Publication: SMS Girl Data Insights: How Has COVID-19 Affected Support for Girls’ Education in Punjab, Pakistan?
Loading...
Date
2021-04
ISSN
Published
2021-04
Author(s)
Editor(s)
Abstract
This brief presents initial findings from an ongoing phone survey of families in Punjab, Pakistan designed to assess what is happening to girls’ elementary school education during COVID-19. The data used in this brief describe the experiences of 5,898 families in Punjab between August and October 2020. Data have been weighted to make the sample representative of all schools in Punjab. This brief provides information from an on-going survey. Further data is being collected and analyzed. Subsequent briefs will provide updates on these families as we learn more about their experiences. Unless otherwise noted, statistics are based on the full sample of households contacted, 90 percent of which are families with girls in grades 5-7 before the pandemic. Statistics are weighted to make the sample representative of all schools in Punjab and to allow comparisons between boys and girls.
Link to Data Set
Citation
“Geven, Koen; Hasan, Amer; Tahir, Ayesha. 2021. SMS Girl Data Insights: How Has COVID-19 Affected Support for Girls’ Education in Punjab, Pakistan?. © World Bank. http://hdl.handle.net/10986/35477 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes(World Bank, Washington, DC, 2020-06)School closures due to COVID-19 have left more than a billion students out of school. This paper presents the results of simulations considering three, five and seven months of school closure and different levels of mitigation effectiveness resulting in optimistic, intermediate and pessimistic global scenarios. Using data on 157 countries, the analysis finds that the global level of schooling and learning will fall. COVID-19 could result in a loss of between 0.3 and 0.9 years of schooling adjusted for quality, bringing down the effective years of basic schooling that students achieve during their lifetime from 7.9 years to between 7.0 and 7.6 years. Close to 7 million students from primary up to secondary education could drop out due to the income shock of the pandemic alone. Students from the current cohort could, on average, face a reduction of $355, $872, or $1,408 in yearly earnings. In present value terms, this amounts to between $6,472 and $25,680 dollars in lost earnings over a typical student's lifetime. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, like girls, ethnic minorities, and persons with disabilities, are more adversely affected by the school closures. Globally, a school shutdown of 5 months could generate learning losses that have a present value of $10 trillion. By this measure, the world could stand to lose as much as 16 percent of the investments that governments make in the basic education of this cohort of students. The world could thus face a substantial setback in achieving the goal of halving the percentage of learning poor and be unable to meet the goal by 2030 unless drastic remedial action is taken.Publication Learning Losses in Pakistan Due to COVID-19 School Closures(World Bank, Washington, DC, 2020-10)Pakistan was among the first countries in the world to institute widespread school closures as a result of Coronavirus 2019 (COVID-19). What are the expected levels of learning that teachers will have to deal with in the class? Will children have lost learning while schools were closed? What should teachers, parents, and children expect from the first few weeks of schooling? How can parents, teachers, and the school system as a whole help children catch up? While school closures have been effective in supporting efforts at social distancing, they may well have serious consequences for schooling and learning. This note presents results from a series of simulations that aim to capture the impacts that school closures in Pakistan may have on the learning levels, enrollment, and future earnings of children and students. In this note, the authors present an overview of how these numbers are calculated and how to interpret them. This note draws on a simulation exercise for all countries on which data is available, including Pakistan, conducted by researchers at the World Bank.Publication Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes(Published by Oxford University Press on behalf of the World Bank, 2021-03-17)This paper presents simulations of the potential effect of COVID-19-related school closures on schooling and learning outcomes. It considers four scenarios—varying in both the duration of school closures and the effectiveness of any mitigation strategies being deployed by governments. Using data on 174 countries, the analysis finds that the global level of schooling and learning will fall substantially. School closures could result in a loss of between 0.3 and 1.1 years of schooling adjusted for quality, bringing down the effective years of basic schooling that students achieve during their lifetime from 7.8 years to between 6.7 and 7.5 years. Close to 11 million students from primary up to secondary education could drop out due to the income shock of the pandemic alone. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, such as girls, ethnic minorities, and persons with disabilities, are more adversely affected by school closures. Students from the current cohort could, on average, face a reduction of $366 to $1,776 in yearly earnings. In present value terms, this amounts to between $6,680 and $32,397 dollars in lost earnings over a typical student's lifetime. Globally, a school shutdown of 5 months could generate learning losses that have a present value of $10 trillion. By this measure, the world could stand to lose as much as 16 percent of the investments that governments make in the basic education of this cohort of students. In the pessimistic and very pessimistic scenarios, cumulative losses could add up to between $16 and $20 trillion in present value terms. Unless drastic remedial action is taken, the world could face a substantial setback in achieving the goal of halving the percentage of learning poor by 2030.Publication Pakistan – Human Capital Review(Washington, DC, 2023-04-04)Pakistan can realize major economic growth and development by investing in its people and their human capital. But the reality is that Pakistan’s human capital is low and has improved only marginally over the past three decades. Inequalities in human capital outcomes have persisted or widened over time between the rich and poor, men and women, and rural and urban areas and among the provinces. Human capital outcomes are low across the board, with even the most economically advantaged groups in Pakistan having lower human capital outcomes than less economically advantaged groups in peer countries. Pakistan’s Human Capital Index (HCI) value of 0.41 is low in both absolute and relative terms. It is lower than the South Asia average of 0.48, with Bangladesh at 0.46 and Nepal at 0.49. Pakistan’s human capital outcomes are more comparable to those in Sub-Saharan Africa, which has an average HCI value of 0.40. To enhance its human capital, Pakistan should adopt a life cycle approach to building, protecting, and deploying human capital, starting before birth, continuing through early childhood development, and schooling, culminating in increasingly productive employment. This calls for a long-term commitment, recognition of the multidimensional and cumulative nature of human capital investments, deliberate efforts from multiple stakeholders and sectors to build on intersectoral linkages, and a continuity of policies across political parties and governments. Many countries previously at Pakistan’s level of development have managed to precisely do this, even with regional variations and gaps just as large. Pakistan has the tools to implement the recommendations in this report, provide stewardship for human capital investments, and enhance economic growth over the long term. Pakistan’s handling of the COVID-19 pandemic has shown that the country can manage complex challenges, despite its institutional constraints.Publication Do Our Children Have a Chance? A Human Opportunity Report for Latin America and the Caribbean(World Bank, 2012)This book reports on the status and evolution of human opportunity in Latin America and the Caribbean (LAC). It builds on the 2008 publication in several directions. First, it uses newly available data to expand the set of opportunities and personal circumstances under analysis. The data are representative of about 200 million children living in 19 countries over the last 15 years. Second, it compares human opportunity in LAC with that of developed countries, among them the United States and France, two very different models of social policy. This allows for illuminating exercises in benchmarking and extrapolation. Third, it looks at human opportunity within countries, across regions, states, and cities. This gives us a preliminary glimpse at the geographic dimension of equity, and at the role that different federal structures play. The overall message that emerges is one of cautious hope. LAC is making progress in opening the doors of development to all, but it still has a long way to go. At the current pace, it would take, on average, a generation for the region to achieve universal access to just the basic services that make for human opportunity. Seen from the viewpoint of equity, even our most successful nations lag far behind the developed world, and intracounty regional disparities are large and barely converging. Fortunately, there is much policy makers can do about it.
Users also downloaded
Showing related downloaded files
Publication Women, Business and the Law 2024(Washington, DC: World Bank, 2024-03-04)Women, Business and the Law 2024 is the 10th in a series of annual studies measuring the enabling conditions that affect women’s economic opportunity in 190 economies. To present a more complete picture of the global environment that enables women’s socioeconomic participation, this year Women, Business and the Law introduces two new indicators—Safety and Childcare—and presents findings on the implementation gap between laws (de jure) and how they function in practice (de facto). This study presents three indexes: (1) legal frameworks, (2) supportive frameworks (policies, institutions, services, data, budget, and access to justice), and (3) expert opinions on women’s rights in practice in the areas measured. The study’s 10 indicators—Safety, Mobility, Workplace, Pay, Marriage, Parenthood, Childcare, Entrepreneurship, Assets, and Pension—are structured around the different stages of a woman’s working life. Findings from this new research can inform policy discussions to ensure women’s full and equal participation in the economy. The indicators build evidence of the critical relationship between legal gender equality and women’s employment and entrepreneurship. Data in Women, Business and the Law 2024 are current as of October 1, 2023.Publication Global Economic Prospects, June 2024(Washington, DC: World Bank, 2024-06-11)After several years of negative shocks, global growth is expected to hold steady in 2024 and then edge up in the next couple of years, in part aided by cautious monetary policy easing as inflation gradually declines. However, economic prospects are envisaged to remain tepid, especially in the most vulnerable countries. Risks to the outlook, while more balanced, are still tilted to the downside, including the possibility of escalating geopolitical tensions, further trade fragmentation, and higher-for-longer interest rates. Natural disasters related to climate change could also hinder activity. Subdued growth prospects across many emerging market and developing economies and continued risks underscore the need for decisive policy action at the global and national levels. Global Economic Prospects is a World Bank Group Flagship Report that examines global economic developments and prospects, with a special focus on emerging market and developing economies, on a semiannual basis (in January and June). Each edition includes analytical pieces on topical policy challenges faced by these economies.Publication The Impact of Climate Change on Education and What to Do about It(Washington, DC: World Bank, 2024-05-02)Education can be the key to ending poverty in a livable planet, but governments must act now to protect it. Climate change is increasing the frequency and intensity of extreme weather events such as cyclones, floods, droughts, heatwaves and wildfires. These extreme weather events are in turn disrupting schooling; precipitating learning losses, dropouts, and long-term impacts. Even if the most drastic climate mitigation strategies were implemented, extreme weather events will continue to have detrimental impacts on education outcomes.Publication Business Ready 2024(Washington, DC: World Bank, 2024-10-03)Business Ready (B-READY) is a new World Bank Group corporate flagship report that evaluates the business and investment climate worldwide. It replaces and improves upon the Doing Business project. B-READY provides a comprehensive data set and description of the factors that strengthen the private sector, not only by advancing the interests of individual firms but also by elevating the interests of workers, consumers, potential new enterprises, and the natural environment. This 2024 report introduces a new analytical framework that benchmarks economies based on three pillars: Regulatory Framework, Public Services, and Operational Efficiency. The analysis centers on 10 topics essential for private sector development that correspond to various stages of the life cycle of a firm. The report also offers insights into three cross-cutting themes that are relevant for modern economies: digital adoption, environmental sustainability, and gender. B-READY draws on a robust data collection process that includes specially tailored expert questionnaires and firm-level surveys. The 2024 report, which covers 50 economies, serves as the first in a series that will expand in geographical coverage and refine its methodology over time, supporting reform advocacy, policy guidance, and further analysis and research.Publication Global Economic Prospects, January 2025(Washington, DC: World Bank, 2025-01-16)Global growth is expected to hold steady at 2.7 percent in 2025-26. However, the global economy appears to be settling at a low growth rate that will be insufficient to foster sustained economic development—with the possibility of further headwinds from heightened policy uncertainty and adverse trade policy shifts, geopolitical tensions, persistent inflation, and climate-related natural disasters. Against this backdrop, emerging market and developing economies are set to enter the second quarter of the twenty-first century with per capita incomes on a trajectory that implies substantially slower catch-up toward advanced-economy living standards than they previously experienced. Without course corrections, most low-income countries are unlikely to graduate to middle-income status by the middle of the century. Policy action at both global and national levels is needed to foster a more favorable external environment, enhance macroeconomic stability, reduce structural constraints, address the effects of climate change, and thus accelerate long-term growth and development.