tax and macroeconomic committees of the economic advisory board of the government of Pakistan in 1999-2000. He is the principal investigator on the four-year longitudinal study on the quality of primary education in rural Punjab funded by the World Bank and the National Science Foundation. Professor Tahir is also the Principal Investigator on a National Academy of Sciences/Higher Education Commission, Pakistan grant on evaluating the recovery from the 2005 northern Pakistan earthquake. He Co-Founded the website, risepak.com, to help coordinate relief in the aftermath of the October 2005 earthquake which was awarded the Stockholm Challenge Award (2006). Professor Andrabi has published extensively in major economics and education journals. In 2007, his work on religious education in Pakistan received the George Bereday Award for the best paper published in Comparative Education Review in 2006 from the Comparative and International Education Society. His research has been covered by The Financial Times, Toronto Globe and Mail, USA Today, The Christian Science Monitor, Newsweek, The Economist, Foreign Policy and news media around the world. Professor Tahir is a graduate of Swarthmore College and holds a Doctorate in Economics from the Massachusetts Institute of Technology.

Tahir Andrabi

Research Fellow
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Tahir Andrabi is a Co-Founder and Board Member at CERP. He is a Professor of Economics at Pomona College. Professor Tahir is the former dean of the School of Education at Lahore University of Management Sciences (LUMS). He has also been a visiting scholar at MIT, a research associate at LSE and a consultant for the World Bank. He was a member of the tax and macroeconomic committees of the economic advisory board of the government of Pakistan in 1999-2000. He is the principal investigator on the four-year longitudinal study on the quality of primary education in rural Punjab funded by the World Bank and the National Science Foundation. Professor Tahir is also the Principal Investigator on a National Academy of Sciences/Higher Education Commission, Pakistan grant on evaluating the recovery from the 2005 northern Pakistan earthquake. He Co-Founded the website, risepak.com, to help coordinate relief in the aftermath of the October 2005 earthquake which was awarded the Stockholm Challenge Award (2006). Professor Andrabi has published extensively in major economics and education journals. In 2007, his work on religious education in Pakistan received the George Bereday Award for the best paper published in Comparative Education Review in 2006 from the Comparative and International Education Society. His research has been covered by The Financial Times, Toronto Globe and Mail, USA Today, The Christian Science Monitor, Newsweek, The Economist, Foreign Policy and news media around the world. Professor Tahir is a graduate of Swarthmore College and holds a Doctorate in Economics from the Massachusetts Institute of Technology.

Tahir Andrabi

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Research Fellow
Tahir Andrabi is a Co-Founder and Board Member at CERP. He is a Professor of Economics at Pomona College. Professor Tahir is the former dean of the School of Education at Lahore University of Management Sciences (LUMS). He has also been a visiting scholar at MIT, a research associate at LSE and a consultant for the World Bank. He was a member of the tax and macroeconomic committees of the economic advisory board of the government of Pakistan in 1999-2000. He is the principal investigator on the four-year longitudinal study on the quality of primary education in rural Punjab funded by the World Bank and the National Science Foundation. Professor Tahir is also the Principal Investigator on a National Academy of Sciences/Higher Education Commission, Pakistan grant on evaluating the recovery from the 2005 northern Pakistan earthquake. He Co-Founded the website, risepak.com, to help coordinate relief in the aftermath of the October 2005 earthquake which was awarded the Stockholm Challenge Award (2006). Professor Andrabi has published extensively in major economics and education journals. In 2007, his work on religious education in Pakistan received the George Bereday Award for the best paper published in Comparative Education Review in 2006 from the Comparative and International Education Society. His research has been covered by The Financial Times, Toronto Globe and Mail, USA Today, The Christian Science Monitor, Newsweek, The Economist, Foreign Policy and news media around the world. Professor Tahir is a graduate of Swarthmore College and holds a Doctorate in Economics from the Massachusetts Institute of Technology.
Tahir Andrabi

Tahir Andrabi

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Research Fellow
Tahir Andrabi is a Co-Founder and Board Member at CERP. He is a Professor of Economics at Pomona College. Professor Tahir is the former dean of the School of Education at Lahore University of Management Sciences (LUMS). He has also been a visiting scholar at MIT, a research associate at LSE and a consultant for the World Bank. He was a member of the tax and macroeconomic committees of the economic advisory board of the government of Pakistan in 1999-2000. He is the principal investigator on the four-year longitudinal study on the quality of primary education in rural Punjab funded by the World Bank and the National Science Foundation. Professor Tahir is also the Principal Investigator on a National Academy of Sciences/Higher Education Commission, Pakistan grant on evaluating the recovery from the 2005 northern Pakistan earthquake. He Co-Founded the website, risepak.com, to help coordinate relief in the aftermath of the October 2005 earthquake which was awarded the Stockholm Challenge Award (2006). Professor Andrabi has published extensively in major economics and education journals. In 2007, his work on religious education in Pakistan received the George Bereday Award for the best paper published in Comparative Education Review in 2006 from the Comparative and International Education Society. His research has been covered by The Financial Times, Toronto Globe and Mail, USA Today, The Christian Science Monitor, Newsweek, The Economist, Foreign Policy and news media around the world. Professor Tahir is a graduate of Swarthmore College and holds a Doctorate in Economics from the Massachusetts Institute of Technology.

Tahir Andrabi

Research Fellow
Linkedin-in Icon-internet
Tahir Andrabi is a Co-Founder and Board Member at CERP. He is a Professor of Economics at Pomona College. Professor Tahir is the former dean of the School of Education at Lahore University of Management Sciences (LUMS). He has also been a visiting scholar at MIT, a research associate at LSE and a consultant for the World Bank. He was a member of the tax and macroeconomic committees of the economic advisory board of the government of Pakistan in 1999-2000. He is the principal investigator on the four-year longitudinal study on the quality of primary education in rural Punjab funded by the World Bank and the National Science Foundation. Professor Tahir is also the Principal Investigator on a National Academy of Sciences/Higher Education Commission, Pakistan grant on evaluating the recovery from the 2005 northern Pakistan earthquake. He Co-Founded the website, risepak.com, to help coordinate relief in the aftermath of the October 2005 earthquake which was awarded the Stockholm Challenge Award (2006). Professor Andrabi has published extensively in major economics and education journals. In 2007, his work on religious education in Pakistan received the George Bereday Award for the best paper published in Comparative Education Review in 2006 from the Comparative and International Education Society. His research has been covered by The Financial Times, Toronto Globe and Mail, USA Today, The Christian Science Monitor, Newsweek, The Economist, Foreign Policy and news media around the world. Professor Tahir is a graduate of Swarthmore College and holds a Doctorate in Economics from the Massachusetts Institute of Technology.

Tahir Andrabi

Linkedin-in Icon-internet
Research Fellow
Tahir Andrabi is a Co-Founder and Board Member at CERP. He is a Professor of Economics at Pomona College. Professor Tahir is the former dean of the School of Education at Lahore University of Management Sciences (LUMS). He has also been a visiting scholar at MIT, a research associate at LSE and a consultant for the World Bank. He was a member of the tax and macroeconomic committees of the economic advisory board of the government of Pakistan in 1999-2000. He is the principal investigator on the four-year longitudinal study on the quality of primary education in rural Punjab funded by the World Bank and the National Science Foundation. Professor Tahir is also the Principal Investigator on a National Academy of Sciences/Higher Education Commission, Pakistan grant on evaluating the recovery from the 2005 northern Pakistan earthquake. He Co-Founded the website, risepak.com, to help coordinate relief in the aftermath of the October 2005 earthquake which was awarded the Stockholm Challenge Award (2006). Professor Andrabi has published extensively in major economics and education journals. In 2007, his work on religious education in Pakistan received the George Bereday Award for the best paper published in Comparative Education Review in 2006 from the Comparative and International Education Society. His research has been covered by The Financial Times, Toronto Globe and Mail, USA Today, The Christian Science Monitor, Newsweek, The Economist, Foreign Policy and news media around the world. Professor Tahir is a graduate of Swarthmore College and holds a Doctorate in Economics from the Massachusetts Institute of Technology.

,

Jishnu Das

Jishnu Das

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Research Fellow
Jishnu Das is a Research Fellow at CERP. He is a Senior Economist in the Development Research Group (Human Development and Public Services Team) at The World Bank and a Visiting Scholar at The Center for Policy Research, New Delhi. Dr Jishnu is a professor at the McCourt School of Public Policy and the Walsh School of Foreign Service at Georgetown University. Since joining the World Bank, Dr Jaishnu has worked on issues related to the delivery of basic services, particularly health and education. His work draws upon data collected in Zambia (education), India (health and education), Pakistan (education) and Paraguay (health). His recent research focuses on the quality of health care (Journal of Economic Perspectives, Health Affairs and the Journal of Development Economics); correlates of mental health (World Bank Economic Review, forthcoming and Social Science and Medicine ); the link between teacher absenteeism and student test-scores (Journal of Human Resources ); and the structure of educational provision in Pakistan (Comparative Education Review). In 2006, his work on religious education in Pakistan received the George Bereday Award from the Comparative and International Education Society. Dr Jaishnu also works on natural disasters in the context of an earthquake that hit Northern India and Pakistan in October 2005. He co-founded the website www.risepak.com to help coordinate relief in the aftermath of the quake. The website was awarded the Stockholm Challenge Award (2006) for the best ICT project in the public administration category. He received his PhD from Harvard University in Economics in 2001.

Jishnu Das

Research Fellow
Linkedin-in Icon-internet
Jishnu Das is a Research Fellow at CERP. He is a Senior Economist in the Development Research Group (Human Development and Public Services Team) at The World Bank and a Visiting Scholar at The Center for Policy Research, New Delhi. Dr Jishnu is a professor at the McCourt School of Public Policy and the Walsh School of Foreign Service at Georgetown University. Since joining the World Bank, Dr Jaishnu has worked on issues related to the delivery of basic services, particularly health and education. His work draws upon data collected in Zambia (education), India (health and education), Pakistan (education) and Paraguay (health). His recent research focuses on the quality of health care (Journal of Economic Perspectives, Health Affairs and the Journal of Development Economics); correlates of mental health (World Bank Economic Review, forthcoming and Social Science and Medicine ); the link between teacher absenteeism and student test-scores (Journal of Human Resources ); and the structure of educational provision in Pakistan (Comparative Education Review). In 2006, his work on religious education in Pakistan received the George Bereday Award from the Comparative and International Education Society. Dr Jaishnu also works on natural disasters in the context of an earthquake that hit Northern India and Pakistan in October 2005. He co-founded the website www.risepak.com to help coordinate relief in the aftermath of the quake. The website was awarded the Stockholm Challenge Award (2006) for the best ICT project in the public administration category. He received his PhD from Harvard University in Economics in 2001.

Jishnu Das

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Research Fellow
Jishnu Das is a Research Fellow at CERP. He is a Senior Economist in the Development Research Group (Human Development and Public Services Team) at The World Bank and a Visiting Scholar at The Center for Policy Research, New Delhi. Dr Jishnu is a professor at the McCourt School of Public Policy and the Walsh School of Foreign Service at Georgetown University. Since joining the World Bank, Dr Jaishnu has worked on issues related to the delivery of basic services, particularly health and education. His work draws upon data collected in Zambia (education), India (health and education), Pakistan (education) and Paraguay (health). His recent research focuses on the quality of health care (Journal of Economic Perspectives, Health Affairs and the Journal of Development Economics); correlates of mental health (World Bank Economic Review, forthcoming and Social Science and Medicine ); the link between teacher absenteeism and student test-scores (Journal of Human Resources ); and the structure of educational provision in Pakistan (Comparative Education Review). In 2006, his work on religious education in Pakistan received the George Bereday Award from the Comparative and International Education Society. Dr Jaishnu also works on natural disasters in the context of an earthquake that hit Northern India and Pakistan in October 2005. He co-founded the website www.risepak.com to help coordinate relief in the aftermath of the quake. The website was awarded the Stockholm Challenge Award (2006) for the best ICT project in the public administration category. He received his PhD from Harvard University in Economics in 2001.
Jishnu Das

Jishnu Das

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Research Fellow
Jishnu Das is a Research Fellow at CERP. He is a Senior Economist in the Development Research Group (Human Development and Public Services Team) at The World Bank and a Visiting Scholar at The Center for Policy Research, New Delhi. Dr Jishnu is a professor at the McCourt School of Public Policy and the Walsh School of Foreign Service at Georgetown University. Since joining the World Bank, Dr Jaishnu has worked on issues related to the delivery of basic services, particularly health and education. His work draws upon data collected in Zambia (education), India (health and education), Pakistan (education) and Paraguay (health). His recent research focuses on the quality of health care (Journal of Economic Perspectives, Health Affairs and the Journal of Development Economics); correlates of mental health (World Bank Economic Review, forthcoming and Social Science and Medicine ); the link between teacher absenteeism and student test-scores (Journal of Human Resources ); and the structure of educational provision in Pakistan (Comparative Education Review). In 2006, his work on religious education in Pakistan received the George Bereday Award from the Comparative and International Education Society. Dr Jaishnu also works on natural disasters in the context of an earthquake that hit Northern India and Pakistan in October 2005. He co-founded the website www.risepak.com to help coordinate relief in the aftermath of the quake. The website was awarded the Stockholm Challenge Award (2006) for the best ICT project in the public administration category. He received his PhD from Harvard University in Economics in 2001.

Jishnu Das

Research Fellow
Linkedin-in Icon-internet
Jishnu Das is a Research Fellow at CERP. He is a Senior Economist in the Development Research Group (Human Development and Public Services Team) at The World Bank and a Visiting Scholar at The Center for Policy Research, New Delhi. Dr Jishnu is a professor at the McCourt School of Public Policy and the Walsh School of Foreign Service at Georgetown University. Since joining the World Bank, Dr Jaishnu has worked on issues related to the delivery of basic services, particularly health and education. His work draws upon data collected in Zambia (education), India (health and education), Pakistan (education) and Paraguay (health). His recent research focuses on the quality of health care (Journal of Economic Perspectives, Health Affairs and the Journal of Development Economics); correlates of mental health (World Bank Economic Review, forthcoming and Social Science and Medicine ); the link between teacher absenteeism and student test-scores (Journal of Human Resources ); and the structure of educational provision in Pakistan (Comparative Education Review). In 2006, his work on religious education in Pakistan received the George Bereday Award from the Comparative and International Education Society. Dr Jaishnu also works on natural disasters in the context of an earthquake that hit Northern India and Pakistan in October 2005. He co-founded the website www.risepak.com to help coordinate relief in the aftermath of the quake. The website was awarded the Stockholm Challenge Award (2006) for the best ICT project in the public administration category. He received his PhD from Harvard University in Economics in 2001.

Jishnu Das

Linkedin-in Icon-internet
Research Fellow
Jishnu Das is a Research Fellow at CERP. He is a Senior Economist in the Development Research Group (Human Development and Public Services Team) at The World Bank and a Visiting Scholar at The Center for Policy Research, New Delhi. Dr Jishnu is a professor at the McCourt School of Public Policy and the Walsh School of Foreign Service at Georgetown University. Since joining the World Bank, Dr Jaishnu has worked on issues related to the delivery of basic services, particularly health and education. His work draws upon data collected in Zambia (education), India (health and education), Pakistan (education) and Paraguay (health). His recent research focuses on the quality of health care (Journal of Economic Perspectives, Health Affairs and the Journal of Development Economics); correlates of mental health (World Bank Economic Review, forthcoming and Social Science and Medicine ); the link between teacher absenteeism and student test-scores (Journal of Human Resources ); and the structure of educational provision in Pakistan (Comparative Education Review). In 2006, his work on religious education in Pakistan received the George Bereday Award from the Comparative and International Education Society. Dr Jaishnu also works on natural disasters in the context of an earthquake that hit Northern India and Pakistan in October 2005. He co-founded the website www.risepak.com to help coordinate relief in the aftermath of the quake. The website was awarded the Stockholm Challenge Award (2006) for the best ICT project in the public administration category. He received his PhD from Harvard University in Economics in 2001.

,

Asim Khwaja

Asim Khwaja

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Research Fellow
Asim Ijaz Khwaja is a Research Fellow, Co-Founder and Board Member of the CERP. He is the Director of the Center for International Development. He is the Sumitomo-Foundation for Advanced Studies on International Development Professor of International Finance and Development at the Harvard Kennedy School and Co-Director of Evidence for Policy Design (EPoD). He previously served as a member of J-PAL’s Board of Directors. Professor Asim also serves as the faculty co-chair of a week-long executive education programme, “Rethinking Financial Inclusion: Smart Design for Policy and Practice,” aimed primarily at professionals involved in the design and regulation of financial products and services for low-income populations. His areas of interest include economic development, finance, education, political economy, institutions, and contract theory/mechanism design. Professor Asim’s research combines extensive fieldwork, rigorous empirical analysis, and microeconomic theory to answer questions that are motivated by and engage with policy. He has been published in the leading economics journals, such as the American Economic Review, and the Quarterly Journal of Economics, and has received coverage in numerous media outlets such as the Economist, NY Times, Washington Post, International Herald Tribune, Al-Jazeera, BBC, and CNN. His recent work ranges from understanding market failures in emerging financial markets to examining the private education market in low-income countries. Professor Asim received his PhD in Economics from Harvard and BS degrees in economics and in mathematics with computer science from MIT. He was selected as a Carnegie Scholar in 2009 to pursue research on how religious institutions impact individual beliefs. He was born in London, U.K., lived for eight years in Kano, Nigeria, the next eight in Lahore, Pakistan, and for the past several years in Cambridge, Massachusetts. He continues to enjoy interacting with people around the globe.

Asim Khwaja

Research Fellow
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Asim Ijaz Khwaja is a Research Fellow, Co-Founder and Board Member of the CERP. He is the Director of the Center for International Development. He is the Sumitomo-Foundation for Advanced Studies on International Development Professor of International Finance and Development at the Harvard Kennedy School and Co-Director of Evidence for Policy Design (EPoD). He previously served as a member of J-PAL’s Board of Directors. Professor Asim also serves as the faculty co-chair of a week-long executive education programme, “Rethinking Financial Inclusion: Smart Design for Policy and Practice,” aimed primarily at professionals involved in the design and regulation of financial products and services for low-income populations. His areas of interest include economic development, finance, education, political economy, institutions, and contract theory/mechanism design. Professor Asim’s research combines extensive fieldwork, rigorous empirical analysis, and microeconomic theory to answer questions that are motivated by and engage with policy. He has been published in the leading economics journals, such as the American Economic Review, and the Quarterly Journal of Economics, and has received coverage in numerous media outlets such as the Economist, NY Times, Washington Post, International Herald Tribune, Al-Jazeera, BBC, and CNN. His recent work ranges from understanding market failures in emerging financial markets to examining the private education market in low-income countries. Professor Asim received his PhD in Economics from Harvard and BS degrees in economics and in mathematics with computer science from MIT. He was selected as a Carnegie Scholar in 2009 to pursue research on how religious institutions impact individual beliefs. He was born in London, U.K., lived for eight years in Kano, Nigeria, the next eight in Lahore, Pakistan, and for the past several years in Cambridge, Massachusetts. He continues to enjoy interacting with people around the globe.

Asim Khwaja

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Research Fellow
Asim Ijaz Khwaja is a Research Fellow, Co-Founder and Board Member of the CERP. He is the Director of the Center for International Development. He is the Sumitomo-Foundation for Advanced Studies on International Development Professor of International Finance and Development at the Harvard Kennedy School and Co-Director of Evidence for Policy Design (EPoD). He previously served as a member of J-PAL’s Board of Directors. Professor Asim also serves as the faculty co-chair of a week-long executive education programme, “Rethinking Financial Inclusion: Smart Design for Policy and Practice,” aimed primarily at professionals involved in the design and regulation of financial products and services for low-income populations. His areas of interest include economic development, finance, education, political economy, institutions, and contract theory/mechanism design. Professor Asim’s research combines extensive fieldwork, rigorous empirical analysis, and microeconomic theory to answer questions that are motivated by and engage with policy. He has been published in the leading economics journals, such as the American Economic Review, and the Quarterly Journal of Economics, and has received coverage in numerous media outlets such as the Economist, NY Times, Washington Post, International Herald Tribune, Al-Jazeera, BBC, and CNN. His recent work ranges from understanding market failures in emerging financial markets to examining the private education market in low-income countries. Professor Asim received his PhD in Economics from Harvard and BS degrees in economics and in mathematics with computer science from MIT. He was selected as a Carnegie Scholar in 2009 to pursue research on how religious institutions impact individual beliefs. He was born in London, U.K., lived for eight years in Kano, Nigeria, the next eight in Lahore, Pakistan, and for the past several years in Cambridge, Massachusetts. He continues to enjoy interacting with people around the globe.
Asim Khwaja

Asim Khwaja

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Research Fellow
Asim Ijaz Khwaja is a Research Fellow, Co-Founder and Board Member of the CERP. He is the Director of the Center for International Development. He is the Sumitomo-Foundation for Advanced Studies on International Development Professor of International Finance and Development at the Harvard Kennedy School and Co-Director of Evidence for Policy Design (EPoD). He previously served as a member of J-PAL’s Board of Directors. Professor Asim also serves as the faculty co-chair of a week-long executive education programme, “Rethinking Financial Inclusion: Smart Design for Policy and Practice,” aimed primarily at professionals involved in the design and regulation of financial products and services for low-income populations. His areas of interest include economic development, finance, education, political economy, institutions, and contract theory/mechanism design. Professor Asim’s research combines extensive fieldwork, rigorous empirical analysis, and microeconomic theory to answer questions that are motivated by and engage with policy. He has been published in the leading economics journals, such as the American Economic Review, and the Quarterly Journal of Economics, and has received coverage in numerous media outlets such as the Economist, NY Times, Washington Post, International Herald Tribune, Al-Jazeera, BBC, and CNN. His recent work ranges from understanding market failures in emerging financial markets to examining the private education market in low-income countries. Professor Asim received his PhD in Economics from Harvard and BS degrees in economics and in mathematics with computer science from MIT. He was selected as a Carnegie Scholar in 2009 to pursue research on how religious institutions impact individual beliefs. He was born in London, U.K., lived for eight years in Kano, Nigeria, the next eight in Lahore, Pakistan, and for the past several years in Cambridge, Massachusetts. He continues to enjoy interacting with people around the globe.

Asim Khwaja

Research Fellow
Linkedin-in Icon-internet
Asim Ijaz Khwaja is a Research Fellow, Co-Founder and Board Member of the CERP. He is the Director of the Center for International Development. He is the Sumitomo-Foundation for Advanced Studies on International Development Professor of International Finance and Development at the Harvard Kennedy School and Co-Director of Evidence for Policy Design (EPoD). He previously served as a member of J-PAL’s Board of Directors. Professor Asim also serves as the faculty co-chair of a week-long executive education programme, “Rethinking Financial Inclusion: Smart Design for Policy and Practice,” aimed primarily at professionals involved in the design and regulation of financial products and services for low-income populations. His areas of interest include economic development, finance, education, political economy, institutions, and contract theory/mechanism design. Professor Asim’s research combines extensive fieldwork, rigorous empirical analysis, and microeconomic theory to answer questions that are motivated by and engage with policy. He has been published in the leading economics journals, such as the American Economic Review, and the Quarterly Journal of Economics, and has received coverage in numerous media outlets such as the Economist, NY Times, Washington Post, International Herald Tribune, Al-Jazeera, BBC, and CNN. His recent work ranges from understanding market failures in emerging financial markets to examining the private education market in low-income countries. Professor Asim received his PhD in Economics from Harvard and BS degrees in economics and in mathematics with computer science from MIT. He was selected as a Carnegie Scholar in 2009 to pursue research on how religious institutions impact individual beliefs. He was born in London, U.K., lived for eight years in Kano, Nigeria, the next eight in Lahore, Pakistan, and for the past several years in Cambridge, Massachusetts. He continues to enjoy interacting with people around the globe.

Asim Khwaja

Linkedin-in Icon-internet
Research Fellow
Asim Ijaz Khwaja is a Research Fellow, Co-Founder and Board Member of the CERP. He is the Director of the Center for International Development. He is the Sumitomo-Foundation for Advanced Studies on International Development Professor of International Finance and Development at the Harvard Kennedy School and Co-Director of Evidence for Policy Design (EPoD). He previously served as a member of J-PAL’s Board of Directors. Professor Asim also serves as the faculty co-chair of a week-long executive education programme, “Rethinking Financial Inclusion: Smart Design for Policy and Practice,” aimed primarily at professionals involved in the design and regulation of financial products and services for low-income populations. His areas of interest include economic development, finance, education, political economy, institutions, and contract theory/mechanism design. Professor Asim’s research combines extensive fieldwork, rigorous empirical analysis, and microeconomic theory to answer questions that are motivated by and engage with policy. He has been published in the leading economics journals, such as the American Economic Review, and the Quarterly Journal of Economics, and has received coverage in numerous media outlets such as the Economist, NY Times, Washington Post, International Herald Tribune, Al-Jazeera, BBC, and CNN. His recent work ranges from understanding market failures in emerging financial markets to examining the private education market in low-income countries. Professor Asim received his PhD in Economics from Harvard and BS degrees in economics and in mathematics with computer science from MIT. He was selected as a Carnegie Scholar in 2009 to pursue research on how religious institutions impact individual beliefs. He was born in London, U.K., lived for eight years in Kano, Nigeria, the next eight in Lahore, Pakistan, and for the past several years in Cambridge, Massachusetts. He continues to enjoy interacting with people around the globe.

The LEAPS project is a large-scale longitudinal study exploring how to improve learning outcomes in Pakistan. It is aimed at exploring the educational landscape of Pakistan and providing a framework for an evidence-based debate about education performance and policy in Pakistan. LEAPS is experimenting with offering schools innovative financial products that can help them meet the needs of their students and evaluating if it has an impact on student test scores.

The LEAPS team has been pursuing transformational research with the aim of improving educational attainment among Pakistan’s children. In this regard, the team has identified and is working on four areas with system-level failure, which include: (1) labor market failures, (2) information asymmetries, (3) lack of access to finance and (4) innovation failures.

In the context of improving educational quality, the LEAPS project expands the research focus beyond teacher training and textbooks, taking a more comprehensive approach of examining the education ecosystem, especially the demand and supply side barriers impeding educational attainment for children in Pakistan. A large-scale data collection exercise was carried out, spanning across 112 villages throughout Punjab and data was collected on 850 schools, 12,000 children, 5500 teachers and 800 head teachers. CERP oversees the implementation of randomized controlled trials under the LEAPS project in Pakistan. The project’s research agenda has now been expanded to include experiments focused on catalyzing innovation in education to achieve improved learning outcomes.

The LEAPS team is seeking ways to improve educational outcomes by testing the impact of:

  • Providing all players in a closed educational ecosystem equal access to information regarding the quality of education provided by schools.
  • Giving schools access to the financial resources necessary to enable quality enhancements.
  • Addressing knowledge and innovation failures by facilitating the growth of a robust market for educational support services.
  • Alleviating frictions in the labor market in order to support the recruitment, training, and retention of the highest performing teachers in both public and private school settings.

We address our questions with three large scale randomized controlled trials.

1. Increasing Funds to Public Schools:

The first evaluates the effects of a government reform that led to a large increase in the funds available to locally run public school management committees. Work on this is ongoing.

2. Unconditional Cash Grants to Low Cost Private Schools:

Our second study examines the impact of unconditional cash grants to low cost private schools (LCPS). In collaboration with the Aman Foundation and Tameer MicroFinance Bank (TMFB), we offered cash grants worth roughly 500 USD each to 855 schools in rural Punjab. This grant value was equivalent to about two months’ worth of revenues and half a year worth of profits for the median school. The grants were offered in two forms: “low saturation”, where only one (randomly selected) school in a selected village was offered the grant, and “high saturation,” where all LCPS in the village were offered the grants. We find that when all schools in a village receive financing (as opposed to just one school) they begin to invest in quality of education rather than fixed investments, to remain competitive in the village’s educational marketplace.

3. Financial Products for Low Cost Private Schools:

For our third study in education financing, we partnered with Telenor Bank (previously Tameer Microfinance Bank) to design and evaluate promising financial products for low cost private schools, ultimately the only sustainable way to make financial resources accessible to schools at scale in Pakistan. We piloted a loan product and a micro-equity product, both specifically tailored to the needs of low cost schools. We aim to examine the effect of school financing on test scores, enrollment and financial metrics. This study is ongoing. Key outcomes to be examined include increased investment, increased enrollment, hiring of additional teachers and staff and/or improvements in quality of education.
Findings
LEAPS is a longitudinal large-scale study, possibly the first of its kind in Pakistan, that tracks 10,000 students over 15 years. It seeks to look at the impact of schooling on early adult labour force outcomes, occupational choice, and family formation stratified by gender and access to schooling heterogeneity by tracking a large sample of individuals from childhood into young adulthood in the context of a low-income country.

Tests of over 22,000 children in grades 3, 4, and 5 (ages 8–10) in Urdu, English, and Mathematics collected between 2003 and 2007 identified substantial deficits. LEAPS surveys in rural Punjab showed that by the end of grade 3, many children had not mastered grade 1 curriculum, and the majority had not mastered grade 2 curriculum. 

  • There is a learning crisis: Even as per-child spending has increased, test scores remain low.
  • Distance matters: Distance is a key factor that impacts school attendance, particularly for girls.
  • Low-cost private schools are pervasive: Today, 42% of all children in Pakistan are enrolled in a private school.
  • Education is an active marketplace: In a typical village in Punjab, parents can choose between 7–8 schools.
  • Debunking the madrassa myth: Religious education is small and not growing.

Learning Levels

  • While research shows that private schools have consistently out-performed public schools in terms of student test scores, absolute learning levels in Pakistan remain shockingly low.
  • When data on third grade test scores in Urdu, English, and Math from the LEAPS study in 2008 is compared to the nationwide ASER survey conducted in 2016, it becomes evident that student performance has not budged in nearly a decade. Both tests indicate that a student who drops out in Grade 3 is very likely to be functionally illiterate.
  • 73% Grade 3 students cannot read a simple sentence. 78% Grade 3 students cannot do a simple arithmetic sum.

Access to Finance and Modality of Distribution

We conducted an experiment in which we offered 342 private schools in 189 villages an unconditional grant of $500 to explore whether schools react differently when other schools also receive the grant. We gave the grant to only one school in some villages (one-financed/ low saturation) while in other villages we gave grants to all private schools (all-financed/ high saturation).

  • The method of financing matters just as much as the grant money itself. The all-financed model leads to larger total social returns for the entire village compared to the one financed model, where school owners benefit most. 
  • All-financed schools were more likely to pay their teachers more and spent on a variety of things while one-financed schools spent more on fixed items and were less likely to increase teacher pay.
  • While enrollment (thus revenue) increased by 12% in one-financed villages as opposed to 5% in all-financed schools, tuition fee and test scores only increased in all-financed villages.
  • Tuition increased in all-financed schools because schools signalled to parents that their quality had improved and were able to charge on average 7.9% higher tuition fees the next year.
  • Revenue and quality of education both increase when all schools have more resources
  • Intensity of financing in a given village matters – revenue and quality both increase when all private schools receive grants as opposed to only one private school

Information Asymmetry

LEAPS conducted a randomised controlled trial in 112 villages across Punjab province. Students were tested and village families were provided report cards with information about their child’s test scores as well as a comparison of the average test scores in the school their child attends versus those in all the different schools in their village. Our groundbreaking report cards study has proven to be one of the most cost-effective and impactful interventions according to the “Smart Buys” report.

Village education markets are a very tight knit community. Information flows fast and competitive parents demand better quality. Even public-school outcomes improve.

Providing report cards to parents improves average test scores in all schools. Families make the majority of a child’s schooling choices. The composition and dynamics of a household can have large impacts on educational choices.

Treatment villages saw average student test scores increase by about 42% (0.11 Standard Deviations) more than control villages at a cost of $1 per child. Even public schools improved due to parental pressure.

Easily understandable Information about school quality is a cost-effective and sustainable way of improving quality through parental involvement.

Teacher Pay and Performance

We know that teacher quality matters to student learning and that teachers should ideally be compensated on the basis of their ‘value-add’. We analysed a dataset on teachers in Punjab from 2003-2007 to calculate a Teacher Value Added (TVA) score – an estimate of the increase in test score points a student would receive if assigned to a particular teacher. Teacher productivity (value-add) impacts student test scores but is not currently always linked to their pay, especially in the public sector.

  • Teacher quality matters – a 1 Standard Deviation increase in a teacher’s TVA score led to a 0.21 Standard Deviation increase in their students’ test scores. This implies that moving a student from a low-performing teacher to a high-performing teacher can lead to a massive gain, nearly equivalent to one full year of schooling, in learning outcomes.
  • The conventional public-school teacher pay system (that pays based on qualification and number of years of teaching) does not necessarily reward the value a teacher adds.
    • Only 5% of TVA is accounted for by observable characteristics, i.e., teacher content knowledge and experience. Other characteristics such as teacher training or having a bachelor’s degree do not impact TVA significantly.
    • Similarly, lower wages do not necessarily lead to poor teaching. This is evident from the performance of contract teachers (paid 35% less than permanent teachers) hired in the public sector, and from data that shows that private school teachers, who are paid significantly less (about one-fourth) than their public-school peers, perform better.

Past Findings

Labour Market Failures:

  • The adequate supply of quality teachers is a critical input for high-quality education.

Since teachers in low-cost private schools are almost entirely women, as a result in villages with secondary schools for girls there are twice as many educated women and private schools are three times as likely to open.

  • We find that student test scores improve by 0.64 standard deviations when teacher quality improves. We also find that there is no correlation between pay and productivity.

Information Asymmetries:

  • Spending $1 per child on information can massively increase test scores
  • We carried out an RCT across 112 villages where we provided treatment village families with report cards that not only gave information about their child’s test scores, but also let parents know how that school was performing compared to other schools in their village. We found:
    • Learning improved
    • The worst schools closed
    • Enrollment increased
    • School became more affordable

Lack of Access to Finance:

  • The intensity of financing provided in a given village matters.
  • Our team studied the effects of unconditional cash grants transferred to private schools across more than 250 villages in 850 schools in rural Pakistan. Our findings suggest that when all schools in a village receive financing (as opposed to just one school) they begin to invest in education quality rather than physical infrastructure in order to remain competitive in the village’s education marketplace.

Innovation Failures:

  • While low-cost schools have access to markets for “hard” investments (such as desks and chairs), they have limited access to markets for “soft” investments (such as curriculum development and teacher training)

FIndings have been summarised from the LEAPS Brochure.

Key Findings from 2008

The fallacy of measuring by enrollment:

While enrollment in Pakistan primary schools has increased dramatically since 2000, especially for girls and the poor, LEAPS research showed that access does not guarantee sufficient learning to participate in a swiftly globalising world. Our surveys in rural Punjab showed that by the end of grade 3 (around 8 years old), many children had not mastered grade 1 curriculum (6-year-old level), and the majority had not mastered grade 2.

The rise of low cost private schools:
Secular, low cost private schools have become widespread in both urban and rural areas across Pakistan. The LEAPS survey found that by the end of 2005, one in every three enrolled children at the primary level was in a private school. LEAPS research showed that within the same village, children in private schools have significantly better learning outcomes than those in government schools. The learning gap between a child in a private school and one in a public school was 8 to 18 times wider than the gap between a child who is relatively rich and one who is relatively poor.

Distance matters:

Distance is a key factor that impacts school attendance, particularly for girls. Every additional 500 metres increase in distance to the closest school results in a large drop in enrollment. Girls living 500 metres away from a school were 15 percentage points less likely to attend than those living next door.

Education is an active marketplace:

Pakistani parents are highly motivated to invest in their children’s education. Government investment in education has also increased substantially. The new educational landscape in Pakistan – both rural and urban – is best described as an active marketplace. A typical village in the LEAPS sample has 7-8 schools for parents to choose from.

Findings Extracted from LEAPS website

Findings from original LEAPS report

The findings shed light on the relative strengths and weaknesses of private and government schooling. Driven by higher teacher salaries, government schools require twice the resources to educate a child compared to private schools. Furthermore, children studying in private schools report higher test-scores in all subjects—partly because their teachers exert greater effort. Private schooling alone, however, cannot be the solution. Access to private schools is not universal. Private schools choose to locate in richer villages and richer settlements within villages, limiting access for poor households. In contrast, a laudable feature of the government school system is that it ensures equal geographical access to schools for all. Since children who receive less attention and educational investments at home are also more likely to be enrolled in government schools (if they are enrolled at all), government school reform could ensure that no child is left behind. 

Findings have been extracted from the LEAPS Landmark World Bank Report

Date:

2003 – ongoing

Funding Partners:

World Bank

Implementing Partners:

Ministry of Education

Publications & Other Resources

Recently Published Media and Policy Notes

Recent Research Outputs

  • Tahir Andrabi, and Christina Brown. 2021. “Inducing Positive Sorting through Performance Pay: Experimental Evidence from Pakistani Schools.” RISE Working Paper Series (forthcoming)
  • Tahir Andrabi, and Christina Brown. 2021. “Subjective versus Objective Incentives and Teacher Productivity.” RISE Working Paper Series (forthcoming)
  • Tahir Andrabi, Natalie Bau, Jishnu Das, and Asim I. Khwaja. 2020. “Private Schooling, Learning, and Civic Values in a Low-Income Country”. Working Paper.
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Education

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