Transcript ASER Pakistan A citizen led initiative National Launch ASER 2012 Supporters & Partners.

ASER
Pakistan
A citizen led initiative
National Launch
ASER 2012 Supporters & Partners
ASER PAKISTAN 2010-2015
•
Citizen led large scale national household
survey (3-16)
•
Quality of education in rural and some
urban areas (5-16)
•
Seeks to provide evidence on learning and
access gaps
•
Influence National & Provincial policy and
actions for RTE.
•
Provides information for tracking trends
and MDG/EFA Targets up to 2015
•
Influence Goal Setting for Post-2015
Agenda
ASER Pakistan Assessment Tools Grade II
ASER Assessment tools are prepared in following Categories
•Reading
Urdu
Sindhi
Pashto
•Arithmetic abilities
•English
ASER Survey Sheets
Section I: Scale of Survey
ASER Outreach over the last 3 years
• 2010 – 32 districts
• 2011 – 85 districts
• 2012 – 142 districts
ASER 2012 – SAMPLE DISTRIBUTION
Children (3-16 Years)
National
Rural
Urban
Rural +
Urban
Districts
Covered
136
6
Villages/
Blocks
4,033
193
House
Hold
80,209
2,312
142
4,226
82,521
Female
Male
Schools
Total
Mothers
Gov.
Pvt.
Total
101,236 143,241
2,930
4,037
244,477
6,967
81,417
2,329
3,934
183
1,660
167
5,594
350
104,166 147,278
251,444
83,746
4,117
1,827
5,944
Section II: Access (Schooling)
Pre-School Enrollment (3-5 Years) – Rural
% Children who attend different types of pre-schools
 Enrollment of children of 3 – 5
years
37% in 2012
 Enrollment highest in Urban
55% compared to Rural 37%
Non-state providers
Age
group
Govt.
Others
Out-ofschool
Total
3
0.3
0.1
90.7
100
10.3
0.6
0.3
67.6
100
45.5
15.4
0.9
0.4
37.8
100
26.2
10.0
0.6
0.3
62.9
100
62.9
100
Pvt.
Madras
ah
6.0
2.9
4
21.2
5
3-5
Total
By
type
37.1
70.5
27.0
1.7
0.7
Enrollment (6-16 years) – Rural
 77% of 6-16 year olds in rural
districts are enrolled in schools
 74% enrollment in Govt. schools
% Children in different types of schools
Gov
Age group
t.
% Out-ofschool
Total
Non-state providers
Pvt.
Madrasah
Never DropOthers enrolled out
 26% Rural children enrolled in
private/ non-state sector
6-10
58.7
18.4
2.0
0.5
18.8
1.6
100
11-13
58.4
17.0
2.5
0.4
16.0
5.7
100
 23% of children are out-of-school
14-16
51.6
15.2
2.0
0.3
18.5
12.3
100
6-16
57.2
17.4
2.1
0.4
18.1
4.7
100
1
out of every
4
Children is
Out-of-School
Total
By type
77.1
74.1
22.6
2.7
22.8
0.6
Never Enrolled still higher
than dropout rate
100
Out-of-School children
(6-16)
Gendered Comparison: Out-of-School Children
(6-16 years)
 There are more Girls out-of-school than boys
Out-of-school children by gender
6 to 16 years
Boys
Girls
50
10
11
10
0
2011
2012
13
Class Wise Enrollment - Rural
 Enrollment decreases sharply as class level increases
Class-wise enrollment
2011
2012
% Children
40
30
20 18
10 16
4
4
0
1
2
3
4
5
Class
6
7
8
9
10
Section III: Quality
Learning Levels – Urdu/Sindhi/Pashto
Class 2 level text
Children who can read story
Urdu/Sindhi/Pashto
2011
% Children
100
2012
65
80
51
60
36
40
20
20
0
60
47
31
17
Class 3
Class 4
Class 5
Language Learning levels for class 4 have improved by 5%
Class 6
since 2011
49% of Class 5 students cannot read Class 2 story
Learning Levels (Class 5):
Urdu/Sindhi/Pashto
Learning Levels - English
Class 2 level text
Children who can read English sentences
2011
2012
% Children
100
80
63
48
60
40
34
19
20
0
56
41
25
13
Class 3
Class 4
Class 5
Class 6
Language Learning levels for class 4 have improved by 9% since 2011
Almost 52% of the children may complete primary without learning
how to read fluently in English at grade II competencies
Learning Levels (Class 5):
English
g
Learning Levels - Arithmetic
Class 2 level
Children who can do division
2011
2012
% Children
100
80
58
60
44
29
40
20
0
15
52
37
22
10
Class 3
Class 4
Class 5
Class 6
Language Learning levels for class 4 & 5 have improved by 7% since 2011
Almost 56% of the children may complete class 5 without
learning how to do division at grade II/III competencies
Learning Levels (Class 5):
Arithmetic
Learning levels – Boys vs Girls
(5-16 Years)
 Girls continue to lag behind boys in learning levels
Learning levels by gender
English
100
45
37
60
40
% Children
% Children
80
100
80
40
60
40
20
20
0
0
Girls
Boys
Who can read at least
sentences
48
Girls
Learning levels by gender
Arithmetic
100
% Childrern
Learning levels by gender
Urdu/Sindhi/Pashto
Boys
Who can read at least words
80
44
35
60
40
20
0
Girls
Boys
Who can at least do subtraction
Girls are behind boys by 9% in basic Arithmetic

Learning levels – Public vs. Private
Learning Levels are better in Private schools overall
Learning levels by school type
Urdu/Sindhi/Pashto
100
69
83
60
58
48
63
38
40
Private
100
20
80
40
69
57
60
43
43
32
64
20
0
0
Class 1: Can read
at least letters
Class 3: Can read
at least sentences
Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small letters
least words
least sentences
Class 5: Can read
at least story
 52% children in government and 37%
children in private schools in class 5
cannot read class 2
Urdu/Sindhi/Pashto story.
 57% of the children in Government
schools and 36% of children in private
schools cannot read English
sentences.
Learning levels by school type
Arithmetic
Government
Private
100
% Children
% Children
80
Government
Private
% Children
Government
Learning levels by school type
English
80
40
56
53
60
32
35
55
41
20
0
Class 1: Can
Class 3: Can at least Class 5: Can at least
recognize at least
do subtraction
do division
numbers (10-99)
Additional learning support – Paid Tuition
 Children in urban areas are more likely to take paid tuition
Rural
Urban
Children attending paid tuition
Government schools
Private schools
% Children
100
80
60
40
20
24
7
25
6
0
2011*
2012
6% Government and 25% Private enrolled children take Paid tuition in Rural Areas
Learning levels – Out of School (Rural)
 Even out of school children were tested
Learning levels: out-of-school children
Arithmetic
Learning levels: out-of-school children
Urdu/Sindhi/Pashto
100
100
79
80
% Children
%Children
80
60
40
20
8
6
2
5
Letters
Words
Sentences
Story
0
Beginner
79
60
40
8
20
7
3
4
Subtration
Division
0
Beginner
Number
Number
recognition recognition
1-9
10-99
8% of out-of-school children can recognize numbers from 1-10.
Section IV: School Attendance
& Facilities
Attendance - Students and Teachers
1 in every 5 children in government schools was absent from school
Overall attendance is better in Private schools
Children Attendance (%) on the day of visit
Government schools
Primary Elementary
Private schools
High
Others
Overall
Primary
Elementary
High
Others
Overall
Children
attendance
79.1
84.3
85.5
79.0
82.4
85.5
86.2
86.8
82.5
86.2
Teacher
attendance
87.3
86.2
88.0
84.4
87.0
85.9
88.3
87.7
86.0
87.6
13%
and 14% teachers in private and government schools respectively
were found to be absent
Multi-grade Classes
Around 50% government school children of class 2 sit with other
classes VS 28% in Private Schools
Multi grade teaching
Government
22% grade 8 students in
17% grade 8 students in
Government schools
100
% Schools
Private schools sit with other classes vs.
Private
80
60
40
50
28
17
20
22
0
Class 2
Class 8
Basic Facilities – Improved but not Sufficient
50% of government primary schools do not have functional toilet facilities
39% primary government schools still do not have useable water
38% primary government schools still do not have boundary walls
Section V: Other dimensions that
influence teaching and learning
Mother tongue/ Home Language
• 41 different languages were used throughout Pakistan.
• 5 common languages were;
• Pashto (27%),
• Punjabi (19%),
• Sindhi (16%),
• Balochi (10%)
• Siraiki 7%) and
• 21% used other languages
Other Lanuages included : Urdu, Brahvi, Shina. Balti, Burushaski, Chitrali, Potwari,
Gujrati, Khowar, Dhatki, Kashmiri, Bolari, English, Pahari, Rakhshani, Kutchi,
Kohistani, Baltistan, Khetrani, Rachnavi, Wakhi, Rangri, Torwali, Yatgha, Myuti,
Ridkhan, Mewati, Koli Muhajri, Hindko, Marathi, Marwari, Darkhan, Persion,)
Households’ preferred medium of
instruction in school
• Each household surveyed was also
asked their preferred medium of
instruction for their children in schools.
• Forty-six percent of all the households
surveyed preferred Urdu as the medium
of instruction in schools.
• Home language was preferred by a
major proportion of 37% of all
households and 17% surveyed
households preferred English.
The most preferred language for medium of instruction was Urdu
Medium of instruction in schools
Children in public schools
reported:
• Urdu 61%,
• Sindhi 18%,
• English 14%,
• Pashto 6%
Children in private schools
reported:
• English 68%,
• Urdu 26%,
• Sindhi 4%,
• Pashto 2%
Parental Education
 Rural: 78% mothers vs. 53% fathers did not complete primary
education.
 Urban: 45% Mothers vs. 28% Fathers did not complete primary
education
Urban
Rural
Section VI: How far have we come on
RTE compliance?
How can ASER 2012 inform the planning, drafting,
resourcing and implementation of 25-A?
 ASER can help assess education with respect to :
Quality
Access
Equity
Planning according to district based assessment – generating District Report
Cards (DRCs) linked to the Roadmap to Reforms and/or Sector Plans of the
Provincial Governments .
 Holding ASER Baithaks in ASER survey villages, parents, communities with
parliamentarians and political holding ALL to account for ACTION!
Use of ASER data and teams for focusing on gender & the excluded groups
Forming District RTE Vigilante Committees mobilizing coalitions, teachers,
youth, media and bar associations.
Action to RTE 25 A Implementation
• Milestone achievement: “The Right to Free and Compulsory
Education Act 2012” - challenge is tracking implementation
• ASER data to help in drafting of RTE Acts & using ASER
data for continued advocacy on Right to Education (RTE) 25 A
• Each province has district by district data for addressing gaps in
access, quality, equity/gender and financing
• Continued Dialogues with Parliamentarians and Politicians in
2013 for elections, manifestoes and actionable steps that can be
tracked
• Linking the ASER information to national data and GMR /UN
Human Development Reports /others in the run up to 2015 &
post 2015 debates
Thank You
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