http://digitalrepository.fccollege.edu.pk/handle/123456789/2368 2026-06-24T00:17:22Z http://digitalrepository.fccollege.edu.pk/handle/123456789/2699 Title: Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia Case Study from Pakistan Authors: UNICEF; UNESCO 2021-01-01T00:00:00Z http://digitalrepository.fccollege.edu.pk/handle/123456789/2695 Title: Early childhood education attendance and school readiness in low- and middle-income countries: The moderating role of family socioeconomic status Authors: Sosu, Edward M.; Pimenta, Sofia M. Abstract: This study examined associations between attendance at early childhood education (ECE) programs and school readiness, and the extent to which the ECE–school readiness association is moderated by family socioeconomic status (SES). Data were from 58 low- and middle-income countries (N = 165,875, Mage = 47.52 months). Multilevel analysis showed that ECE attendance was positively associated with total and domain-specific school readiness, in addition to the role of family SES. The association was of medium effect size for literacy–numeracy readiness and small effect size for learning and socioemotional readiness. The ECE–school readiness association was moderated by family SES, although this varied by school readiness domains. While the ECE–literacy–numeracy association was stronger for high SES children (i.e., leveraging effect), the ECE–learning readiness association was stronger for lower SES peers (i.e., compensatory effect). No SES differences were observed for socioemotional competency (i.e., additive effect). Our findings suggest that although ECE attendance plays a significant role in developing school readiness competencies in LMIC contexts, it is strongly geared towards cognitive outcomes and therefore requiring a focus on other developmental domains. Additionally, for ECE to help close the SES gap in children’s school readiness and subsequent learning outcomes, policy makers must pay attention to increasing both the quantity and quality ECE of provision for children from low SES backgrounds. 2023-01-01T00:00:00Z http://digitalrepository.fccollege.edu.pk/handle/123456789/2507 Title: Technology-Assisted Approaches To Enhance Phonological Awareness In English Language Learning: Case Studies Of Secondary Schools In Punjab, Pakistan Authors: Bhatti, Zafar Iqbal; Junaid, Ayesha; Ashraf, Zahira Abstract: This research investigates the efficacy of technology-assisted approaches in improving phonological awareness among secondary school students learning English in Punjab, Pakistan. Phonological awareness, crucial for proficient language acquisition, often poses challenges due to regional linguistic variations and educational disparities. The study employs a mixed-methods approach, combining quantitative assessments of phonological skills with qualitative insights from educators and students. Case studies from selected secondary schools in Punjab explore the integration of digital tools such as educational apps, interactive software, and multimedia resources into language instruction. Results reveal significant improvements in students' phonetic accuracy and pronunciation proficiency following technology-supported interventions. Moreover, the research examines socio-economic factors influencing access to and utilization of technology in educational settings. Findings underscore the potential of technology to bridge educational gaps and enhance language learning outcomes in diverse cultural contexts. Implications for educators and policymakers highlight the need for strategic integration of technology in curriculum development to foster phonological awareness and linguistic competence among secondary school learners. 2024-01-01T00:00:00Z http://digitalrepository.fccollege.edu.pk/handle/123456789/2431 Title: IDENTIFYING THE CORRELATES SECONDARY LEVEL IN PUNJAB, PAKISTAN: INSIGHTS FROM MICS 2017-2018 Authors: Ali, Mohammad Vaqas; Athar, Shamaila; Rasheed, Shahid; Calib, Gloria Abstract: This article focuses on various factors of school dropout at secondary level education in Pakistan. This study in based on the secondary data analysis of Multiple Indicator Cluster Survey (MICS) Punjab dataset (2017-2018) which was collected by the Punjab Bureau of Statistics in collaboration with United Nations Children’s Fund (UNICEF). The MICS dataset provides data pertaining to 51,600 households, including 37,052 children aged 5-17 years. A total of 7,322 cases that matched the inclusion criterion were selected. MICS Logistic regression was used to identify geographic, economic, household and individual level factors that could potentially influence dropout decisions as the secondary school level in Punjab. The study has shown that variables such as urban school enrollment, household size, and parental education have significantly influenced dropout rates. Additionally, gender (girls more at risk), child labor, and physical mobility issues also played significant roles. These findings highlight the multifaceted nature of factors that influence secondary school dropout. Keywords: Secondary School, School Dropout, Child Labor, MICS Punjab 2024-01-01T00:00:00Z