DARE-RC: Disability inclusive data and systems: analysis of the integration of the Washington Group questions on disability into the annual school census in Pakistan

This study examined the introduction of the Washington Group Short Set (WG‑SS) questions on disability into Pakistan’s 2023/24 Annual School Census (ASC). The research was conducted in collaboration with the Pakistan Institute of Education, under the Data and Research in Education Research Consortium (DARE‑RC).

The introduction of four of the WG‑SS questions (on seeing, hearing, walking, and remembering or concentrating) into the ASC across all four provinces and Islamabad Capital Territory (ICT) followed from the adoption of a national Data Standardisation Framework for the education sector. This was a significant step towards ensuring the availability of education sector disability data at national scale, which is an essential requirement for planning, resourcing and monitoring the delivery of inclusive education. However, collection of this data at such scale was also a challenging undertaking. This study aimed to understand how the WG-SS questions performed in practice in the context of Pakistan’s ASC, with the objective of informing the iterative strengthening of the collection of this data in future years.

The study used a mixed methods approach to examine the quality of the disability data generated through the Annual School Census, and the processes through which the data was collected, analysed and used.

We conducted secondary quantitative analysis on the full 2023/24 ASC dataset to understand patterns of completeness, internal consistency and reported prevalence of functional difficulty. We explored variations in the data at provincial and school levels, and also explored variation on the basis of student characteristics.

Qualitative research included a review of census guidance and training materials, alongside interviews and focus group discussions with federal and provincial education stakeholders, headteachers and teachers across all four provinces. We explored practical aspects of data collection and analysis, including training and communication about the questions, how teachers in schools understood and responded to the questions, and how data was analysed and used.

The study found that integrating functional difficulty questions into a large‑scale administrative data system such as the ASC is feasible, and can contribute to increasing the visibility of children with disabilities within the education system.

However, the findings showed clearly that data quality and comparability were highly sensitive to implementation conditions. Reported disability prevalence varied substantially across provinces and schools, reflecting differences in training, interpretation of questions and data collection practices.

Substantial gaps were identified in the provision of clear training or guidance on the questions to headteachers and teachers. This resulted in high levels of variability in how individual schools approached generating the data. Additionally, in the absence of clear communication about why this data was being collected, schools and teachers lacked motivation to ensure the data was accurate. Disability stigma and misinformation also impacted negatively on data quality.

Consequently, many schools appeared not to engage with the questions and reported prevalence of functional difficulty in the 2023/24 ASC was extremely low, representing substantial under-reporting of children with disabilities. In addition, among schools which did engage with the questions, reported prevalence of functional difficulty varied substantially.

The study found little engagement with the WG-SS data following its collection. Limitations in technical capacity meant that data analysis at provincial level posed challenges, limiting reporting on the data. No feedback was provided to schools in relation to the data they submitted, further contributing to low levels of motivation in relation to data generation.

Reliable education sector disability data is essential for planning, resourcing and accountability around inclusive education. While the integration of the WG-SS questions into Pakistan’s ASC represents important progress, data quality remains poor. Sustained work to strengthen technical capacity, training and guidance, and data analysis and use will be essential to ensure that data quality improves.

The findings provide practical evidence to inform ongoing refinement of disability data collection within Pakistan’s education information systems, including future school censuses and broader education management information system (EMIS) development. Beyond Pakistan, the study contributes to the global evidence base on how disability data can be collected through education administrative systems, offering lessons for other countries seeking to strengthen disability inclusive data at scale.

This research study was carried out under the Data and Research in Education Research Consortium (DARE-RC) project. DARE-RC project is funded with UK International Development from the UK government. Its implementation is led by Oxford Policy Management in partnership with Sightsavers and Aga Khan University – Institute for Educational Development (AKU-IED).

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