How inclusive is our education system? A question many have wondered while working in the education sector of Pakistan. From stark differences between public and private institutions operating in different regions across Pakistan, the question remains unanswered. In 2019, Knowledge Platform worked on a British Council report focusing on inclusivity in the primary school segment in Punjab.

The British Council has been supporting the Government of Punjab under an initiative called PEELI (Punjab Education and English Language Initiative), to train 300,000 primary and middle school teachers to improve their English language and pedagogical skills. Part of this training has been to support teachers in creating an inclusive environment that is conducive to for all children to learn in. Inclusive education helps eradicate discrimination by opening each student to the horizons of equal opportunity.

One of the key highlights of this research is identifying key areas where inclusive reforms are required to make an inclusive ecosystem. The inclusivity triangle focuses on institutional realignment, curriculum reforms and classroom practices. To read the complete research report, visit 

To measure teachers’ knowledge of inclusive practice, researchers from Knowledge Platform conducted interviews with principals, focus groups with teachers, classroom observations, and surveys in the government schools of Bahawalpur, Faisalabad, Jhelum, Lahore, Rawalpindi, and Vehari.

In most of these schools, teachers found it difficult to give students personalised attention because of high numbers of students in a class and the pressures of completing the curriculum. However, some teachers used interesting techniques to support their struggling students to learn. They were well-versed in how group-learning activities and active-learning methods help engage struggling students.

The greatest barrier towards inclusive education is one that isolates children with disabilities. Teachers do not feel adequately trained to accommodate such students, especially those with mental disabilities. On the other hand, teachers positively discriminate students from low socioeconomic backgrounds by believing that they are more hardworking than others and by giving them money to purchase school supplies.

British Council published the report and is now live on their website! To read the complete research report, visit