Transcript Large Scale Household Based, Citizen Led Assessments

Large Scale Household Based,
Citizen Led Assessments
A Forum for Inclusion, Social Capital and Social Accountability
BAELA RAZA JAMIL
HUMA ZIA
Comparative and International
Education Society (CIES)
10th to 15th March 2014
Participation at CIES Supported by: Open Society Foundation (OSF)
Introduction
 Challenges of Learning & Access
greatest in Sub Saharan Africa &
some E9 countries.
 E9 countries account for over half of
the world's population and 70% of
the world's illiterate adults ~ India,
Pakistan, Mexico, Nigeria,
China, Brazil, Egypt, Indonesia &
Bangladesh.
 Globally, 250 million or quarter of a
billion lack basic reading and writing
skills.
 The education Millennium
Development Goal (in spite of
progress) will not be met.
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Some more stats…
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 Education is an important engine for
The Need
for Large
Scale
Citizen
Led
Assessme
nts
economic, societal and personal growth.
 Governments have adhoc arrangements for
primary & middle level assessments 
consistency & transparency is required.
 Governments /providers/donors input
driven not focused on whether children are
‘learning’
 CSOs are coming together to strengthen
learning & teaching based on evidence that is
country wide & accessible to ALL.
 Lively & growing education research
community to interrogate learning
outcomes & pedagogies that work.
www.aserpakistan.org
Citizens Response To Learning Challenges
A South-South Initiative
India
2005
Pakistan
2006-8
Uwezo
2009
Mali
2012
Senegal
2012
Mexico
2014
Conceptualized as a Citizens’ Social Movement
Leading from the Front with Bold & Distributed Leadership Model
www.aserpakistan.org
www.aserpakistan.org
Call for citizens to come together!
Volunteers need to have at least 12 years of education
Building
capacity to
conduct
survey
Building
capacity to
disseminate
results
Improved
Extra
Ordinary
People
Transforming ordinary into extra-ordinary people
BUILDING CAPABILITIES FOR ACTION
EACH COUNTRY HAS ITS OWN MODEL
www.aserpakistan.org
The JUBA family spreading globally
South Asia
Mexico
•India
•Pakistan
Mali
Senegal
Nigeria
East
Africa
•Kenya
•Uganda
•Tanzania
Nigeria is exploring options to join the JUBA family in 2014
www.aserpakistan.org
International Large Scale Assessments in Education
Assessment Institutes
Scope
PISA (Program for International 15-year old students
Student Assessment)
enrolled in schools at
grade 7 or above
PIRLS (Progress in International Students enrolled in
Reading Literacy Study)
schools at grade 4
TIMSS (Trends in International Students enrolled in
Mathematics and Science Study)
schools at grades 4
and 8, and 11 or 12
EGRA (Early Grade Reading Students enrolled in
Assessment)
schools at grades 1, 2,
3, or 4
EGMA (Early Grade Mathematic Students enrolled in
Assessment)
schools at grades 1, 2,
3, or 4
SACMEQ (The Southern and Students enrolled in
Eastern African Consortium for schools at grade 6
Monitoring Educational Quality)
Duration
Scale
Every 3 years
74 Countries (2010)
Every 5 years
59 Countries (2011)
Every 4 years
77 Countries (2011)
Varies by Country
60 plus countries
since 2006.
Varies by Country
22 countries
2009.
since
1995, 2000-4, 2006- 16 countries
11, and 2012-14
School Based Assessments lead to exclusion – DO NOT account for
absent students, never enrolled & dropped out children!!!
www.aserpakistan.org
The NEED for Household Based Assessments
A Forum for Inclusion
• Household
based
learning
assessment is inclusive - it ensures
ALL children are included.
• ASER
Pakistan 2013  in some
provinces, child absenteeism may
be as high as 35% (Sindh,
Pakistan)
• In-school assessment is great when
all children are in schools; in many
countries this is not the case.
www.aserpakistan.org
Mobilizing Citizens: Scale & Size
Countries
Households
Children Assessed
(5-18 years)
Volunteers
Mobilized
300,000
600,000 +
30,000 +
2. Pakistan
87,044
263,990
10,000 +
3. Kenya
90,820
153,900
9,360
4. Tanzania
55,191
104,568
7,560
5. Uganda
34,667
81,650
4,800
6. Mali (pilot)
75,000
23,149
375
7. Senegal (pilot)
5,000
15,000
216
1. India
Designed for 30-60 volunteers per district –
Majority young people –engaged in a BIG cause!
www.aserpakistan.org
The Rigor & Stages of Mobilization
Evidence
• Provision of
Dataset on:
• Learning
Outcomes
• Access
• School
Facilities
Objective
Impact
• Report Launches
• Trainings
• Field Survey
• Data
Collection
• Finalizing
Reports:
• National
• Provincial
• District
• Policy Briefs
• District Report
Cards
• National,
Provincial,
District
• Policy Dialogues
• Regional /Local
• Village
Gatherings
• CSO Coalition
Meetings
• Media Training
• Mass
Dissemination
• Poster ( target/
actions based)
• Informs RTE
• High Level
Endorsements
• Provided Baseline
for provincial
Sector
Reforms/Plans
• Influenced political
agenda/ campaigns
• Media Campaigns
for transforming
education
• Triggered Research
• Demand from
research
institutions
Advocacy
Civil Society and Social Capital Formation
IMPLEMENTATION CYCLE
Seeking Stakeholders Attention:
Building Social Capital
•
•
•
•
Politicians
Parliamentarians
Bureaucrats
Judiciary & Judicial
Academies
• Academia / Think tanks
Decision
Makers
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Decision
Makers
•
•
•
•
•
Children
Parents / Community
Teachers/ Associations
Youth
Media
What is Social Capital?
Robert Putnam emphasized the
relation between democracy and
civil society.
“…social capital refers to
connections among individuals –
social networks and the norms of
reciprocity and trustworthiness
that arise from them. In that sense
social capital is closely related to
what some have called “civic
virtue”
The importance of a strong and active
civil society to the consolidation of
democracy’.
(Putnam 2000: 19)
www.aserpakistan.org
What is Social Accountability
United Nations Development Program (2010) defines
social accountability as:
“A form of accountability which emerges from actions by
citizens and civil society organization (CSOs) aimed at
holding the state to account, as well as efforts by
government and other actors (media, private sector,
donors) to support these actions.”
www.aserpakistan.org
Civil Society Takes Action
 Citizens mobilized through a unique and simple
methodology to

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Gather large scale evidence – from households, children and
schools in the neighborhoods
Analyze
Household
Publicize &
Take Action
School
Citizens build social capital
through informed voice!
www.aserpakistan.org
Children’s
Learning
CSOs Promoting Social Accountability
Through Rigorous Annual Actions
 Participation of citizens and civil society crucial for
improving sustained access to quality education.
 Social accountability of the JUBA kind operationalizes
and strengthen relationships between citizens (the users
of education services), policy-makers and service
providers.
 Social accountability backed by evidence on learning leads
to improved information for action about citizens’ rights ,
responsibility. transparency, governance
 JUBA works for creating a public good and public
service in the public domain to provide information
for actions on Right to Education (RTE)
www.aserpakistan.org
JUBA Family Creating Social Capital
for Social Accountability
Creating Social Capital
www.aserpakistan.org
Dissemination
Survey &
Assessment
Leading to Social Accountability
ToT at
National &
Sub-national
levels
Survey
Design
Community
Gathering
Engaging
Parliamentarians
Youth Groups –
Ambassadors for
Learning
Consultations with
Education &
Literacy Dept.
Research Groups,
Think Tanks,
Academia
MEDIA
“Creation of social capital begins with a shared goal of
improving the learning levels of children and holding all
the stakeholders of education accountable.”
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Collecting evidence of
learning levels of children

Communicating findings
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Mobilizing resources for
improved learning

Community mobilization
for social accountability
www.aserpakistan.org
Collecting
evidence of
learning levels of
children
• Seek evidence-based engagement to transform
conditions of exclusion and learning challenges at
the household, community, school, and college level.
Communicating
findings
• Communities across the country who commit to
rethinking their conditions, values and structures for
change.
Mobilizing
resources for
improved learning
• Collaborating with partners across networks
(national, regional & global) to influence
• Progress through synergistic collaboration & actions
Community
mobilization for
social
accountability
• Engages inspiring leaders as communicators of
ideas, learning solutions, change, practice and
accountability.
www.aserpakistan.org
Learning for All in the Post-2015 Development
Agenda
Education is Learning For
capabilities and entitlements
Learning as a Core Education Goal
 Twin crises of learning & OOSC
has enormous costs.
 Challenge to draw attention to
education/learning as capabilities
and entitlements for health,
economic
growth,
happiness,
safer, stable societies- and well
being in the 21st century.
www.aserpakistan.org
Evidence Based Citizen Led Assessments for
Action, Research & Policy Influence
 Large scale annual citizen led
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nationwide citizens’ audit of
learning generate an
enormous energy and
synergy.
As an evaluation of citizens,
parents & government
performance.
Bring educational issues to
the forefront by involving all
stakeholders from local to
global.
Provide large scale data sets
for research and policy
communities.
Influence actions – village district – state national and
global agendas.
www.aserpakistan.org
JUBA : a passport to jobs!
Challenges & Next Steps
 Most projects in reading/learning in their official
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JDs ask for “ASER experience” !
Rigor of processes, tools and reporting.
Formidable scale - from a citizens’ call for action to
formal procurement of partnerships
Documentation to capture the ‘unintended impact’
the value addition beyond the plans.
Second generation tools  focus from lower
primary to upper and post primary
We are in this TOGETHER too!!
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THANK YOU…!
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