Transcript Annual Status of Education Report ASER – 2010 Pakistan

The Journey from
SAFED to ASER
South Asia Forum for Education Development
(SAFED)
• SAFED - outcome of a regional conference on
“Local Governance, Texts and Contexts:
Perspectives from South Asia” February 1-2,
2006
• SAFED registered in April, 2008
• An information sharing, research and good
practice gateway across South Asia
• Member Countries:
Afghanistan, Bangladesh, Bhutan, Burma, India,
Maldives, Myanmar, Pakistan and Sri Lanka
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SAFED’s Areas of Focus
• Policy and Curriculum Reforms
• Quality: Teaching and Support Systems;
Assessing Learning Levels
• Up scaling Girls’ Education
• Education for Sustainable Development
• Human Rights, Peace and Citizenship
Education
• Education in Emergencies
Embedded in linkages with :
higher education, gender and partnerships
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Assessment
Survey of
Education Report
ASER Pakistan
a citizens’ initiative
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ASER PAKISTAN
• ASER - The Annual Status of Education Report (ASER) is
a survey of the quality of education. ASER seeks to fill a
gap in educational data by looking to provide a reliable
set of data at the national level, that is comprehensive
and, at the same time, easy to understand. The
survey’s stated objectives are three fold:
 To get reliable estimates of the status of children’s
schooling and basic learning (reading and arithmetic
level)
 To measure the change in these basic learning and school
statistics from last year
 To interpret these results and use them to affect policy
decisions at various levels.
ASER PAKISTAN
The Annual Status of Education Report - ASER Pakistan is
the largest annual survey of rural children done by the
citizens of Pakistan every year since 2008-09. ASER is
facilitated by SAFED and is carried out by a local
organization in rural districts in Pakistan. In 2010, ASER
was conducted in 32 districts, over 900 villages and 19000
households, and surveyed almost 54000 children. From
start to finish, ASER takes about 100 days and the report
is ready by mid January. ASER asks children whether they
are enrolled in school. ASER also asks children to read a
simple text and do some very basic arithmetic tasks.
ASER Pakistan 2008, 2010-2015
• ASER Pakistan 2010 preceded by
•ASER Pakistan 2008-09
11 Districts (Pilot)
• ASER Pakistan 2010-15
• ASER Pakistan 2010-15
•ASER Pakistan 2011
•ASER Pakistan 2012-15
32 Districts (Completed)
70 -75 Districts
138 Districts all districts
ASER PAKISTAN
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Goal:
 To undertake ASER Pakistan for five consecutive years 2011-2015, a
rigorous tracking of learning outcomes led by citizens themselves for 316 years children
Objectives
 To get reliable estimates of the status of children’s schooling and basic
learning (reading and arithmetic level) at the district level; and,
 To measure the change in these basic learning and school statistics from
last year
 To share the results for action regionally and internationally to the global
reporting and campaigns for quality education for all.
 To leverage the results for appropriate education interventions with inschool and out of school children in Pakistan.
 To build capacity for citizen led initiatives to improve understanding and
options of: where, what and how well students learn
ASER Pakistan – the Architecture
Voluntary Surveyors (VSs)
Village Level
(CBOs, NGOs, Colleges, Universities)
20 Houses per Village
District Level
30 Villages per district
Collaborating Partner Organizations
(Master Trainers MT) & Voluntaries
Provincial Level
2008: 11 District s
2010: 32 Districts
2011: 70 Districts
2012-15 = All Districts
External Collaborator
(ASER India, PCE)
National
Level
Chief Collaborating Partners
(CCP)
SAFED Team
ASER ‘S LEARNING ASSESSMENT – TOOLS
Reading Tools:
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Reading tools have been developed in three languages - Urdu, Pashto and Sindhi. Children can choose to be
tested in a language of their own choice. Therefore, the ASER team has a set of tools in any basic language
that the child is likely to know. There are four levels used in tools for assessing reading which are as following
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Alphabets/grade 1 level text
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Words/grade 1 level text
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Easy Paragraph/Class 1 level text
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Simple Story/Class 2 level text
English Language Tools: (Reading & Comprehension)
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Reading:
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There are four levels used in tools for assessing reading
– Capital alphabets
– Small alphabets
– Simple words /grade 1 level text
– Easy sentences /Class 2 level text
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Meanings
– There are two levels used in tools for assessing comprehension which are as following
– Meaning of words: (after the child has been marked at “word” level)
– Meaning of sentences: (after the child has been marked at “sentence” level)
ASER ‘S LEARNING ASSESSMENT – TOOLS
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Arithmetic Tools:
There are four categories used in the arithmetic tool for assessing basic numeracy skills of
children. These include:
Number recognition 1 to 9:
Number recognition 11 to 99:
Subtraction:
Division:
Mothers’ literacy tool
Mothers are ONLY be asked to read the SENTENCES
Other Tools
Household Survey Form
Village Map
School Survey Form
a) Government School: Attendance teachers/students; Facilities and Grants
b) Private School: Attendance teachers/students; Facilities and Grants
CHARACTERISTICS OF ASER PAKISTAN
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In ASER, every year, we will retain 20 villages from the previous year and 10 new villages will be added.
Ten villages will also be randomly dropped each year from the previous year’s list, and 10 more villages
will be added from the population census village directory. The 10 new villages will also be chosen using
PPS. 20 old villages and the 10 new villages give us a “rotating panel” of villages, for more precise
estimates of changes.
ASER will be carried out in an inclusive campaign mode as a national movement by citizens.
SAFED involves ordinary citizens in the process of data collection and survey empowering them with an
accessible tool for evidence gathering & action
ASER Associates (2 per district) will be selected each year to be trained in the practice, theory and
research skills of ASER through a formal modular training lasting 40-50 days.
Workshops will be held at the national, provincial and district levels to train surveyors with necessary
skills.
Survey undertaken within 6 weeks and results sent to the central secretariat for ASER Pakistan for
consolidation and launch co-planned with ASER Centre India
A communication strategy will be finalized for the ASER findings and dissemination – support and skills
will be mobilized from ASER Centre India
Reports generated and final national and disaggregated reports and policy briefs prepared for the launch..
shared with the global monitoring report team in UNESCO to reflect this data not just coming with validity
at the national levels but also regionally and globally (ASER Inida, ASER or UWEZO 2009)
NEAS/PEC other assessment initiatives will be kept in the loop, informing them about ASER Pakistan and
activity seeking synergies
How is ASER different from Other Assessment
Initiatives in Pakistan?
National Education
Assessment System
Punjab Examination
Commission
Annual Status of Education
Report
NEAS established in late 90s. A
country-wide institutional
presence – 9 outposts to build
assessment capacity at provincial
and federal levels for measuring
learning outcomes, inform policy
and improve quality.
PEC is a provincial initiative of
the government of Punjab.
ASER Pakistan 2008 a household
based citizens led survey to
measure reading, comprehension
and numeracy skills for children
between the ages of 3-16.
Established in 2006 to address
the Quality Challenge.
PEC is an autonomous body to
administer examinations for
NEAS /its provincial centres
grades 5 and 8 in all subjects of
conducted 3 rounds of subjectboth public and private schools.
based assessments
It is mandatory for the public
sector and assisted private
NEAS is a sample-based national schools to appear in PEC exams.
assessment for grades 4th and
grade 8th in four subjects:
To date three rounds of
Language, Mathematics, Science, assessments have been held in
and Social Studies.
2006, 2007 and 2009
(www.neas.gov.pk).
(www.pec.edu.pk).
Launched in 2005 by Pratham,
NGO/India). Conducted
consecutively each year (2005 2009) across all districts with a
rural focus – ASER Centre
Compared to govt. administered
NEAS and PEC, ASER Pakistan
is a household based rural survey
examining generic skills of
numeracy and literacy for Grades
I & Grade II.
www.safedafed.org
www.pratham.org
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www.aser.org
ASER Pakistan 2008 - Rural
FINDINGS
16
In-School& Out of School Children Types of Schools
Age
Group
PreSchooling
(%)
3-4
Schooling Status
(Class 1 - on ward) (%)
Out of School (%)
Total
(%)
Governm
ent
Private
Madrassa
h
Others
Dropout
Never
Enrolled
29
10
7
1
1
0
52
100
5-9
7
62
20
1
1
1
9
100
10-12
0
72
18
1
1
4
5
100
13-14
0
66
17
1
0
10
6
100
15-16
0
62
14
1
0
17
6
100
3-16
5.7
60.7
17.3
0.6
0.7
3.8
11.2
100
85
76.5
In-School :
85%
Govt. Schools:
76.5%
Madrassah/Others : 1.6%
21.8
15
0.8
100
0.8
Out of school:
Private Schools:
15%
22%
17
Out of School Children by Gender
Of the out of school children surveyed (15%) in the age group 3-16
years.
11.2% of all children never enrolled in any type of schools.
3.8 % of all the children (1408) are drop outs.
54.6% of out of school children (2,503) are females.
18
Learning Ability of the Age Group 03-16 Years
% Children Who Can Read
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
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31.9%
22.0%
14.8%
16.1%
•
15.2%
•
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% Children Who Can Do
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
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22.5%
20.5%
13.8%
25.5%
17.7%
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Reading:
16,737 children were tested on their reading
abilities.
31.9% were able to read the story text or
level - II text
15.2% were able to read Para text. or level - I
text
16.1% of the children were able to read words
14.8% were able to read letter and
22% were categorized as beginners or can’t
read.
Arithmetic:
16,737 children were tested on their arithmetic
abilities.
25.5% were able to do division correctly (3 digits
divided by single digits with carry)
17.7% were able to do subtraction correctly (2 digits
subtraction with Carry)
20.5% of the children were able to recognize
numbers from 11-99
13.8% were able to recognize numbers from 1-9
and
22.5% of the children were categorized as beginner
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or can’t even recognize numbers
Attendance
School with
Std 1-5 Std 1-8 Others
Children attendance 79%
72%
72%
Teachers
75%
82%
76%
Attendance
PTR
49
39
29
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Average
74%
78%
39%
Teachers Attendance is over all 78%
Primary level 75%;
Elementary : 82%
Children’s Attendance overall : 74%
Primary level 79%;
Elementary level 72%
20
Facilities: Provision and Use
21
58 % Male and 42% female
ASER Pakistan 2010
Access – Children (6-16 Years)
School Enrollment and Out of School Children
First time Use of Age Band 6-10 years according to NEP 2009
%Children In Different Types Of Schools
% Out of School
Total
Age
Group
Govt.
Pvt.
Madrasah
Others
Never
Enrolled
Dropout
6-10
57.9
24.0
0.8
0.8
14.2
2.4
100
11-13
58.5
21.3
0.8
0.3
11.8
7.2
100
14-16
50.0
17.0
0.5
0.2
15.2
17.0
100
6-16
56.4
21.9
0.8
0.6
13.8
6.6
100
Total
By Type
79.6
70.9
27.5
0.9
20.4
0.7
100
Out of School Children
(Age 6-16 years)
15%
Over all = 20%
3%
15%
35%
32%
6%
5%
Access – Children (6-16 Years)
School Enrollment and Out of School Children
Access – Children (6-16 Years)
School Enrollment and Out of School Children
Schooling
100%
97%
95%
Out of School
94%
85%
85%
80%
68%
65%
32%
35%
60%
40%
20%
3%
5%
6%
Islamabad
AJK
Gilgit
15%
15%
KPK
Punjab
0%
Sindh
Balochistan
Enrollment and Out of School Children
(Age 6-16 years)
Enrollment by Gender and Type of
Institution
Out of School Children by Gender
Boys
Girls
8%
70%
56%
42%
6%
62.2%
59.2%
28%
40.8%
37.8%
4%
4.4%
4.7%
2.5%
14%
3.6%
3.0%
2.2%
2%
0%
Boys
Girls
Govt School
Boys
Girls
Pvt School
0%
6-10
Proportionately More Girls in Private
Schools .. Households do pay for
Girls’ Education!
11-13
Age-Group
14-16
Echoing trends of GMR..slightly more
Girls are out of school than boys …
up to age 13
Access – Children (6-16 years)
Gender Gaps
Access - Children (6-16 years)
Mele
Female
Access - Children (6-10 Years) PIE
Male
80%
31%
38%
Female
50%
20%
62%
49%
50%
10%
10%
Schooling
Out of School
Schooling
Out of School
Access – Children (6-16 Years)
Gender Gaps
Out of School
Schooling
Male
Female
Male
57.6%
60.0%
Female
19.4%
20.0%
53.9% 54.3%
50.4%
50.4%
50.0%
45.0% 43.9%
49.1%
16.0%
44.2%
39.4%
39.3%
34.2%
30.0%
16.1%
15.7%
15.5%
14.0%
40.0%
31.4%
18.0%
30.5%
12.0%
10.2%
10.0%
8.2%
23.4%
21.0%
8.0%
20.0%
7.2%
10.2%
8.1%
6.6%
6.0%
10.0%
4.0%
2.0%
0.0%
0.0%
3.3%
3.1%
3.0%
2.3%
2.3% 0.8%
Access – Children (6-10 Years)
Gender Gaps
Access - Children (6-10 years)
Mele
Female
Access - Children (6-10 years) Pie
Mele
Female
83%
34%
50%
40%
52%
17%
60%
9%
48%
8%
Schooling
Out of School
Schooling
Out of School
Access – Children (6-10 Years)
School Enrollment and Out of School Children
Sr #
Districts
Schooling
Out of
School
Access - Children (6-10 Years)
Out of School
33%
Balochistan
1
Islamabad
99%
1%
2
AJK
97%
3%
Sindh
3
Gilgit
95%
5%
KPK
4
Punjab
92%
8%
Punjab
5
KPK
89%
11%
Gilgit
5%
6
Sindh
72%
28%
AJK
3%
7
Balochistan
67%
33%
Islamabad
1%
National
83%
17%
28%
11%
8%
0%
Schooling
67%
72%
89%
92%
95%
97%
99%
20% 40% 60% 80% 100%
Access – Children (3-5 Years)
School Enrollment and Out of School Children
Out of
school Total
(%)
Age Group
Govt.
Private
Madrasah
Others
3
7.0
5.2
0.0
0.1
87.7
100
4
21.9
15.9
0.4
0.5
61.4
100
5
43.9
23.0
0.5
0.8
31.7
100
3-5
27.6
16.2
0.4
0.5
55.3
100
55.3
100
44.7
Total
By Type
61.7
36.3
0.8
1.2
EFA/NPA 2001-2015 target = 50% enrollment by 2015
In PAKISTAN it is QUALITY as key challenges with hardly any teachers/
Training on ECE or infrastructure in govt. schools - encouraging early drop
outs !
Children in Pre School (Age 3-5 years)
48%
64%
Over all = 45%
68%
73%
52%
31%
33%
The EFA National Plan of Action Target 50% by 2015 .. Are we almost
Access – Children (3-5 Years)
School Enrollment and Out of School Children
Access – Children (3-5 Years)
Schooling
80%
73%
70%
68%
Out of School
64%
60%
52%
48%
67%
69%
33%
31%
50%
48%
40%
30%
20%
27%
32%
52%
36%
10%
0%
AJK
Islamabad
Gilgit
Punjab
KPK
Sindh
Balochistan
Class-wise Enrollment
Classwise Enrollment
25%
20%
16.7%
15.2%
15%
14.0%
11.8% 12.0%
8.6%
10%
7.1%
6.5%
4.9%
5%
3.3%
0%
1
2
3
4
5
6
7
8
9
10
Class
Diminishing return .. Disappearing children adding to the out of school stock
Class-wise Enrollment
Gender GAP
16.7%
15.2%
14.0%
11.8%
9.8%
8.6%
9.0%
8.3%
6.2%
7.1%
7.6%
7.2%
6.9%
12.0%
4.9%
5.5%
5.7%
4.6%
4.4%
2
3
4
Boys
5
6
Girls
3.3%
4.2%
4.4%
3.0%
1
6.5%
2.6%
7
3.3%
2.2%
2.3%
8
1.6%
9
1.1%
10
Total
Diminishing return .. Disappearing children adding to the out of school stock
Private Tuition by School Type
School/
Class
1
2
3
4
Govt.
6.6%
7.1%
8.0%
9.3%
Pvt.
6
7
8
9
10
10.8% 10.7% 11.7% 16.4% 21.8% 17.9%
20.8% 26.1% 25.3% 28.6% 28.9% 28.6% 26.2% 29.7% 31.5% 26.7%
Children Attending Paid Tuition (%)
25%
Children Attending Paid Tuition (%)
- Gender wise
25%
25.3%
20%
20%
15%
15%
10%
5
14.2%
14.3%
10%
14.3%
14.3%
9.7%
5%
5%
0%
0%
Government
Private
Total
Female
Male
Total
Paid Tuition
(Govt. & Private Schools)
12%
9%
Over all = 14%
28%
22%
6%
5%
9%
Learning Levels
Reading Levels - (Urdu / Sindhi)
Learning Levels English
60%
60%
45%
45%
32.0%
34.3%
30%
30%
22.6%
18.3%
15.3%
16.6%
19.2%
14.6%
15%
15.9%
11.2%
15%
0%
Beginner
0%
Beginner
Letters
Words
Sentences
Capital
Letters
Small
Letters
Story
Arithmetic Levels
60%
45%
30%
23.2%
16.5%
16.0%
25.0%
19.2%
15%
0%
Beginner
Number
Number
Recognition 1-9 Recognition 10-99
Subtration
Division
Words
Sentences
Learning Levels
(Government and Private)
not controlled for differences in learning
Reading Levels in Govt. and Pvt. Schools in
Different Classes
Government Private
56%
50%
60%
42%
37%
33%
45%
22%
30%
English Reading Levels in Govt. and Pvt.
Schools in Different Classes
Government
Private
57%
53%
60%
45%
34%
45%
30%
20%
30%
15%
15%
0%
0%
Class 1: can
Read at least
Letters
Class 3: can
Read at least
Sentences
Class 5: can
Read at least
Story
Class 1: can
Read at least
Small Letters
Arithmetic Levels in Govt. and Pvt. Schools in
Different Classes
Government
Private
42%
40%
60%
45%
30%
19%
25%
40%
26%
15%
0%
Class 1: can
recognize at least
Numbers (10-99)
Class 3: can at
least do
subtraction
Class 5: can at
least do division
Class 3: can
Read at least
Word
Class 5: can
Read at least
Sentences
Learning Levels- Gender Gaps
Reading Levels
(Language)
Arithmetic Levels by
Gender
Reading Levels
(English)
60%
60%
60%
45%
45%
45%
30%
33.4
%
36.9
%
15%
0%
% Girls
% Boys
who can who can
read at
read at
least
least
Sentence Sentence
30%
34.4
%
38.1
%
30%
15%
15%
0%
0%
% Girls
% Boys
who can
who can
read at
read at
least Word least Word
(English)
(English)
29.5
%
33.6
%
% Girls who
% Boys
can at least who can at
do
least do
subtraction subtraction
Learning Levels- Language
Gender Gaps
Language (Urdu) - Words
Language (Urdu) - Letter
Male
Male
Female
Female
50%
50%
40%
40%
9.2%
30%
20%
30%
6.7% 7.4%
7.8%
7.1%
5.9%
6.3% 6.8%
7.1%
9.3% 7.7%
7.2%
5.8%
7.5%
5.9%
20%
5.2%
9.1%
0%
19.5%
10%
10%
11.8% 13.6%
9.4%
8.1% 8.6% 6.6% 7.7% 9.8%
0%
12.5%
10.8% 10.0% 10.2% 11.4% 11.7%
Learning Levels- Language
Gender Gaps
Language (Urdu) - Story
Language (Urdu) - Sentences
Male
Male
Female
Female
50%
50%
17.0% 19.0% 22.7%
15.4%
40%
40%
16.2%
13.6%
30%
30%
6.8%
20%
20%
8.5%
6.9%
5.8%
6.0%
4.5% 3.2%
5.3%
5.5%
5.8%
28.5% 27.6%
22.6%
20.7%
10%
10%
13.6%
9.0% 8.3% 9.3% 10.2% 7.9% 10.6% 10.0%
0%
9.2%
0%
24.7% 26.2%
12.2%
Learning Levels- English
Gender Gaps
English - Capital Letter
Male
English - Small Letter
Female
Male
Female
50%
50%
40%
40%
30%
30%
5.7%
20%
4.5%
4.4%
3.8%
3.7%
4.3%
20%
2.9%
2.4%
10%
6.4%
9.3% 9.8%
5.3%
3.0% 4.8% 5.1% 6.8%
9.4%
7.5%
9.9%
0%
7.4%
6.7%
4.2%
10%
0%
4.4%
7.8%
11.1% 10.7% 10.0%
7.5%
7.1%
6.3%
8.5%
9.6%
Learning Levels- English
Gender Gaps
English - Sentence
English - Words
Male
Male
Female
Female
50%
20.3% 24.0%
50%
15.0%
15.2%
40%
40%
13.4%
12.4%
30%
11.5%
30%
10.9%
9.7%
9.4%
9.2%
8.6%
6.2%
20%
5.2%
20%
5.7%
5.4%
28.8% 28.4%
10%
10%
14.7%
0%
19.5%
19.3%
18.3%
11.5%
13.7% 14.1% 14.1% 13.9%
14.0%
10.9%
0%
25.7% 24.6%
13.5%
Learning Levels- Arithmetic
Gender Gaps
Arithmetic - Number 1-9
Male
Female
50%
Arithmetic - Number 10-99
40%
Male
30%
20%
10%
0%
8.1%
6.6%
8.0%
Female
50%
6.7%
5.8%
4.6% 5.1% 4.5%
12.0% 14.5% 8.4%
7.5%
5.8% 6.2% 6.2% 9.2%
40%
30%
20%
10%
0%
8.0%
11.5%
10.3%
8.2%
6.8%
14.2% 12.9%
17.5%
11.9%
9.9%
9.1%
12.6% 14.6% 12.4% 15.3% 14.1%
Learning Levels- Arithmetic
Gender Gaps
Arithmetic - Division
Male
Female
50%
Arithmetic - Subtraction
Male
40%
Female
20%
13.7%
10.9%
10.5%
9.5%
50%
10%
40%
0%
30%
20%
10%
0%
8.2%
8.4%
4.8%
8.9% 11.6%
9.3%
7.4%
4.2%
16.5%
12.3% 8.8% 10.2% 13.7% 14.0% 12.9%
11.8%
19.0%
12.9%
30%
4.1%
4.4%
9.3%
10.2%
16.2%
23.3%
19.8%
20.8%
18.5%
15.5%
Learning Levels
Out of School Children - Opportunity for Second Chance
Programs
Reading Levels (Urdu/Sindhi)
Out of school Children (5-16 Years)
24%
Story
Learning Levels English
Out of school Children (5-16 Years)
10%
Sentences
39%
20%
8%
Capital Letters
Beginner
0%
10%
Small Letters
12%
Letters
16%
Words
14%
Words
20%
Sentences
40%
Children in schools
when not learning
well are at risk of
dropping out
throughout the
school cycle.. Adding
to the pool of OOSC!
47%
Beginner
0%
60%
20%
40%
60%
Arithmetic Levels
Out of school Children (5-16 Years)
18%
13%
17%
12%
Division
Subtration
Number Recognition 10-99
Number Recognition 1-9
40%
Beginner
0%
10%
20%
30%
40%
50%
60%
Attendance
Children
Attendance
85%
Government
School
90%
Private
School
Teachers'
Attendance
87%
Government
School
90%
Private
School
Water Facility
Water Facility
Water Facility
Useable
77.3
80
Useable
Not Useable
75.8
78.6
79.9
71.4
70
57.5
42.5
40
30
82
80
22.7
24.2
21.4
in Percentage (%)
in Percentage (%)
50
86.9
90
70
60
Not Useable
60
50
40
28.6
30
20.1
20
20
10
10
18
13.1
0
0
Primary (1- Elementary High (1-10)
5)
(1-8)
Government School
Other
Primary (1- Elementary High (1-10)
5)
(1-8)
Private School
Other
Toilet Facility
Toilet Facility
80
40
40.5
34.8
30
20
60
50
40
0
Other
15.5
20
0
High (1-10)
31.3
30
10
Elementary (1-8)
68.7
70
10
Government School
81.0
19.0
13.1
Private School
Other
38.9
86.9
High (1-10)
45.3
in Percentage (%)
50
59.5
Not Useable
84.5
90
54.7
Primary (1-5)
in Percentage (%)
60
61.1
Useable
Elementary (1-8)
65.2
70
Not Useable
Primary (1-5)
Useable
Toilet Facility
School Grants
School Funds
Grants received by school
Primary
(1-5)
No. of school
received any
grant
Average
amount
of
Grant
Government School
Elementary
High
(1-8)
(1-10)
317
85
61700
78700
37
Private School
Elementary
High
(1-8)
(1-10)
Other
Primary
(1-5)
21
2
2
2
-
75000
612500
744625
-
182800 93450
Othe
r
Mothers' Literacy
Literate
32.3%
Illiterate
67.7%
Mother’s Education and Child Development (Lahore)
Child reading level (aged 3-16) by mother's education
story
Mother has more than primary education
sentence
word
mother has some/all primary
letter
Mother has no education
beginner
0
10
20
30
% children aged 13-16
40
50
Child mathematics level (aged 3-16) by mother's education
division
Mother has more than primary education
subtraction
Numbers11-99
mother has some/all primary
Number1-9
Mother has no education
beginner
0
5
10
15
20
25
% children aged 13-16
30
35
Upcoming Policy Briefs Comparisons Across
Provinces
•
•
•
•
•
•
•
•
•
•
•
•
Gender
ECE
Enrollment trends by gender
Education provision; Public ; private ; madrassahs and others
Learning Levels by Gender
Learning Levels by Public and Private
Learning Gaps Public & Private controlling for differences – regressions
Tuitions – public and private
Out of School Children – policy implications
Governance - Attendance of Students & Teachers – Public and Private
Facilities in Public and Private Schools
Mothers Education /Literacy
Weblinks For All Advocacy Needs
• Kindly look up the website for updates and
quick access district wise and overall
http://www.safedafed.org/aser/home.html
• For media coverage look up .
http://www.safedafed.org/aser/news_aser.h
tml
Partnerships for ASER Pakistan 2011
• Rs. 300,000 per district including training; survey and basic
dissemination
• ASER 2011 and onwards in a consortium mode many supporters
can do this by district
• In 2011 establishment of ASER Centre to train 2 ASER associates
per district through certification across Pakistan - 60 day
training and 40 days implementation - multiplying capacity
• A citizen led sequel 16 weeks CHALO PARHO BARHO to improve
literacy and numeracy levels classes 1-5- Sept- Jan each year to
be measured by ASER. Rs. 100 per learner
• Second Chance Learners Program in the design phase for
catching up and reintegrating drop outs
• OPEN CALL FOR PARTNERS Need Partners and Many Players
END