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INSIGHTS INTO INCOMPATIBILITY BETWEEN ENGLISH LANGUAGE COMPETENCY AND POLICY

INSIGHTS INTO INCOMPATIBILITY BETWEEN ENGLISH LANGUAGE COMPETENCY AND POLICY. Huma Zia Sehar Saeed Saba Saeed. Comparative and International Education Society (CIES) 10 th to 15 th March, 2014. PARTICIPATION AT CIES SUPPORTED BY: OPEN SOCIETY FOUNDATION (OSF).

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INSIGHTS INTO INCOMPATIBILITY BETWEEN ENGLISH LANGUAGE COMPETENCY AND POLICY

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  1. INSIGHTS INTO INCOMPATIBILITY BETWEEN ENGLISH LANGUAGE COMPETENCY AND POLICY Huma Zia SeharSaeed Saba Saeed • Comparative and International Education Society (CIES) 10th to 15th March, 2014 PARTICIPATION AT CIES SUPPORTED BY: OPEN SOCIETY FOUNDATION (OSF)

  2. Introduction & Background

  3. Objectives of the Paper PEELI 2013 To provide an in-depth exploration of the teachers' preparation to use English Language in classrooms through ASER 2013 will contribute in formulating policy for benchmarking and strategic planning by policy-makers, academics, teachers and implementers.

  4. Methodology

  5. Data Analysis This section of the paper discusses findings from • Punjab Education and English Language Initiative -2013 • Annual Status of Education Report Pakistan -2013

  6. PEELI Research

  7. Geographical Spread

  8. PEELI Objectives • Gauging the English language competencies of teachers of Punjab (public & private) through APTIS assessments and basic self-assessment. • First-hand information from teachers on their motivational factors and attitudes to English and English medium education. • Identifying potential barriers to development of English medium education. • Making informed statements about the readiness of the education system in Punjab to take on English medium education.

  9. Survey Tools Results from all three survey tools were aligned with each other to present consolidated findings in terms of teachers’ personal and professional contexts, classroom practices, hurdles and opportunities that exist for teachers in Punjab.

  10. Realizing Competency GapsExamining Evidence of English Medium Instruction 16%-25% Public 30%-35% Private <10% public teachers <10% private teachers . English as the proposed medium of instruction 54% public teachers 42% private teachers M.A/MSc degree holders Use only English during their class time PEELI Baseline Survey 75% public teachers 60% private teachers . 70% public teachers 80% private teachers Received training in English Teaching Methodology (ETM) English language very important for academic success and students’ career Textbooks to be completely bilingual 56% public teachers 52% private teachers

  11. How do you use English in your classroom? Public

  12. How do you use English in your classroom? Pvt.

  13. Preferred Medium of Instruction in School

  14. APTIS A computer-based test designed by British Concil

  15. APTIS by School Type Both public and private teachers low on speaking, reading and writing English ! A huge Challenge

  16. APTIS by School Level Middle level teachers performed better than primary level teachers

  17. Teacher’s Vioces “National Education Policy (2009) has not been implemented properly. Students who have never studied English are made to study all the subjects in English which is unfair” “What to say of the students, teachers themselves are neither trained nor qualified enough to deliver lessons in English”

  18. ASER PAKISTAN

  19. ASER Partners 10,000 Volunteers – Citizens – Youth !

  20. ASER Pakistan 2010-2015 • Citizen led large scale national household survey (3-16 years). • Quality of education in rural and some urban areas (5-16 years). • Seeks to provide evidence on learning and access. • Influence National & Provincial policy and actions for Right To Education (RTE) Article 25-A. • Provides information for tracking MDG/EFA trends and targets up to 2015. • Influence goal setting for Post-2015 agenda.

  21. ASER Assessment Tools • ASER Assessment tools : • 1. LEARNING • Reading (Urdu/Sindhi/Pashto) • Arithmetic • English Assessments are based on Class II level curriculum for English & Urdu/Sindhi/Pashto and Class III level for Arithmetic. HOUSEHOLD SURVEY SCHOOL – GOVERNMENT & PRIVATE

  22. Scale of the Survey 138 Districts (Rural) 7 25 10 9 1 36 13 Districts (Urban*) 28 22 263,990 Children | 6,132 Schools | 4,382 Villages | 87,044 Households *Urban: Karachi (East, West, Central, South and Malir), Hyderabad, Sukkur, Quetta, RahimYar Khan, Multan, Faisalabad, Lahore, and Peshawar.

  23. ASER FindingsRealizing Learning Gaps ASER 2013 reveals that 58% of the public sector class 5 children can read class 2 level sentences

  24. ASER FindingsRealizing Learning Gaps 62% class 5 children could read sentences (class 2 level) compared to 61% in the previous year

  25. Key Findings & AnalysisSummering the Evidence

  26. Looking Ahead … Some Recommendations • Provide existing teachers with regular and frequent opportunities for continued growth in English proficiency. • A move towards content area instruction in secondary and tertiary education • Review & upgrade National Curriculum 2006 for English as a second language. • Recruitment processes sensitive to faculty's age and qualification, profile of primary/elementary school at district/sub-district level.

  27. THANK YOU!!!

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