Essays on Economics of Language and Education

Abstract

Essay 1 investigates the distributional impact of public spending in Pakistan, focusing on addressing inequality in distributing benefits to different income and language groups. The analysis was conducted in two stages, examining the impact of public spending on various education levels across income and language groups in Pakistan, including four provinces. The study found that low-income groups benefit more from primary education. In contrast, higher-income groups receive more benefits from secondary and higher education, and state spending favors the rich more than the poor. Higher education is regressive, while primary education spending is highly progressive. The second section of the analysis revealed that Punjabi language speakers with lower incomes enroll at a higher rate in higher education at public institutions due to greater sociocultural and linguistic barriers to education, resulting in disparities in enrolment rates among speakers of different languages. The benefit incident analysis’s (BIA) findings suggest that increasing enrolment at all educational levels is essential for improving socioeconomic well-being. Improving the quality of instruction in public schools, particularly mother language instruction, could potentially reduce language barriers and increase enrolment rates and academic performance by fostering enhanced student comprehension and learning outcomes. Essay 2 focuses on the concept of “Education for all – in whose language?” due to the lack of consideration for the linguistic environment of primary learners in Pakistan. The study analyzed data from multiple districts of Pakistan to determine the effects of language diversity on enrolment in primary education. Results showed a negative relationship between language diversity and enrolment rates. Early exposure to multiple languages, especially foreign language (English) instructions, decreases enrolment rates, while higher education levels exhibit a different enrollment trend. Policy formulation should acknowledge the importance of using the mother language in Pakistani primary education institutions to improve educational outcomes. The government should adopt an education policy based on a gradual transition from mother-language instruction (primary education) to foreign language (secondary/higher education) instruction. Essay 3 highlighted the importance of linguistic diversity in economic considerations, as it impacts economic output. Research using a two-stage least square (2SLS) model examines the association between language diversity and economic productivity. While language diversity promotes economic productivity in the presence of vi language diversity, primary, secondary, and higher education significantly promote economic growth. Native Language speakers educated in native languages (in addition to the national language) can contribute significantly to economic output. Implementing bilingual education programs and supporting local skilled workers can increase economic productivity. Policy experts should also consider creating jobs requiring proficiency in local languages. Essay 4 examined the provision of education during British colonial rule in the subcontinent and the extent to which Pakistani educational policies adhere to colonial legacies. It found that Pakistan remains entangled in colonialism despite achieving independence. The education system is hindered by the influence of the ruling class and their interests, resulting in a concentration of opportunities among a small elite with English proficiency. Using a language other than the learner’s primary language poses a significant obstacle to achieving high-quality education. Children are more likely to attain proficiency in a foreign language if they acquire literacy skills in their primary language beforehand. The friction between Urdu, English, and other regional languages calls for advocating for universal literacy in one’s mother language. The Single National Curriculum (SNC) in Pakistan can eliminate the existing class-based education system and promote a fair and comprehensive educational atmosphere by implementing SNC in Urdu at all educational institutions, regardless of their public or private nature.

Meta Data

Author: Fouzia Yasmin
Cosupervisor: Asad Zaman
Supervisor: Karim khan
Internal Examiner: Muhammad Jehangir Khan
External Examiner: Ather Maqsood Ahmed

Related Thesis​