Pakistani children have faced nationwide and severe disruptions to their schooling over the past several years, first due to the COVID-19 pandemic and then the 2022 floods. Given the country’s vulnerability to climate change, these disruptions are likely to increase. This note explores the government’s response to COVID-19 and school closures in Pakistan; it shows how data disaggregated by gender, household location, and other variables can inform a more effective and inclusive education response and build the education system’s resilience to future emergencies.
Authors
- Citation
- “ Isa, Sana ; D'Angelo, Sophia ; Barón, Juan D. . 2024 . Missing School - The Effect of Crises on Students and Teachers in Pakistan . © Washington, DC: World Bank . http://hdl.handle.net/10986/41639 License: CC BY-NC 3.0 IGO . ”
- Collection(s)
- Miscellaneous Knowledge Notes
- DOI
- https://doi.org/10.1596/41639
- Identifier externaldocumentum
- 34327852
- Identifier internaldocumentum
- 34327852
- Published in
- United States of America
- Region country
- Pakistan
- Report
- 190701
- Rights
- CC BY-NC 3.0 IGO
- Rights Holder
- World Bank
- Rights URI
- https://creativecommons.org/licenses/by-nc/3.0/igo
- UNIT
- Education Global (HEDGE)
- URI
- https://hdl.handle.net/10986/41639
- date disclosure
- 2024-06-03
- region administrative
- South Asia
