Learning and Educational Achievement in Punjab Schools (LEAPS) - 2004 - Pakistan

Abstract
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Whether one is in favor of private education or not, it is here to stay and there is a critical need to understand this new environment. Unfortunately, little is known about the private sector and what its growth implies for the provision of education. There are important questions we need to answer before engaging in productive debate about how education can be best provided in the Pakistani context. For instance:
a. Where are private schools setting up? Are they only being established in urban areas and only for the elite?
b. What is the quality of education in private sector schools? How does it compare to public schools?
c. Are the poor being left out? Is the private sector creating two classes of people in Pakistan—those who can afford private education and those who cannot?
d. What is the effect of private schools on government schools?

Geographic coverage
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Rural Punjab, Pakistan

Analysis unit
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How much a child learns depends on teachers, parents and the child herself. How these three coordinate and work together also depends on the head-teacher and the educational institutes that support the delivery of education. Our research strategy reflects this belief. We survey both schools and households and test children to assess how much they are learning. Here is a brief overview of the survey structure:
a. Teachers: Rosters with basic information for all teachers in the schools and detailed interviews with the class-teachers of the children tested.
b. Head-teachers: A detailed questionnaire with the head-teacher with basic information about his/her background and teaching experience.
c. Schools: We also collected information on schools, the children who come, the fees charged (private schools) and their current needs.
d. Children: For a random sample of 10 children from those tested the survey collects basic information on their households (parental education, assets and brothers and sisters), how far they travel to get to school, and their height and weight.
e. Households: We complete household surveys for 16 households in every village, with information on what parents know and what parents do with regard to their children’s education. In addition, these surveys contain the basic information on expenditures, assets, education and health that will allow us to look at the relationship between these factors and educational performance. For instance, when the mother is sick, does the child perform worse in school?

Sampling procedure
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The sample comprises 112 villages in 3 districts of Punjab-Attock, Faisalabad and Rahim Yar Khan. The districts represent an accepted stratification of the province into North (Attock), Central (Faisalabad) and South (Rahim Yar Khan). The 112 villages in these districts were chosen randomly from the list of all villages with an existing private school. This allows us to look at differences between private and public schools in the same village. Although these villages are thus bigger and richer than average villages in these districts, we believe this is a forward-looking strategy and the insights earned here will soon be applicable to a significant fraction of all villages in the country.

Sampling deviation
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None.

Response rate
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The attrition has been remarkably small, averaging 3-4 percent in each year.

{'Abstract': '无论是否赞同私立教育，其存在已成为既定事实，而深刻理解这一新兴环境显得尤为迫切。遗憾的是，关于私营部门及其在教育提供方面的增长所蕴含的意义知之甚少。在就如何在巴基斯坦背景下提供最佳教育进行富有成效的辩论之前，我们有必要回答一些重要问题：

a. 私立学校设立于何处？它们是否仅在城市地区建立，且只为精英阶层服务？

b. 私立部门学校的教育质量如何？它与公立学校相比又如何？

c. 贫困群体是否被排除在外？私立部门是否在巴基斯坦制造了两个阶层——能够负担私立教育的人和无法负担的人？

d. 私立学校对公立学校有何影响？

Geographic coverage
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研究区域：巴基斯坦农村旁遮普地区

Analysis unit
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儿童的学习成果取决于教师、家长以及儿童自身。这三者之间的协调与合作亦依赖于校长以及支持教育提供的教育机构。我们的研究策略反映了这一信念。我们调查了学校和家庭，并对儿童进行测试以评估他们的学习成果。以下是调查结构的简要概述：

a. 教师：学校中所有教师的简要信息清单以及与被测试儿童班级教师的详细访谈。

b. 校长：一份详细的问卷，包括校长的基本背景和教学经验信息。

c. 学校：我们还收集了有关学校的信息，包括就读儿童、学费（私立学校）以及他们当前的需求。

d. 儿童：对于随机选取的10名被测试儿童，调查收集了他们家庭的基本信息（父母的受教育程度、资产和兄弟姐妹）、他们上学途中的距离，以及他们的身高和体重。

e. 家庭：我们在每个村庄对16户家庭进行家庭调查，了解父母对子女教育的了解程度以及他们在这方面所采取的行动。此外，这些调查还包含了关于支出、资产、教育和健康的基本信息，这将使我们能够考察这些因素与教育表现之间的关系。例如，当母亲生病时，儿童在学校的表现是否会变差？

Sampling procedure
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样本包括旁遮普省3个区（阿托克、费萨拉巴德和拉希姆·亚尔汗）的112个村庄。这些地区代表了对该省进行的一种公认的分层，包括北部（阿托克）、中部（费萨拉巴德）和南部（拉希姆·亚尔汗）。在这些地区中，112个村庄是从所有已存在私立学校的村庄名单中随机选择的。这使我们能够考察同一村庄中私立学校和公立学校之间的差异。尽管这些村庄因此比这些地区平均村庄更大、更富裕，但我们相信这是一种前瞻性的策略，在此获得的见解将很快适用于该国所有村庄的很大一部分。

Sampling deviation
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无。

Response rate
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流失率出奇地低，平均每年为3-4%。'}