Transcript ASER and Read India

The Annual Status of Education Report
(ASER)
and
The Read India Campaign
Impact of work in India
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Sequence of events
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02-03: Innovation of accelerated ‘Learning to Read’ (L2R)
and ‘learning math’ techniques.
03-04:
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04-05:
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First compilation of data on reading and math from different
states. The idea of ‘Read India’.
05-06:
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Creation of a simple testing tool to help rapid assessment on
large scale- also works as a mobilizing tool.
Massive scale up of L2R in school and community settings
First ASER2005 covering 85% rural India completed start to
finish in 100 days
L2R mainstreamed in 45 out of 48 districts of Madhya Pradesh
(MP).
06-07:
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ASER2006 indicates massive jump in reading and math in MP.
Nationwide Read India Campaign launched
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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A solution reflects an interpretation of the
problem. But interpreting a problem in a
way that it can be solved is important
ASER and Read India.
Dr. Madhav Chavan, Pratham.
3
What is different about L2R?
 In ‘pure’ form:
 Emphasize ‘reading’
separate from
‘language’- mainly for
class III and above
 Non-sequential, multiple
stimulus method
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Start ‘reading’ on day 1
Use traditional phonetic
coding, decoding chart
for activities
Allow children to ‘learn’
- stop ‘teaching’
Supplementary reading
material in card form
ASER and Read India.
 Diluted on scale:
 Emphasize reading goals
 Learn alphabets first
 Use traditional phonetic
chart
 Supplementary reading
material in card form
Dr. Madhav Chavan, Pratham.
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What is the tool and the testing method?
 Tool: Five levels of “child
can read”
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Story: class II level text
Paragraph: class I level
connected sentences
Word: simple words
with different vowel
signs
Alphabet: common
alphabets
Nothing
 95% story readers can
answer simple questions
based on text
ASER and Read India.
 Method:
 Show the child “para”.
 If can read para, show
“story”.

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If cannot read story“paragraph”-level.
If can read story – story
level
 If cannot read “para”
show words

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If can read word- word
level
If cannot read word,
show alphabets. .. etc
Dr. Madhav Chavan, Pratham.
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Advantages and constraints
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Easy to train less educated.
“Reading” is the most visible
sign of learning.
Testing is demystified and the
whole village wants to know
how many children can read
what level
Can club “readers” and “nonreaders”(top and bottom two)
The shock to a top policymaker and to the villagehead has the same voltage.
The message is simple.
Action is obvious- “learn to
read”
ASER and Read India.
 The grading is less precise
than more rigorous
methods
 Comparison across
languages could be tricky
 Does not go beyond
reading fluency of class II
– as yet
Dr. Madhav Chavan, Pratham.
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Math tool and method is similar

Four levels of math
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Cannot recognize numbers
Can recognize numbers but
cannot solve two digit
subtraction with borrowing
Can solve subtraction but
cannot solve division of a
three digit number by a one
digit number
Can do division

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 Does not measure
progress at grade I and II
before subtraction with
borrowing is taught.
 Does not necessarily
correspond with class
levels taught in different
states
80% children who can read
fluently seem to be able to
solve subtraction or division
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Results of ASER2006
Based on a nationwide
District disaggregated
household survey
15,610 villages from
549 districts out of about 587
318,000 households
750,000 children 3-16
500,000 women
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Reading levels: India
Learning Level
Reading: % Children who CAN read
Level 1
(Std
1tex
t
Level 2 (Std
2 text)
Total
4.0
2.6
100
32.5
15.0
8.3
100
16.5
29.3
28.0
19.9
100
3.2
8.9
18.7
31.7
37.6
100
Std V
2.1
4.9
11.9
28.1
53.0
100
Std VI
1.3
2.5
6.7
22.9
66.6
100
Std VII
0.8
1.5
4.1
17.5
76.1
100
Std VIII
0.6
0.9
2.3
12.6
83.7
100
Total
9.9
14.8
16.5
19.8
39.0
100
Std
Nothing
Letter
Word
Std I
38.4
38.3
16.8
Std II
14.2
30.1
Std III
6.3
Std IV
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Math: India
Arithmetic: % children who can
Std
Nothing
Recognise
Numbers
Subtract
Divide
Total
Std I
53.8
38.5
5.7
2.1
100
Std II
26.1
49.0
18.9
6.0
100
Std III
13.5
38.0
33.3
15.2
100
Std IV
7.5
24.6
37.4
30.6
100
Std V
4.7
16.0
34.0
45.3
100
Std VI
2.9
10.1
28.5
58.5
100
Std VII
1.9
7.5
23.3
67.4
100
Std VIII
1.2
5.0
18.0
75.8
100
16.1
25.7
24.6
33.6
100
Total
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Read India
A people’s initiative
inviting government participation.
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Read India – goals and strategy

Reduce % of children in class
I and II who do not even
know alphabets down to near
zero
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Ensure near 100% children in
class III to become at least
paragraph readers
Ensure that near 100%
children in class IV-V can
read story level
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May-July volunteer and ICDSbased campaign to ensure
children entering class I and
II know alphabets- work
through the year on progress
Provide graded
supplementary reading
material and get children to
read…
More of the above but move
on to more complex material
and vocabulary.. Perhaps use
subject-based material:
Reading to Learn
Working through schools is not enough. Helping at home, is essential
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Some results
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Madhya Pradesh success
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Reading schools in 5 districts of
Tamil Nadu Oct ’06 to Mar ‘07
1000
900
400
Percentage of Children in 3rd, 4th & 5th Std who can Read Stories Fluently
300
200
Work done by
AID India
100
95-100
Dr. Madhav Chavan, Pratham.
Percentage of Children in 3rd, 4th & 5th Std who can Read Stories Fluently
90-95
85-90
80-85
75-80
70-75
65-70
60-65
55-60
50-55
45-50
40-45
35-40
ASER and Read India.
30-35
25-30
20-25
15-20
10-15
5-10
1-5
0
15
95-100
90-95
85-90
80-85
75-80
70-75
65-70
60-65
55-60
50-55
45-50
40-45
400
35-40
0
30-35
500
25-30
100
20-25
600
0
200
15-20
300
700
0
Number of schools
800
500
10-15
900
600
5-10
1000
700
1-5
Number of schools
800
Other developments- policy
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Government of India has stressed outcomes. Basic skill
learning emphasized for class I and II. Most states are
taking up programs
The need for basic reading, writing, arithmetic
acknowledged
Measurable learning outcome frameworks being prepared
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ASER results have been verified in many states and
accepted although not publicly, or officially.
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Some states have started their own assessment. In Andhra
Pradesh, the District Institute of Educational Training
students will do ASER survey in 2007.
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Developments: Practice
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Goal setting to achieve basic skills is happening in many
states.
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Traditional phonetic chart is back in classrooms officially
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Supplementary reading materials are being supplied by
many states as a part of basic skills improvement activities
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Local reading material being produced at the state and in
some cases district level although this needs to be
strengthened further.
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Training is activity oriented rather than just classroombased lectures. But still a long way to go in teacher training
and capacity building of academic support systems.
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Summary
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ASER has helped in creating an outcome oriented atmosphere.
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Quality improvement has to be seen as a step wise process.
Holistic change is necessary but it cannot happen all at once.
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Read India is the first step solution to creating conditions for
overall improvement in quality.
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In a developing country, especially where a vast majority of
children come from illiterate or semi-educated homes, working
with schools is not enough – especially if the school system is
weak. Volunteers helping at home and involving parents in the
child’s learning is important.
Campaigns to achieve big change help in building an overall
atmosphere of change. A number of changes are possible within
this atmosphere- motivation is the key.

ASER and Read India.
Dr. Madhav Chavan, Pratham.
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Reading material
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ASER2005 and ASER2006. www.pratham.org
About Read India. www.readindia.org
Remedying Education: Evidence from two randomized experiments from India;
Abhijit Banerjee, Shawn Cole, Esther Duflo, Leigh Lindon.
http://www.povertyactionlab.com/papers/Remedying%20Education.pdf
ASER and Read India.
Dr. Madhav Chavan, Pratham.
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