ANNUAL STATUS OF EDUCATION REPORT ASER 2014: HARYANA
Dec 28, 2015
ASER is an annual household survey to assess children’s schooling status and basic learning levels in reading and arithmetic.
One government school in each sampled village is also visited.
It has been conducted in all rural districts of India every year since 2005.
The survey is facilitated by Pratham. This year ASER has been conducted in
Haryana by DIETs in each district. Trainings and field practice is conducted in
each district with surveyors and volunteers before the data collection phase. Fieldwork is monitored and there are rechecks.
2014 is the 10th year of ASER.
ASER 2014 Coverage Haryana India
No. of districts covered 20 577
No. of villages covered 577 16497
No. of households surveyed 11988 341070
No. of children surveyed (aged 3-16) 19414 569229
ABOUT THE ASER SURVEY
Some basic facts about ASER 2014 2 Volunteers survey a village 20 Households are surveyed per village 30 Villages are surveyed in each district Each year ASER sample size is much larger than the usual rounds of NSS
HIGH ENROLLMENT AMONG 6-14 YEARS
% Children enrolled, Age 6-14 years
ASER Haryana India
2011 98.6 96.7
2012 98.5 96.5
2013 98.7 96.7
2014 98.4 96.7
Near universal enrollment among children age 6-14 years. Increase in proportion of girls not enrolled in school (age
group 15-16 years) over time
2011 2012 2013 20140.0
4.0
8.0
12.0
% Youth not enrolled in school, Age 15-16 years, by gender
All Boys Girls
What are the options for young adults, both boys and girls of this age group who are not in school? Solutions to either re-enter and continue higher schooling should be thought of alongside vocational and skill based training for jobs.
Year on year increase in private school enrollment (age group 6-14) in Haryana. If these trends continue then by 2020, govt school sector will shrink.
Private enrollment is higher in primary grades but even at upper primary level, over 40% children are enrolled in private schools.
SCHOOL ENROLLMENT IS BECOMING INCREASINGLY PRIVATE
2010 2012 2014 2016 2018 2020
56.3
43.931.9
41.8
54.2
66.2
% Children enrolled in different type of schools (age 6-14)
Govt Pvt
Selected Indicators% Schools with:
HARYANA INDIA
2013 2014 2014
Usable water provision 73.5 76.2 75.6
Usable Toilet 80.2 81.8 65.2
Usable girls toilet 77.6 79.6 55.7
Mid-day meal 95.4 91.7 85.1
Schools meeting PTR 43.3 46.0 49.3
Overall, school facilities and infrastructure are improving each year in Haryana.
For almost all indicators in 2014, Haryana indicators are better than the all India figures.
Haryana HP PNJ India0
20
40
60
80
10085.8
76.585.3 85.0
% Teachers present (average), Schools with Std 1-4/5 (ASER 2014)
SCHOOL FACILITIES ARE IMPROVING
In ASER 2014, one government school with primary sections was visited in the sampled village on a random day in the Sept-Nov period.Teacher attendance in Haryana is over 85%.
In the past three years, reading levels have improved
2012 2013 201450
60
70
80
59.863.1 68.1
% Children in Std V who can read a Std II level text (and more)
But even in 2014, approximately 1/3rd of all children in Std V cannot read text which three grade levels below.
Without acquiring the basic ability to read, how will these children “catch up”?
READING LEVELS IMPROVING, BUT STILL NOT SATISFACTORY
2012 2013 201440
50
60
70
80
60.6
60.7
66.9
% Children in Std II who can read words (and more)
Improving trends visible in reading skills in early grades also in the last few years.
While there has been improvement in reading levels, about one in three children in these classes cannot read at required levels.
Ideally by the end of Std II all children should be able to read easy sentences (Std I/II level)
It is important to reach these children early so that additional learning support can be provided in order to ensure that children achieve grade level reading ability.
2012 2013 201440
50
60
70
80
54.662.1 64.1
% Children in Std III who can read a Std I level text (and more)
READING IN EARLY PRIMARY GRADES
While children’s ability to do basic operations has improved, the levels are still a matter of concern. In 2014, half of all children enrolled in Std V cannot do division and subtraction.
Without mastering basics, how will children cope with curriculum in higher grades?
2011 2012 2013 201430
40
50
60
50.2
42.9
48.9
51.8
% Children in Std V who can do division
ARITHMETIC LEVELS ARE LOW & STUCK
Children are expected to be able to do 2 digit subtraction problems by the end of Std II (according to state textbooks).
In Haryana, private schools are able to deliver this skill to almost 3/4th of all children in Std III.
But the situation in government schools is a matter of great concern. After three years of school only 1/4th of all children can do the same skill.
Once children “fall behind”, it becomes increasingly difficult for them to catch up.
The differences between government school children and private school children in learning levels has implications for equity.
ARITHMETIC LEVELS IN EARLY YEARS
Govt Private 0
10
20
30
40
50
60
70
80
11.8
52.3
24
74.7
% Children in Std II and III who can do 2 digit subtraction ASER 2014
Std II Std III
2009 20140
20
40
60
80
43.6 50.5
34.8 23.6
57.674.8
% Children in Std V who can read sentences in English
All children Government schoolPrivate school
Of those who can read sentences, % children in Std V who can tell the
meaning of sentences (ASER 2014)
All children 67.5
Government school 50.6
Private school 72.2
More Std V children in 2014 were able to read simple sentences in English than in 2009. However, about 1/3rd of those who could read English sentences were unable to explain the meaning. Is it enough to speak English without comprehension? Government school children’s English levels are dropping over time.
MORE CHILDREN CAN READ ENGLISH But not all can understand
In 2014, fewer Std V children in government schools could read a Std II level text or solve a simple division sum compared to 2010. Despite increasing private school enrollment in the state, government schools offer the only option for schooling to the poorest of the poor. Immediate attention and action required to ensure that levels in government schools do not continue to decline. Inability to do so shall pose serious questions on the government’s commitment to providing quality education to all.
2010 2011 2012 2013 20140
30
60
90
% Children in Std V who can do division, ASER 2010-2014
Private Govt
2010 2011 2012 2013 20140
30
60
90
% Children in Std V who can read Std II level text, ASER 2010-2014
Private Govt
EQUITY: GAPS INCREASING BETWEEN GOVERNMENT & PRIVATE
Compared to the neighbhouring states of Punjab and Himachal Pradesh, learning levels in Haryana are lower especially if we consider reading and arithmetic ability of children enrolled in government schools.
What can government schools in Haryana do in order to increase student learning?
2009 2012 20140
10
20
30
40
50
60
70
% Children in Std III (government schools) who can at least read
words
HR PNJ HP
2011 2012 2013 20140
10
20
30
40
50
60
70
% Children in Std III (government schools) who can at least do sub-
traction
HR PNJ HP
% Children in Std V who can read a Std II text or more,
(all children) ASER 2014
HP 75.2
HR 68.1
PNJ 66.5
India 48.1
HARYANA & OTHER STATES
• With high enrollment and improving school facilities, the focus needs to shift to OUTCOMES.
• Low rate of PTR reveals a shortage of teachers. Adequate number of qualified and committed teachers will form the backbone of public education system.
• The high student- teacher attendance needs to be leveraged to improve learning levels across the state.
SUMMARY
• Basics in reading and math are very low, even after spending a number of years in school.
• Children who are still having difficulty with basic reading and arithmetic need immediate support and time. They could be grouped accordingly to their learning levels for instruction rather than by grade and age, at least for some part of the school day. This would ensure adequate attention to children at the lower end of the learning pyramid.
• Government school system needs to be overhauled to provide quality education as the government can ensure a wide education provisioning.
SUMMARY
For more information, contact: ASER Centre/PrathamB 4/54 Safdarjang Enclave New Delhi 110029Phone: 011 2671 6084 www.asercentre.org [email protected]