Citizens on the move in South Asia- mental models The Challenge of Learning for All

Education in Pakistan, past and future.

Experiences from PakistanEducation for Individual & Social Transformation

April 18, 2013

• Citizens on the move in South Asia- mental models • The Challenge of Learning for All • Pakistan Profile • ITA’s Eco System , Scope and Programs • ASER 2009-2015 • Citizens Movement for Quality Education (CMQE )

– ASER outcomes – RTE campaign – Accelerated Learning 4 Access - let’s read and grow .. – Children’s Literature Festivals

• A South- South Movement of citizens - AJUBA

Presentation Flow

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Citizens On the Move – in South Asia

• Several organizations in South Asia committed to human development from ‘below’, and leading from the front

• Leadership committed to ‘decent’ human conditions with entitlements that come from capabilities and enabling functionings (Sen/Nussbaum)

• Challenged by the crises of distribution, poverty, governance and uneven access to opportunities by especially the poorest quintiles

• Seeking to remain two steps ahead of the state ..by mobilizing evidence; demonstrating innovative service delivery; influencing and effecting change - going beyond ‘primary’ fixation…

• BRAC, Pratham, SOS, Rato Bangla Foundation, ITA etc. • ITA established in 2000 began with set of powerful positions on history and

social reform through evidence and actions • A gestation period of almost 8 years testing innovations and partnerships • Scaling up boldly with millions who matter • The BRAND is the movement

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Amarya Sen & Martha NussbaumCapabilities, Functioning , Freedom & Happiness

Prof. Amartya Sen Substantive freedoms and functionings for human happiness,

human welfare and distribution of

opportunities within society(1985)

Martha Nussbaum Life, Bodily health,Bodily integrity Senses, Imagination and Thought Practical Reason Emotion Affiliation.: live with others, .self-respect Other Species animals, plants, and the world of nature.Play - recreation Control over one's Environment.; political and material (1999;41-42)

Basic CapabilityBorn with and build upon

Internal Capabilitybuild on pre-existing basic capabilities ; education & socialization and require

enabling structured environment.

Combined Capability internal capabilities plus

the external conditions that make the exercise of a function a live option.

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• Population 185 + million • Provinces 5 & 3 areas

(FATA, ICT & AJK)

• Poverty : 22% ++ • Maternal Mortality: 87 per 1000• Infant Mortality : 61 per 1000

• Education Provision: • Public: 63% Private: 37% • NER Primary: 80% • ECE (3-5 yrs): 50% (rural

37%) Incl. Private Sector • Article 25- A; Right To Education 2010

for 5-16 years • RTE Laws passed in 2 areas 2012/13• GDP to Education 1.5-2.0%• Emergencies 2005 -2013 &

ongoing

Pakistan – Key Facts

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ITA CEC Support to ITA ‘s Institutional Eco System

• Idara-e-Taleem-o-Aagahi (ITA) – established in 2000 , a composite of 3 integrated organizations inspired by ITA’s mandate.

• ITA works at downstream/upstream levels concurrently for : Service delivery; capacity building and advocacy across Pakistan

• Institute for Professional Learning - IPL has been established to prepare teachers and leaders for tomorrow affiliated with University of Education - UoE and recognized by the Higher Education Commission (HEC). It is now a separate entity – regd. As a not for profit company

• South Asia Forum for Education Development (SAFED) outcome of a regional conference in 2006 : ITA houses the secretariat for SAFED as a learning sharing forum across all South Asian countries working on key themes. The secretariat and portfolio will be shifted to another member country - to be decided 2015.

IPL

Higher Education- Teachers /Educators

ITA

Formal & Vulnerable

Policy

SAFED

Regional /Educators

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ECD• 0-5 years

WSIP• Pre-sch.

X• Enrichme

nt Health, LSBE HIV AIDS &

Citizenship

OOSC• CPB

program (4 to 14 years)

VO-Tech / Livelihoo

d• TEVTA /

CSR link

Capacity Building &

Training

Services- Evaluation,

Placements Conferences

Research

Education in Emergencies (all of the above Programs)

Gender Focused

Community Participation/SMCs – ownership

Public Private Partnership & CSR - a cutting edge strategy

• ASER - Evidence on Quality

• Right to Education (RTE)

• Chalo Parho Barho (CBP)

• Children’s Literature Festivals (CLFs)

Citizen Movement for Quality Education - Evidence Based Advocacy

Number of ITA Offices = 29 ( modest in public sector facilities )

Scaling Up: A Sector Wide Approach for High Impact and Visibility

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Civil Society Takes Action

• Citizens mobilized through a unique and simple methodology to– gather large scale evidence – from households,

children and schools in the neigbhorhoods– Analyse – Publicise & – Take Action

Children’s Learning

School

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Learning for All in the Post-2015 Development Agenda

• Education is about capabilities and entitlements • The twin crises of learning and out of school children has

enormous costs (South Asia/Africa) • Depriving large segments of population of capabilities and

entitlements for health, economic growth, happiness, safer and stable societies.

• Denying fundamental right to knowledge, skills and well being in the 21st century

• Primary and secondary graduates unable to acquire basic knowledge (ASER/UWEZO), skills, and competencies for productive, healthy lives and sustainable livelihoods.

• Exclusion is accelerated due to gender, ethnicity, geography, conflict and disability for millions of girls and boys.

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ASER PAKISTAN 2009-2015• Citizen led large scale national household

survey (3-16) inspired by border crossings- Pratham /ASER India

• 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 : Households; Children and Schools

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

National Districts 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 5,594Urban 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

Collected by 9000 Youth Volunteers and…. Many Partner Organizations

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 Total

Pvt. 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

29.5% Private schools

Enrollment (6-16 years) – Rural 77% of 6-16 year olds in rural

districts are enrolled in schools 74% enrollment in Govt. schools 23% Rural children enrolled in

private/ non-state sector 23% of children are out of school

% Children in different types of schools % Out-of-school

TotalAge

groupGov

t.

Non-state providers Neverenrolle

d

Drop-

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 NOT in 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 - 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

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

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 tuition in Rural Areas

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 schoolsChildren 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 teachingGovernment Private

% S

choo

ls

Household based vs. School based Assessments

• Household based learning assessment is inclusive - it ensures all children are included.

• In-school assessment is great when all children are in schools – a universal list of schools exists for sampling to be representative.

• In many countries this is not the case. • Children are often absent from schools – (ASER 2012) in some

provinces, absenteeism may be as high as 40% (Sindh Pakistan) • Measurement that is not done in school does not imply

measurement only for out of school children.. It is done on holidays. • In fact, to get a representative sample of ALL children, in some

contexts and countries, doing this assessment outside the school and in the community/household may be the only way to go.

• The school space as officially defined may not cover it all specially in our geographies where private sector is so wide spectrumed and exists in grey unregistered spaces ..

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• ASER data has been used to highlight the challenge of equity- to identify the relationship between students’ performance and the disadvantages they face at the HH level

• The household indicators captured during the survey have been used as a baseline to determine the wealth ranking of households-

• A comparison of wealth status of households with the learning levels of children provides a snapshot of the extent of inequality in learning levels across wealth distribution.

• In order to investigate if the children from the lower income groups are worse off, an ASER composite wealth index has been constructed by integrating all the households indicators

• These indicators measure the economic status and achieved levels of income and wealth of a household relative to the HHs surveyed.

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Household based vs. School based Assessments

Variables for ASER Wealth IndexVariables Description

Type of house Type of house is a categorical variable with kutcha given the value 1, semi-pucca equals 2, and pucca equals 3.

House owned Dummy equaling 1 if the house is owned, 0 otherwise.Electricity connection Dummy equaling 1 if the house had electricity (visible

wires and fittings), 0 otherwise.

Toilet Dummy equaling 1 if the household had a toilet, 0 otherwise.

Mobile Dummy equaling 1 if anyone in the house has a mobile, 0 otherwise.

Television Dummy equaling 1 if the household has a television, 0 otherwise.

ASER 2012 data has been divided into four categories/quintiles (i.e. poorest, poorer, richer, and richest) which represent the entire population of Pakistan in a socio-economic context.

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• Results of the ASER 2012 data reveal that the poorest quintile has the highest level of children enrolled in government schools (91%) whereas the remaining 9% of the children are enrolled in the private sector schools.

• The richest quintile has the highest number of children enrolled in private schools (40%) and the lowest percentage of children in government schools (60%).

ASER Wealth Index: Out-of-school children

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ASER Wealth Index: Learning levels

• The learning level of children in all three subjects increases as we move along the wealth index towards the richest quintile.

• Poorest have the lowest learning levels (16% Urdu/Sindhi/Pashto, 15% English, and 14% Math) and richest have the highest learning levels (42% Urdu/Sindhi/Pashto, 42% English, and 38% Math).

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Wealth Index: Enrollment by Gender

• The status of wealth was also found to be influencing gender inequity.

• The percentage of males and females enrolled in schools goes up as we move along the wealth index towards the richest.

6273 78 84

3955 64 76

020406080

100

Poorest Poorer Richer Richest

% C

hild

ren

Wealth index: enrollment by genderMales Females

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Wealth Index: Learning Levels by Gender

• Learning levels of males and females improve as we move from the poorest quintile to the richest quintile. • Highest learning levels of females are seen in the richest quintile across the three competency levels (41%

Urdu/Sindhi/Pashto, 40% English, and 36% Mathematics). • Similarly males falling in the richest income group are better able to perform the language and numeracy

tasks than children falling in low income groups. • This also confirms with the findings of PISA survey 2009 that established: “the higher the quartile of the

socio economic index to which a student belonged, the better the performance, with a similar pattern for boys and girls.” 37

• The current state as demonstrated by ASER 2012 clearly illustrates the challenges of inequity, access and gender disparities created by differences in wealth status.

• Learning challenges combined with equity enable policy to focus on rising inequality within countries.

• This has to be in a movement mode enabling a majority of citizens to play a role and participate actively in turning the tide;

• What began as ASER Pakistan has now been transformed into the

Citizens Movement for Quality Education”.• CMQE is a response to 23% children aged 5-16 who are out of

school with extremely low learning levels measured at grade 2 level competencies annually, informing progress towards EFA goals and MDGs.

From ASER to much more.. …. Evidence that has been a trigger

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Citizen’s Movement for Quality Education (CMQE)

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Citizen’s Movement for Quality Education (CMQE)

• Nationwide scalable campaigns are embedded within programs on assessing learning levels –

• Annual Status of Education Report (ASER) 2009-2015), • Right to Education (2011-2015), • Chalo Parho Barho - Lets read and grow; Learning 4 Access and • Children's Literature Festivals (2011- ongoing . Together the campaigns are

placed under an umbrella, titled “Citizens' Movement for Quality Education (CMQE)”

• Each initiative is underpinned by gender challenges, public private partnerships, alliance building and CSR mobilization.

• Partnerships are at heart of ITA's work with communities; parents; children, government, civil society organizations; media, teacher unions private/corporate sector; foundations, donors and INGOs. 40

Citizens Movement for Quality Education (CMQE)

• Evidence based movement on children’s learning: influencing policy, teaching practices, content and programs

• ASER – an annual initiative since 2009 to inquire if children are in school and whether they are learning – 3 simple tools – triangulation

• Poor results of a citizen led household based survey with school profiles in the same villages/neighorhoods triggered 3 campaigns : – Right to Education (RTE) 2 million signatures for passing laws .& making

rules for implementation of article 25 A for fee compulsory education for children 5-16 years old

– Chalo Parho Barho/Lets read and grow accelerated reading and numeracy catch up/remedial program for OOSC & at risk children. Learning 4 Access initiative – scalable –low cost- hi impact

– Children’s Literacy Festival – CLF - a unique festival indigenously pioneered as an EQUALIZER to celebrate and promote reading as a multi-sensory experience with 100 resource persons & institutions

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ASER Pakistan – Citizens on the Move …. Citizens Movement for Quality Education (CMQE)

Right to Education

Article 25 A Free Compulsory Education For 5-16 years

2 million signatures

www,rtepakistan.org

Chalo Parho Barho - let’s read and grow

Accelerated learning program - for out of school and in-school children at risk of dropping out due to learning gaps Learning 4 Access Program

Childrens ‘ Literature Festival - CLF

A movement to promote the culture of reading and creativity through a multi-sensory program –held across the country with 14 concurrent strands www.childrensliteraturefestival.com

Two Million Signatures completed since March 2012 – partners and youth led

1st million led to passing legislation on Nov. 13 2012 - For Right to Education Article 25 A in Pakistan

2nd miIlion signatures by Out of School Children to push for legislation, rules and Implementation – with tracking by ASER

Elections on May 11, 2013 ; Politicians being mobilized through “Knocking on doors of constituencies for education & enrollment campaign “ : first time education is a priority for a sustainable vote bank. !

Two minute videos of the political campaign for education - all can use it and is on social media too Media literacy workshops on ASER /RTE Political parties dialogues on RTE 25 A 43

Politicians knocking on the doors

Pakistani Elections 2013

Pledging & Taking Action for Education in their Constituencies -

Political Mobilization through Educa44tion 44

Learning For Access Program Chalo Parhain Barhain (CPB)

A Low Cost High Impact Initiative combining the best in ASER, WSIP and Accelerated learning methodologies

Chalo Parhain Barhain – Lets Read & Grow .. Low Cost High Impact Innovation

Strategy for 2011 – 2020

– Large Scale - Measureable Impact on Learning and Enrolment with sustainability - A 12 month intervention

Area of Operation: Lowest Performing Union Councils will be selected on the basis of:• ASER Survey• Govt. Data (Reform Road Map, Other Reports) • PEC Exams/other equivalent/ ASER test

Mapping of Un-enrolled Children

Maximum 10 – 15 Schools per Union Council 46

A. SURVEY• ASER Survey of up to 60 households to identify Out of

School Children (OOSC) & Learning Levels in a village• School Based Survey of all students grade 2-5 to identify

children at risk of drop outs

Survey Administration: Team of 03 surveyors for survey:

School Survey with ASER test : 03 days

Household Survey: 02 days

Data Entry & Report Compilation: 02 days

Outcome: Baseline Village Report Card indicating Children Learning Levels & % of OOSC for action

SCOPE OF WORK AT VILLAGE/MOHALLA LEVEL

Continue ….47

Sharing the program with Govt. /Province/District and agreeing with its phase I roll out- low performing Dist/UCs

Agreement in principle that school heads/teachers will be part of the program and learn its core areas during the training and roll out

Agreement that for 30 days children at risk from dropping out (ASER test /low learning levels) can be pulled out for the Lit Camp 10 days at a time X 3 times

Support to the same school for para teacher/s for 9 months; SMC/SC strengthening SDP making; children’s leadership camps and learning materials as per need

Agreement that shortage of teachers will be addressed for those schools on priority basis

Agreement that all successful components will be mainstreamed through govt. systems - Review each month

Mainstreaming the Program with Govt. Education Sector Plan & Depts. of Education

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1. Literacy Camps - Enhancing Learning Levels – Located in Village Schools

• 02/03 volunteers hired @ Rs. 3,000 per month per volunteer

• Training imparted to volunteers by ITA

• Literacy Camps during School timing ( April – May ) or (Aug/Sept.- Oct)- 2 hours

• Volunteer /s to remain in school after conducting camps

• Multiple Camps can run simultaneously for maximum 150 Children per village

Continue ….

B. PROGRAM INTERVENTIONS – One Year

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CAMAL Accelerated Methodology- Read India Pakistan version

IdentifyChildren with Low Learning

LevelsUnable to read

sentences both in English and Urdu

properlyUnable to perform

basic arithmetic operations

CPB ( Combined activities for maximized learning –CAMAL-

Methodology)Learning

Enhancement classes

Duration 10 weeks with support

Improved

Learning Levels of Children

Round-1• Baseline

Assessment• 15 days Camp• By Children

Level

Round-II• Mid Term

Assessment• 15 days camp

Round-III• Third

Assessment• 10 days camp• Final

Assessment05 days break 05 days break

Literacy Camps

Total Duration: 2.5 Months

Community Engagement

Sharing Improved Results with Community

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2. Provision of Para Teachers as per need assessment

3. Strengthening School Council – School Development Plan (SDP)

4. Girls Club / Students Clubs- Enrolment; Creative Learning Ideas; SC members/SDP inputs; Hygiene • Grade 4 & 5 or up to 7 students Prim/Elementary Schools• One focal teacher to be a mentor/guide from time to time

5. Summer Leadership Camps (10 Days)

6. Teaching Learning Materials (TLMs)/Sports Kit K-7

7. Option for Incentive for Volunteers /Teams in lieu of honorarium: Technical Educational Vocational Program at High School

a) TEVT (IT Based) certified courses offered to teams

b) Possibility of giving Tablets if no renumeration for lit camps Continue ….

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School Support Program

Responsibilities & Skills of Volunteers / Para Teachers

Community Engagement & MobilizationChalo Parho Barho (CPB) plus Learning MeasurementWorking with school teachers to learn the methodology School Development Plan (SDPs)Early Childhood Education (ECE)Summer Leadership Camps Grade 5Leadership (Girls / Students Club)

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Research – Measuring Impact

• To measure immediate impact - 6 months• To measure sustained impact over time – over 3

years • To measure ownership of the program by the Govt. –

from inception to 2 years beyond the cycle

• High Impact & Low Cost – Approx. US $ 10 -12 per child for the 10 month + program

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Children’s Literature Festivals (CLF) a Learning & Healing campaign

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14 Concurrent Strands of CLF - Crafting a Unique Agenda Read & Sing Aloud Stories and Songs

Theatre and Skits

Workshops on How to Illustrate a Book, Creative Writing & Expression

Digital Stories – ICTs; Workshops on Comics Production

Plenary Sessions on: Mother Tongue, Critical Thinking, Textbooks & Curriculum, Inclusion

Reclaiming Heritage & Diversity – Museums & WorkshopsActive Citizenship – Charter of Compassion

Children’s Films Puppet shows and cartoons

Multi-experience stalls Alif Laila Thousand & One Arabian Nights and others

Bol Key Lab Azaad Hain Terey – speak for your lips are freeOpen Expression for Children in Prose & Poetry –any language (age groups 5-11-& 6-17)

Mural & Art Sessions– Mehergarh Studio & Funkor Art

Book Launches

Book Fair & Learning Stalls of NGOs/Local Partners 56

Crafting Images of Happiness & Hope

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They Came as One..CLF an Equalizer

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They Said it & Did It!

The Young Doers ..Volunteers & Managers of CLF 2011The Hope Makers.. For Pakistan!

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Everyone Read.. to, for & with Children

Mian Shabaz Sharif The Chief Minister Punjab

Dr. Marilyn Wyatt- Wife of the US Ambassador to Pakistan

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Children’s Literature Festival- Mega & Associate EventsSeptember 2011- February 2013 over 70,000 reached .. !

The Logical Path – CLF Publications – labels and more

Children Books*

• Annually at least three to five books will be published developed by established authors, teachers and children themselves

•

Children Magazine**URAN TASHTAREE – Flying Saucer

• Bimonthly Magazine (target to Children aged 6-13 years, in encompassing areas relevant kids and teachers in classrooms) content for books and handouts

* Children’s titles will be developed by the famous children’s author Rumana Hussain and others as well ** Amra Alam a renowned story writer (who served as Editor-in-Chief for Santra children’s magazine), will be its Chief Editor for this magazine- the name is yet to be decided in March 2013 – First edition to be published in April 2013

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Moving Forward in 2013 • CLF events for divisional, district and school cluster levels ( about 10-20 schools).

• CLF Secretariat, established at ITA Islamabad, fortnightly events with children- other secretariats emerging in provinces for easy access.

• CLF Mobile literacy/reading and library units to be launched in urban vulnerable areas in partnerships with organizations willing to share the initiative- CLF on Rickshaws

• CLF to partner with libraries across Pakistan and likeminded institutions

• CLF to participate in regional /international events of similar nature – Linkages with SAFED (South Asia Forum for Education Development)

• Children books & magazines will be published under supervision of writers and creative minds young and old alike - content to be shared with textbook producers

• A youth internship program for Pakistanis (in country and abroad) inspired by a young Pakistani in Mass . USA who reached out to the CLF to contribute through an online newsletter for the CLF and other areas of support – A proposed name is “Hamari Soch; Hamari Kahani Hamara Pakistan – Our thinking, Our Stories Our Pakistan

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Influencing Post 2015 Debates on Crafting Learning /ECD goals & New

Initiatives Learning Metrics movement;

GEFI & GMR 2013-15

The Multipliers… for Education & LearningCitizens Movement for Quality Education (CMQE) :

across Pakistan informed by evidence for Local , National public debates and action

Plus..

ASER; JUGANDO; UWEZO ; Beekongo and ASER (AJUBA) – extraordinary happening for capabilities & impact

7 countries have teamed up to cover 1.6 billion people world wide – targeting vulnerable populations

a unique South -South Initiative influencing Post 2015 discussions; diagnose & design for action;

expanding to Mexico & other parts of South AsiaChallenges : Rigor for comparability rigor &

post primary tools

AJUBA–An Extraordinary Happening ..Scale & Scope

Country India (2012)

Pakistan (2012)

Kenya (2011)

Tanzania (2011)

Uganda (2011)

Mali(2012)

Senegal (pilot) 2012

Age group of children assessed

5 – 16 years

5 – 16 years 6 – 16 years

7 – 16 years 6 – 16 years

6 – 14 years 6 – 18 years

Subjects assessed

Reading Math

English

Reading,Math

English

Reading Math

Reading and compMath

Reading and comp

Math

ReadingMath

ReadingMath

Languages assessed

15 3Pashto, Sindhi &

Urdu

2English, Kiswahili

2English, Kiswahili

1English

4French,

BamanankanBomu, Fulfulde

3French, Wolof,Pulaar

Total number of

children assessed

448,545 160,852 134,243 114,761 101,652 23,149 1,605

National assessment

or state/ provincial

National National National National National Regional (75 out of 703

Communes)

4 Regions

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Thank You

Our PartnersPeople – CommunitiesYouth organizations Government Local OrganizationsMedia, Teachers Unions FOSI /OSFDFID OXFAM Novib Dubai Cares