ASER Pakistan

A citizen led initiative

Sindh 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 2011 2012 – 32 districts – 85 districts – 142 districts All Districts of Sindh in 2012.

ASER 2012 – SAMPLE DISTRIBUTION

Province

Sindh

National (Rural) Districts Covered Villages/ Blocks House Hold

22 645 12,806

136 4,033 80,209

Children (3-16 Years)

Female Male Total

16,899 23,589

40,488 Mothers Gov.

Schools

Pvt.

Total

12,949 621 85

706 101,236 143,241 244,477 81,417 3,934 1,660 5,594

Sindh 2 68 814 1,021 1,360 2,381 839 62 58 120

National (Urban) National (Rural + Urban)

Sindh

(Rural + Urban) 6 142

24

193 2,312 2,930 4,037 6,967 2,329 183 167 350 4,226 82,521 104,166 147,278 251,444 83,746 4,117 1,827 5,944

713 13620 17920 24949 42869 13788 683 143 826

Section II: Access (Schooling)

Pre-School Enrollment

(3-5 Years) – Rural

 Enrollment of children of 3 – 5 years

39%

in 2012.

 Enrollment is higher in

Urban 62%

compared to Rural

39%

90% of pre-primary age children are enrolled in government schools.

Children in Pre School (3-5)

Rural

Kashmore, Sanghar, Umerkot and Tando M Khan have the highest number of out-of-school children

Enrollment (6-16 years)

  

68%

of 6-16 year olds in rural districts are enrolled in schools

% Children in different types of schools 90%

enrollment is in Govt. schools.

Age group 6-10 Govt.

65.3

Non-state providers Pvt.

Madrasa h Other s 6.9

0.6

0.3

32% of children are out of school 11-13 59.6

5.4

0.4

0.3

% Out-of school Never enrolle d Drop out Total 24.0

2.9

100 23.5

10.8 100 14-16 47.5

6-16 Total 60.8

 Enrollment highest in

Urban 93%

compared to

Rural 68% 1

out of every 3

By type

Children is

Out-of-School

(Rural)

89.9

4.0

6.1

9.0

0.1

0.5

67.7

0.7

0.2

0.3

0.4

28.6

19.7 100 24.7

32.4

7.7

100 100

Never Enrolled still higher than dropout rate

Out-of-School children

(6-16)

Out-of-School children

(6-16)- Sindh (Rural)

Kashmore and Tando M Khan have the highest number of out-of-school children (6-16) Rural

District ranking- ‘Out of school’ Children.

Kashmore and Tando M Khan have the highest number of out of-school children

Gender Comparison: Out of School Children (6-16 years)

 There are more Girls out of school than boys (Rural)  In Urban (KHI & HYD) more boys are out-of-school.

Urban Rural Out-of-school children by gender 6 to 16 years

Boys Girls 100 75 50 25 0

5 3

2011* 2012

Out-of-school children by gender 6 to 16 years

Boys Girls 100 75 50 25 0

15 15 16 17

2011 2012 Higher percentage of boys than girls are out-of-school in urban Sindh.

Class Wise Enrollment

 Enrollment decreases sharply as class level increases

Rural Urban Class-wise enrollment

2011* 2012 40 30 20 13 10 0 5 1 2 3 4 5

Class

6 7 8 9 10

Section III: Quality

Learning Levels – Urdu/Sindhi

Learning Levels

(Class 5):

Urdu/Sindhi

Children who can read story Urdu/Sindhi 2011* 2012 100 80 60

41

30 40 20 0 16

15

Class 3

27

40 Class 4 Class 5 54

52

Class 6

Language Learning levels for class 4 have decrease by 3% since 2011 Rural : 59% of Class 5 students cannot read Class 2 story Urban: 67% of Class 5 students cannot read Class 2 story

Learning Levels (Urdu/Sindhi) improved from last year

Learning Levels (Class 5):

Urdu/Sindhi/Pashto

District Ranking- Learning levels Urdu/ Sindhi (Rural)

Learning Levels - English

Learning Levels

(Class 5)

: English Children who can read English sentences

2011* 2012 100 80 60 40 20 0 9 18 11 Class 4 25 20 Class 5 40 38 Class 6

Language Learning levels for class 4 have improved by 7% Rural : 75% of Class 5 students cannot read English sentences Urban : 55% of Class 5 students cannot read English sentences since 2011

Learning Levels (English) have improved as compared to 2011.

Learning Levels

(Class 5)

: English

g

District Ranking- English learning Levels (Rural)

Learning Levels - Arithmetic

Learning Levels

(Class 5):

Arithmetic Children who can do division

2011* 2012 100 80 60 40 20 0

8

7 Class 3

27

41

40 17

14 Class 4 24 Class 5 Class 6

Arithmetic Learning levels for class 4 have improved by 3% since 2011 Rural : 73% of Class 5 students cannot do division Urban : 75% of Class 5 students cannot do division

Learning Levels (Arithmetic) have improved as compared to 2011.

Learning Levels (Class 5):

Arithmetic

District learning levels – Arithmetic (Rural)



Learning levels – Boys vs. Girls

(5-16 Years)

Girls continue to lag behind boys in learning levels

100 80 60 40 20 0 Learning levels by gender Urdu/Sindhi 22 30 Girls Boys Who can read at least sentences 100 80 60 40

Rural Learning levels by gender English

18 27 20 0 Girls Boys

Who can read at least words

100 Learning levels by gender Arithmetic 80 60 40 20 17 25 0 Girls Boys Who can at least do subtraction

Girls are behind boys by 8% in Urdu/Sindhi, English & Arithmetic

Learning levels of boys continue to be higher than girls.



Learning levels – Public vs. Private

Learning Levels are better in Private schools overall

 61% children in government and 45% children in private schools in class 5

cannot

read class 2 Urdu/Sindhi.

 77% of the children in Government schools and 47% of children in private schools

cannot

read English sentences.

Private school students are performing better than government school students.

Additional learning support – Paid Tuition



Children in Urban areas are more likely to take paid tuition: Urban Rural 3% Government and 24% Private enrolled children take tuition in Sindh Rural .

Paid private tuition trend is higher in private schools.



Learning levels – Out of School (Rural)

Even out of school children were tested

Learning levels: out-of-school children Urdu/Sindhi 100 80 60 40 77 20 10 0 Beginner Letters 7 2 5 Words Sentences Story Learning levels: out-of-school children Arithmetic 100 80 60 40 20 0 78 10 7 2 3 Beginner Number recognition 1-9 Number recognition 10-99 Subtration Division

28% of out-of-school children can recognize numbers from 1-9.

A modest proportion of out-of-school children are at more than ‘beginner’ competency levels.

Section IV: School Attendance & Facilities

Attendance - Students and Teachers



Rural : 40% children in government school and 23 % in Private schools were absent from school



Rural : Overall children attendance is better in Private schools.

Attendance (%) on the day of visit

Government schools Private schools Primary Elementary High Others Overall Primary Elementary High Others Overall Children attendanc e Teacher attendanc e

61.3

83.6

64.0

82.2

57.7

82.9

55.0

82.7

59.6

83.2

75.1

73.5

79.7

85.2

74.7

86.9

95.1

66.7

77.4

82.5



Less teachers (17%) and more teachers (18%)were found absent in public than private schools.

Multi-grade Classes

Around 75% government school children of class 2 sit with other classes VS

34%

in Private Schools.

Multi grade teaching

Government Private

22%

grade 8 students in

private

schools sit with other classes vs.

23%

grade 8 students in

government

schools 100 80 60 40 75 34 23 20 22 0 Class 2 Class 8

Basic Facilities – Improved but not Sufficient 52% of government primary schools do not have functional toilet facilities

100 80 60 40 20 0

Water and toilet facility in primary schools

2011 2012

33 48 48 56

Toilet Water Government

41 65 51 78

Toilet Private Water 100 80 60 40 20 0

Playground and boundary wall facility in primary schools

2011 2012

38 42 69 65 44 50 62 65

Playground Boundary wall Playground Boundary wall Government Private

44%

primary government schools still do not have

useable water 35%

primary government schools still do not have

boundary walls

Section V: Other dimensions that influence teaching and learning

Mother tongue/ Home Language

• 18 different languages were used throughout Sindh (Rural).

• The single most commonly used language in the households was Sindhi (86%).

• 14% of the remaining households used other languages

Other Languages included :

Siraiki, Balochi, Dhatki, Urdu, Brahvi, Marwari, Punjabi, Pashto, Gujrati, Kutchi, Hindko, Marathi, Koli, English, Shina, Kashmiri, Persian

Households’ preferred medium of instruction in school

• • Each household surveyed was also asked their preferred medium of instruction for their children in schools.

90%

percent of all the households surveyed preferred Sindhi as the medium of instruction in schools.

• Urdu language was preferred by a proportion of

3%

of all households and

7%

surveyed households preferred English.

The most preferred language for medium of instruction was Sindhi.

Medium of instruction in schools

Children in government schools reported: • Sindhi 97% • Urdu 2% • English 1% Children in private schools reported: • Urdu 59% • English 35% • Sindhi 6%

Parental Education



Rural: 85% mothers vs 56% fathers did not complete primary education.



Urban: 42 % mothers vs 30% 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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