Transcript PUNJAB ENGLISH LANGUAGE IMPROVEMENT (PELI)

Huma Zia
Sehar Saeed
Saba Saeed
Comparative and International Education Society (CIES)
10th to 15th March, 2014
PARTICIPATION AT CIES SUPPORTED BY: OPEN SOCIETY FOUNDATION (OSF)
www.aserpakistan.org
In Pakistan, English as a language of
instruction continues to be overplayed in the
absence of a conclusive language policy and
a colonial legacy.
National Education Policy (NEP, 2009)
endorsed English as a language of instruction
from class 1 to 12 in general and from class 6
upwards in particular as a language for
teaching mathematics and science
In 2009 Govt. of Punjab announced English
as the medium of instruction across all
public sector schools (grades 1-10)
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PEELI 2013
To provide an in-depth exploration
of the teachers' preparation to use
English Language in classrooms
through
will contribute in
formulating policy for
benchmarking and strategic
planning by policy-makers,
academics, teachers and
implementers.
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ASER 2013
Review of
Existing
Literature
Research Based
Quantitative
Evidence
Mixed-method
approach
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• NEP 2009
• Punjab Sector Plan
• PEELI 2013
• ASER 2013
• Teachers’ professional
contexts
• Attitudes towards English
as the medium of
instruction
This section of the
paper
discusses
findings from
 Punjab
Education and
English
Language
Initiative -2013
 Annual
Status
of
Education
Report
Pakistan -2013
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• Took place in
March 2013 June 2013
• 18 districts of
Punjab
The Study
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The Survey
• Covered 2008
teachers
• 1564 public and
444 private
school teachers
• Gives a detailed &
interpretative
account of English
Language
competencies and
preparations of
teachers
The
Database
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



Gauging the English language competencies of teachers of
Punjab (public & private) through APTIS assessments and basic
self-assessment.
First-hand information from teachers on their motivational
factors and attitudes to English and English medium education.
Identifying potential barriers to development of English
medium education.
Making informed statements about the readiness of the
education system in Punjab to take on English medium
education.
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1
2
3
• Baseline
Questionnaire
• APTIS
• Focus Group
Discussion (FGD)
Results from all three survey tools were aligned with each other to present consolidated
findings in terms of teachers’ personal and professional contexts, classroom practices,
hurdles and opportunities that exist for teachers in Punjab.
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16%-25% Public
54% public
teachers
42% private
teachers
70% public
teachers
80%
private
teachers
M.A/MSc
degree
holders
English language
very important
for academic
success and
students’ career
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English as
the
proposed
medium of
instruction
PEELI
Baseline
Survey
Textbooks to be
completely
bilingual
30%-35% Private
<10% public
teachers
<10% private
teachers
Use only
.
English
during their
class time
Received training
in English
Teaching
Methodology
(ETM)
56% public teachers
52% private teachers
75% public
teachers
60% private
teachers
.
I use English only in class, all the time
I use English as much as possible ,but I use the community language when students have particular difficulty
I use the community language most of the time and give examples of English sentences occasionally
Science
% Teachers
Maths
English
I use community language all the time with occasional key vocabulary in English
Middle
Primary
5
66
3
26
60
Middle
6
Primary
5
Middle
8
Primary
6
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25
61
46
12
21
29
63
46
3
12
20
20
28
10
20
I use English only in class, all the time
I use English as much as possible ,but I use the community language when students have particular difficulty
I use the community language most of the time and give examples of English sentences occasionally
Maths
Science
% Teachers
English
I use community language all the time with occasional key vocabulary in English
Middle
6
Primary
11
Middle
11
Primary
8
Middle
5
Primary
6
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66
24
63
19
60
55
16
20
63
57
4
14
17
17
22
7
14
16
PUBLIC
Primary
PRIVATE
Primary
Middle
80
80
60
5150
40
23
16
20
3 2
3 3
Mother
tongue
Community
Language
27
23
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Enlish
60
35
40
26 28
32
34 34
20
0
Urdu
% Teachers
100
% Teachers
100
Middle
Bi or
Multilingual
approach
3 3
3 3
Mother
tongue
Community
Language
0
Urdu
Enlish
Bi or
Multilingual
approach
Scoring
• A0 to B1
Lowest to
highest
Two
componen
ts
• Grammar &
Vocabulary
• Speaking
Assess Abilities
• Speaking
• Listening
• Writing
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Private
3
2
B1
Aptis Code
Public
12
12
A2
22
A1
30
62
56
A0
0
20
40
60
% Teachers
80
100
Both public and private teachers low on speaking, reading and writing English !
A huge Challenge
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% Teachers
A0
100
1
9
80
26
A1
A2
B1
5
22
60
35
40
65
20
38
0
Primary
Middle
Middle level teachers performed better than primary level teachers
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“National Education Policy
(2009) has not been
implemented properly.
Students who have never
studied English are made to
study all the subjects in English
which is unfair”
“What to say of the students,
teachers themselves are
neither trained nor qualified
enough to deliver lessons in
English”
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10,000 Volunteers – Citizens – Youth !
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•
•
•
•
•
•
Citizen led large scale national household
survey (3-16 years).
Quality of education in rural and some urban
areas (5-16 years).
Seeks to provide evidence on learning and
access.
Influence National & Provincial policy and
actions for Right To Education (RTE) Article
25-A.
Provides information for tracking MDG/EFA
trends and targets up to 2015.
Influence goal setting for Post-2015 agenda.
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ASER Assessment tools :
1. LEARNING
•Reading (Urdu/Sindhi/Pashto)
•Arithmetic
•English
Assessments are based on Class II
level curriculum for English &
Urdu/Sindhi/Pashto and Class III
level for Arithmetic.
2. HOUSEHOLD SURVEY
3. SCHOOL – GOVERNMENT &
PRIVATE
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138
7
25
10
9
Districts (Rural)
1
36
13
28
Districts (Urban*)
22
263,990 Children | 6,132 Schools | 4,382 Villages | 87,044 Households
*Urban: Karachi (East, West, Central, South and Malir), Hyderabad, Sukkur, Quetta, Rahim Yar Khan, Multan, Faisalabad, Lahore, and Peshawar.
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Learning levels by school type - English
Government
Private
100
% Children
80
71
60
40
51
58
70
58
36
20
0
Class 1: Can read at
least small letters
Class 3: Can read at
least words
Class 5: Can read at
least sentences
ASER 2013 reveals that 58% of the public sector class 5 children can
read class 2 level sentences
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Children who can read English
sentences
2011
2012
2013
% Children
100
80
62
60
44
40
25
20
27
61
73
74
45
0
Class 3
Class 4
Class 5
Class 6
62% class 5 children could read sentences (class 2 level)
compared to 61% in the previous year
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Challenges
Strengths
• 32% of public school teachers
have received training in
English Methodology for two
weeks
• 70% of the public and 80% of
the private school teachers
regard English language as
important for academic
success
• 60%of the teachers
prioritized training in English
teaching methodology; and
expressed willingness to
learn English
• Need for more practical
and pedagogical support in
acquiring new teaching
techniques and English
language skills
• Dominant language
scaffolds of Punjabi/Seraiki
and Urdu, especially in
rural areas
• Translation method still a
prominent classroom
practice

Provide existing teachers with regular and
frequent opportunities for continued growth in
English proficiency.

A move towards content area instruction in
secondary and tertiary education

Review & upgrade National Curriculum 2006 for
English as a second language.

Recruitment processes sensitive to faculty's age
and qualification, profile of primary/elementary
school at district/sub-district level.
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