ASER Pakistan A citizen led initiative National Launch
Feb 07, 2016
ASER PakistanA 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 IIASER 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) Schools
NationalDistricts Covered
Villages/ Blocks
House Hold
Female Male Total Mothers Gov. Pvt. Total
Rural 136 4,033 80,209 101,236 143,241 244,477 81,417 3,934 1,660 5,594
Urban 6 193 2,312 2,930 4,037 6,967 2,329 183 167 350Rural + Urban
142 4,226 82,521 104,166 147,278 251,444 83,746 4,117 1,827 5,944
Section II: Access (Schooling)
Pre-School Enrollment (3-5 Years) – Rural
Enrollment of children of 3 – 5
years 37% in 2012
Enrollment highest in Urban 55% compared to Rural 37%
% Children who attend different types of pre-schools
Age group
Govt.
Non-state providersOut-of-school
TotalPvt.
Madrasah
Others
3 6.0 2.9 0.3 0.1 90.7 100
4 21.2 10.3 0.6 0.3 67.6 100
5 45.5 15.4 0.9 0.4 37.8 100
3-5 26.2 10.0 0.6 0.3 62.9 100
Total 37.1 62.9 100
By type
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 26% Rural children enrolled in
private/ non-state sector 23% of children are out-of-school
% Children in different types of schools% Out-of-
school
Total
Age groupGov
t.
Non-state providersNever
enrolledDrop-outPvt. Madrasah Others
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
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
Total 77.1 22.8 100
By type 74.1 22.6 2.7 0.61 4out of every
Children is Out-of-School
Never Enrolled still higher than dropout rate
Out-of-School children (6-16)
7%
17%16%
25%5%
16%34%
32%
Gendered Comparison: Out-of-School Children (6-16 years) There are more Girls out-of-school than boys
20112012
0
20
4010
1011 13
Out-of-school children by gender6 to 16 years
Boys Girls
Class Wise Enrollment - Rural
Enrollment decreases sharply as class level increases
1 2 3 4 5 6 7 8 9 100
10
20
30
40
18
4164
Class-wise enrollment2011 2012
Class
% C
hild
ren
Section III: Quality
Learning Levels – Urdu/Sindhi/Pashto
Language Learning levels for class 4 have improved by 5% since 2011
Class 3 Class 4 Class 5 Class 60
20
40
60
80
100
17
31
47 60
20 36
51
65
Children who can read story Urdu/Sindhi/Pashto
2011 2012
% C
hild
ren
Class 2 level text
49% of Class 5 students cannot read Class 2 story
Learning Levels (Class 5): Urdu/Sindhi/Pashto
36%
46%
43%
56%
65%
55%
67%
40%
Learning Levels - English
Language Learning levels for class 4 have improved by 9% since 2011
Class 2 level text
Almost 52% of the children may complete primary without learning how to read fluently in English at grade II competencies
Class 3 Class 4 Class 5 Class 60
20
40
60
80
100
13 25
41 56
19 34
48 63
Children who can read English sentences
2011 2012
% C
hild
ren
g
Learning Levels (Class 5): English
32%25%
61%
62%
58%
68%
47%
50%
Learning Levels - Arithmetic
Language Learning levels for class 4 & 5 have improved by 7% since 2011
Class 2 level
Almost 56% of the children may complete class 5 without learning how to do division at grade II/III competencies
Class 3 Class 4 Class 5 Class 60
20
40
60
80
100
10 22
37 52
15 29
44 58
Children who can do division2011 2012
% C
hild
ren
Learning Levels (Class 5): Arithmetic
44%
34%
42%
56%
56%
44%
27%
56%
Learning levels – Boys vs Girls (5-16 Years) Girls continue to lag behind boys in learning levels
Girls Boys0
20
40
60
80
100
3745
Learning levels by genderUrdu/Sindhi/Pashto
Who can read at least sentences
% C
hild
ren
Girls Boys0
20
40
60
80
100
40
48
Learning levels by gender English
Who can read at least words
% C
hild
ren
Girls Boys0
20
40
60
80
100
3544
Learning levels by gender Arithmetic
Who can at least do subtraction
% C
hild
rern
Girls are behind boys by 9% in basic Arithmetic
Learning levels – Public vs. Private Learning Levels are better in Private schools overall
Class 1: Can read at least small let-
ters
Class 3: Can read at least words
Class 5: Can read at least sentences
0
20
40
60
80
100
3243 43
5769 64
Learning levels by school typeEnglish
Government Private
% C
hil
dre
n
Class 1: Can recognize at
least numbers (10-99)
Class 3: Can at least do subtraction
Class 5: Can at least do division
0
20
40
60
80
100
32 35 4153 56 55
Learning levels by school typeArithmetic
Government Private
% C
hild
ren
Class 1: Can read at least letters
Class 3: Can read at least sentences
Class 5: Can read at least story
0
20
40
60
80
100
69
38
48
83
58 63
Learning levels by school type Urdu/Sindhi/Pashto
Government Private
% C
hild
ren
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.
Additional learning support – Paid Tuition Children in urban areas are more likely to take paid tuition
2011* 20120
20
40
60
80
100
7 6
24 25
Children attending paid tuition
Government schools Private schools
% C
hild
ren
Urban Rural
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
8% of out-of-school children can recognize numbers from 1-10.
Beginner Letters Words Sentences Story 0
20
40
60
80
100
79
8 6 2 5
Learning levels: out-of-school children Urdu/Sindhi/Pashto
%C
hild
ren
Beginner Number recognition
1-9
Number recognition
10-99
Subtration Division0
20
40
60
80
100
79
8 7 3 4
Learning levels: out-of-school children Arithmetic
% C
hild
ren
Section IV: School Attendance & Facilities
Attendance - Students and Teachers1 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 Private schools
Primary Elementary 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
22% grade 8 students inPrivate schools sit with other classes vs.
17% grade 8 students inGovernment schools
Class 2 Class 80
20
40
60
80
100
50
1728
22
Multi grade teaching
Government Private
% S
ch
oo
ls
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 water38% 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 schoolsChildren 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
Urban Rural
Rural: 78% mothers vs. 53% fathers did not complete primary education.
Urban: 45% Mothers vs. 28% Fathers did not complete primary education
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 :QualityAccessEquity
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 Youwww.aserpakistna.org
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