Idara-e-Taleem-o-Aagahi (ITA)


Ever since its inception in 2000, ITA has been engaged in evidence based planning and research for designing its programs and influencing policies through targeted advocacy. From Classroom,  School and Household based surveys  on learning to country wide  assessments, to large Survey Management, Advocacy and Policy influence from villages to federal and global levels have been practiced at by ITA teams.  ITA has been a strong education champion across Pakistan with field programs covering complex aspects of: access, learning, quality, evaluating low cost private schools (ECD to Secondary level), inclusion, child protection, tolerance, citizenship, health and hygiene interventions, technical and vocational training programs with government, communities and public and private school systems. ITA has worked hand in hand with the government while conducting surveys with a documented ‘buy in’ well reflected in key policy documents such as PRSP/National Education Policy 2009, White/Green Papers for NEP 2009, National Economic Survey,  Provincial education sector plans (ESPs), community participation/SC-SMC manuals, PPP policies and minimum norms for schools (PDSSP 2010).  It works with multiple partners across Pakistan and the region its research portfolio has expanded across South Asia. Some key research areas are: learning outcomes, teacher education, school effectiveness, teacher stories -best practices, surveys on teaching practices; early learning partnerships (ECE); positive disciplining practices, English language teaching practices in Punjab, low cost private schools, PPPs,  and CSR for gender equity in South Asia, trends in private sector provisions in Pakistan/India etc. An anchor annual study such as ASER is popularly benchmarked and quoted globally nationally and locally with active links to government, universities and civil society websites. Studies such as the SchoolTELLS and Punjab English Language Improvement (PELI) program focused on Punjab based surveys and reports, whilst others on School Inspectorate, Education Fund for Sindh (EFS), Technology Enabled learning were conducted for KP, GB, and Sindh for addressing quality assurance,  equity and quality.

ITA’s Research Team has rich experience in policy work, evaluations and assessments across Pakistan and beyond. Led by the CEO ITA and Champion of Policy/Advocacy Baela Raza Jamil the research team comprises 16 members across Pakistan and in the UK. Its three key leaders are:

-Baela Raza Jamil CEO ITA;

-Dr. Monazza Aslam: Senior Director Research (based in Oxford)

-Ms. Sahar Saeed:  Deputy Director Research

The team is supported by 2 data analysts, 8 research assistants, 2 desktop publishers 1 communications manager across all provinces, ICT.


Early Language/Literacy and Numeracy Assessment (4-10 yr olds) 2021-2023

With the PAL Network KIX GPE Project ASER Centre- ACER & PAL Network

ELANA is an early language, literacy and numeracy assessment that covers pre-primary and early primary grade competencies for children aged 4-10 years. The tool, currently under development in 9 languages will be implemented by PAL Network member organizations in 12 countries across Africa, Asia, and the Americas. The assessment is implemented digitally, using tablets and an application that was designed for this project. In its final version, the assessment will also be adaptive, enabling more granular and precise estimation of children’s skills. Data from the first round of implementation, scheduled for late 2022, will help national and international policy makers and funders understand what young children can do and where they need support. By 2023,

ELANA will be available in the public domain, enabling parents, teachers, educationists, and others to freely use the tool in a range of settings and contexts. In the aftermath of the COVID-19 pandemic, this type of data is essential to helping children get back on track after extended school closures. Starting with the youngest learners can prevent the need for catch-up programs later.

ITA, as a partner of the PAL Network, has pre tested ELANA along with 11 other member countries. Pilots are being conducted to further refine the tool along with the application. Final round of pilot will be conducted in March 2023. More information can be found here:

ICAN - SIGHTSAVERS (2022-2023)

Globally there is a common understanding that we lack specific data on the educational performance of children with disabilities because standardized testing methods in low- and middle-income countries are usually not accessible for students with disabilities. Hence we are going to conduct a pilot project, which will contribute to the development of disability-inclusive assessment systems that assist policymakers and implementers to achieve inclusive and equitable quality education and lifelong learning opportunities for all with a particular focus on SDG 4.1: proficiency in reading and mathematics. The project will contribute to this by ensuring that the International Common Assessment of Numeracy (ICAN), a validated and reliable assessment tool, is accessible for children with sensory impairments. The main outcomes of the project are;

Outcome 1: ICAN is made inclusive for girls and boys with sensory impairments through the application of Universal Design for Learning principles, and guidelines and materials are available in the public domain.

Outcome 2: Inclusive ICAN guidelines and recommendations are shared in Pakistan and at the international level, and endorsement of the inclusive ICAN guidelines in Pakistan is promoted through engagement with provincial and federal ministries of education.

The Key implementing partners of the project are SightSavers, Idara-e-Taleem-o-Agahi and Deaf Reach.

Key Deliverables
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The 2021/2 Global Education Monitoring Report (GEM Report), titled “Regional Report on Non-State Actors and Education in South Asia” focused on the role of non-state actors in education, acknowledging their growing importance in education systems. This regional report focused on South Asia, a region with strong non-state presence in education systems at all levels of education. It covers nine countries: Afghanistan, Bangladesh, Bhutan, India, Iran, Maldives, Nepal, Pakistan and Sri Lanka. The chapter on Pakistan was co-authored by Idara-e-Taleem-o-Aagahi (ITA) and UNESCO that delineated on the various non-state actors operating within the country. To formally kick start discussions around this crucial facet of Pakistan’s education system, Idara-e-Taleem-o-Aagahi (ITA) organized launches for the report in Islamabad (7th November, 2022), Lahore (9th November, 2022) and Karachi (11th November, 2022).

While summary along with the translation was disseminated at the launches, full report was not received till then. It has just been received last week and will now be printed.



Pakistan and Kenya

Lead organization ITA With Zizi Afrique in Kenya

Schools 2030 is a ten-year participatory learning improvement programme based in 1,000 government schools across ten countries. With her focus on the key transition years of ages 5, 10 and 15 years old, the program applies the principles of human-centred design to support teachers and learners to design and implement education micro-innovations. Schools 2030 is a ten-year participatory learning improvement programme based in 1,000 government schools across ten countries. With her focus on the key transition years of ages 5, 10 and 15 years old, the program applies the principles of human-centred design to support teachers and learners to design and implement education micro-innovations.

The research, titled “Catalyzing locally-rooted education solutions to improve holistic learning in Pakistan and Kenya” aimed at contextualizing and examining the relationship between academic learning outcomes as offered currently in targeted program schools. It also aimed at generating robust evidence on school (leader) and teacher-led interventions that effectively develop and incorporate non-academic skills into the existing school system so as to provide a holistic learning experience. The research explored context-specific factors and mechanisms that may be enabling or constraining the effective implementation as well as what this may mean in terms of ability to drive system-wide change.

For the purpose of the study, ITA has surveyed 18 schools from Pakistan (12 from Chitral region and 6 from Gilgit region). The focus is on students in primary to late secondary education—key stages of education and transition points of education in both countries.

ECE Research Grant

ARNEC 2022-23

Micro Research with ARNEC on Impact of Climate Change and Environmental Degradation on ECE

A Five Village Household survey in Shikarpur – Sindh

ECE Research studies Concluded In 2022

ELP Systems - 2018-2022

AESAS 2020-22

Early Learning Partnerships (ELP) Systems Phases I -III

AESAS: Assessing Early Years Schooling, Access and Student Outcomes (AESAS) AESAS is a research study undertaken in Pakistan and India funded by the British Academy that aims to address the theme of sustainable early childhood education within Pakistan and India. The study, based on 1,500 young children from one province in Pakistan and one state in India, will examine patterns of enrolment of children and school readiness by socioeconomic group, family background, urban/rural locations and individual characteristics such as gender, disability and health. Their attendance and progress at school will be analyzed over one year, demonstrating how much of a difference school attendance can make to children’s cognitive development and health outcomes. We will collect in-depth information from families and communities on their views of schools, and any barriers to attendance, and conduct a systematic review of the evidence. The findings will have policy implications on school enrolment, attendance and retention. Partners: British Academy and Durham University.


2022 October-2023 September

In 2 target districts of Sindh affected by the emergency, ITA will support a 22-23 months “Recovery for foundational learning’ program in two phases

ASER Pakistan
ASER Pakistan
ASER Pakistan
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VSO - Multiyear Resilience Program (MYRP)


5 Districts of KP and Balochistan Education Cannot Wait

UNICEF, VSO & Implementing Partners

Education Cannot Wait funded learning and skilling emergency program (3-16 year olds) for refugee and host communities in 5 districts (3 KP/ 2 Baloch.) with baselines/endlines surveys to support with ECE, Catch Up, Accelerating Learning for Adolescent Girls/Boys and TVET for 14 year + providing support for children with disabilities, minority and transgender groups.

ASER Pakistan
ASER Pakistan
ASER Pakistan
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ASER Pakistan




Rising temperatures in cities make access to cool infrastructures a global challenge. There have been no systematic, comparative attempts to document how people living in contexts of urban poverty manage heat or meet their needs for cool food, water and space. As a result, there is little evidence about whether current strategies are a good fit for the contexts in which they are deployed. This project, undertaken by Karachi Urban Lab, puts 'access to cooling' at the centre of a major new interdisciplinary and comparative study of human-infrastructure interactions in 'the off-grid city'.

As a part of this project, Karachi Urban Lab joined hands with ITA to:

ASER Pakistan
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Data has been submitted to Karachi Urban Lab Team.

Some basic cleaning /analysis to be completed by ITA

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