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The Journey from SAFED to ASER

The Journey from SAFED to ASER. South Asia Forum for Education Development ( SAFED ). SAFED - outcome of a regional conference on “Local Governance, Texts and Contexts: Perspectives from South Asia” February 1-2, 2006 SAFED registered in April, 2008

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The Journey from SAFED to ASER

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  1. The Journey from SAFED to ASER

  2. South Asia Forum for Education Development(SAFED) • SAFED - outcome of a regional conference on “Local Governance, Texts and Contexts: Perspectives from South Asia” February 1-2, 2006 • SAFED registered in April, 2008 • An information sharing, research and good practice gateway across South Asia • Member Countries: Afghanistan, Bangladesh, Bhutan, Burma, India, Maldives, Myanmar, Pakistan and Sri Lanka

  3. SAFED’s Areas of Focus • Policy and Curriculum Reforms • Quality: Teaching and Support Systems; Assessing Learning Levels • Up scaling Girls’ Education • Education for Sustainable Development • Human Rights, Peace and Citizenship Education • Education in Emergencies Embedded in linkages with : higher education, gender and partnerships

  4. Assessment Survey of Education Report ASER Pakistana citizens’ initiative

  5. ASER PAKISTAN • ASER - The Annual Status of Education Report (ASER) is a survey of the quality of education. ASER seeks to fill a gap in educational data by looking to provide a reliable set of data at the national level, that is comprehensive and, at the same time, easy to understand. The survey’s stated objectives are three fold: • To get reliable estimates of the status of children’s schooling and basic learning (reading and arithmetic level)      • To measure the change in these basic learning and school statistics from last year • To interpret these results and use them to affect policy decisions at various levels.

  6. ASER PAKISTAN The Annual Status of Education Report - ASER Pakistan is the largest annual survey of rural children done by the citizens of Pakistan every year since 2008-09. ASER is facilitated by SAFED and is carried out by a local organization in rural districts in Pakistan. In 2010, ASER was conducted in 32 districts, over 900 villages and 19000 households, and surveyed almost 54000 children. From start to finish, ASER takes about 100 days and the report is ready by mid January. ASER asks children whether they are enrolled in school. ASER also asks children to read a simple text and do some very basic arithmetic tasks.

  7. ASER Pakistan 2008, 2010-2015 ASER Pakistan 2010 preceded by ASER Pakistan 2008-09 11 Districts (Pilot) ASER Pakistan 2010-15 ASER Pakistan 2010-15 32 Districts (Completed) ASER Pakistan 2011 70 -75 Districts ASER Pakistan 2012-15 138 Districts all districts

  8. ASER PAKISTAN • Goal: • To undertake ASER Pakistan for five consecutive years 2011-2015, a rigorous tracking of learning outcomes led by citizens themselves for 3-16 years children •  Objectives • To get reliable estimates of the status of children’s schooling and basic learning (reading and arithmetic level) at the district level; and, • To measure the change in these basic learning and school statistics from last year • To share the results for action regionally and internationally to the global reporting and campaigns for quality education for all. • To leverage the results for appropriate education interventions with in-school and out of school children in Pakistan. • To build capacity for citizen led initiatives to improve understanding and options of: where, what and how well students learn

  9. Village Level 20 Houses per Village Voluntary Surveyors (VSs) (CBOs, NGOs, Colleges, Universities) District Level 30 Villages per district Collaborating Partner Organizations (Master Trainers MT) & Voluntaries Provincial Level 2008: 11 District s 2010: 32 Districts 2011: 70 Districts 2012-15 = All Districts Chief Collaborating Partners (CCP) External Collaborator (ASER India, PCE) National Level SAFED Team ASER Pakistan – the Architecture

  10. ASER ‘S LEARNING ASSESSMENT – TOOLS Reading Tools: • Reading tools have been developed in three languages - Urdu, Pashto and Sindhi. Children can choose to be tested in a language of their own choice. Therefore, the ASER team has a set of tools in any basic language that the child is likely to know. There are four levels used in tools for assessing reading which are as following • Alphabets/grade 1 level text • Words/grade 1 level text • Easy Paragraph/Class 1 level text • Simple Story/Class 2 level text English Language Tools: (Reading & Comprehension) • Reading: • There are four levels used in tools for assessing reading • Capital alphabets • Small alphabets • Simple words /grade 1 level text • Easy sentences /Class 2 level text • Meanings • There are two levels used in tools for assessing comprehension which are as following • Meaning of words: (after the child has been marked at “word” level) • Meaning of sentences: (after the child has been marked at “sentence” level)

  11. ASER ‘S LEARNING ASSESSMENT – TOOLS • Arithmetic Tools: • There are four categories used in the arithmetic tool for assessing basic numeracy skills of children. These include: • Number recognition 1 to 9: • Number recognition 11 to 99: • Subtraction: • Division: • Mothers’ literacy tool • Mothers are ONLY be asked to read the SENTENCES • Other Tools • Household Survey Form • Village Map • School Survey Form • a) Government School: Attendance teachers/students; Facilities and Grants • b) Private School: Attendance teachers/students; Facilities and Grants

  12. CHARACTERISTICS OF ASER PAKISTAN • In ASER, every year, we will retain 20 villages from the previous year and 10 new villages will be added. Ten villages will also be randomly dropped each year from the previous year’s list, and 10 more villages will be added from the population census village directory. The 10 new villages will also be chosen using PPS. 20 old villages and the 10 new villages give us a “rotating panel” of villages, for more precise estimates of changes. • ASER will be carried out in an inclusive campaign mode as a national movement by citizens. • SAFED involves ordinary citizens in the process of data collection and survey empowering them with an accessible tool for evidence gathering & action • ASER Associates (2 per district) will be selected each year to be trained in the practice, theory and research skills of ASER through a formal modular training lasting 40-50 days. • Workshops will be held at the national, provincial and district levels to train surveyors with necessary skills. • Survey undertaken within 6 weeks and results sent to the central secretariat for ASER Pakistan for consolidation and launch co-planned with ASER Centre India • A communication strategy will be finalized for the ASER findings and dissemination – support and skills will be mobilized from ASER Centre India • Reports generated and final national and disaggregated reports and policy briefs prepared for the launch.. shared with the global monitoring report team in UNESCO to reflect this data not just coming with validity at the national levels but also regionally and globally (ASER Inida, ASER or UWEZO 2009) • NEAS/PEC other assessment initiatives will be kept in the loop, informing them about ASER Pakistan and activity seeking synergies

  13. How is ASER different from Other Assessment Initiatives in Pakistan?

  14. ASER Pakistan 2008 - Rural FINDINGS

  15. In-School& Out of School Children - Types of Schools In-School : 85% Out of school: 15% Govt. Schools: 76.5% Private Schools: 22% Madrassah/Others : 1.6%

  16. Out of School Children by Gender Of the out of school children surveyed (15%) in the age group 3-16 years. 11.2% of all children never enrolled in any type of schools. 3.8 % of all the children (1408) are drop outs. 54.6% of out of school children (2,503) are females.

  17. Learning Ability of the Age Group 03-16 Years • Reading: • 16,737 children were tested on their reading abilities. • 31.9% were able to read the story text or level - II text • 15.2% were able to read Para text. or level - I text • 16.1% of the children were able to read words • 14.8% were able to read letter and • 22% were categorized as beginners or can’t read. • Arithmetic: • 16,737 children were tested on their arithmetic abilities. • 25.5% were able to do division correctly (3 digits divided by single digits with carry) • 17.7% were able to do subtraction correctly (2 digits subtraction with Carry) • 20.5% of the children were able to recognize numbers from 11-99 • 13.8% were able to recognize numbers from 1-9 and • 22.5% of the children were categorized as beginner or can’t even recognize numbers

  18. Attendance • Teachers Attendance is over all 78% • Primary level 75%; • Elementary : 82% • Children’s Attendance overall : 74% • Primary level 79%; • Elementary level 72%

  19. Facilities: Provision and Use

  20. 58 % Male and 42% female

  21. ASER Pakistan 2010

  22. Access – Children (6-16 Years)School Enrollment and Out of School ChildrenFirst time Use of Age Band 6-10 years according to NEP 2009

  23. Out of School Children (Age 6-16 years) 15% 6% Over all = 20% 5% 3% 15% 35% 32%

  24. Access – Children (6-16 Years)School Enrollment and Out of School Children

  25. Enrollment and Out of School Children (Age 6-16 years) Proportionately More Girls in Private Schools .. Households do pay for Girls’ Education! Echoing trends of GMR..slightly more Girls are out of school than boys … up to age 13

  26. Access – Children (6-16 years)Gender Gaps

  27. Access – Children (6-16 Years)Gender Gaps

  28. Access – Children (6-10 Years)Gender Gaps

  29. Access – Children (6-10 Years)School Enrollment and Out of School Children

  30. Access – Children (3-5 Years)School Enrollment and Out of School Children EFA/NPA 2001-2015 target = 50% enrollment by 2015 In PAKISTAN it is QUALITY as key challenges with hardly any teachers/ Training on ECE or infrastructure in govt. schools - encouraging early drop outs !

  31. Children in Pre School (Age 3-5 years) 64% 48% Over all = 45% 73% 68% 52% 31% 33% The EFA National Plan of Action Target 50% by 2015 .. Are we almost there ? But what is the quality of access and learning ?

  32. Access – Children (3-5 Years)School Enrollment and Out of School Children

  33. Class-wise Enrollment Diminishing return .. Disappearing children adding to the out of school stock

  34. Class-wise EnrollmentGender GAP Diminishing return .. Disappearing children adding to the out of school stock

  35. Private Tuition by School Type

  36. Paid Tuition (Govt. & Private Schools) 12% 9% Over all = 14% 9% 28% 22% 6% 5%

  37. Learning Levels

  38. Learning Levels(Government and Private)not controlled for differences in learning

  39. Learning Levels- Gender Gaps

  40. Learning Levels- LanguageGender Gaps

  41. Learning Levels- LanguageGender Gaps

  42. Learning Levels- EnglishGender Gaps

  43. Learning Levels- EnglishGender Gaps

  44. Learning Levels- ArithmeticGender Gaps

  45. Learning Levels- ArithmeticGender Gaps

  46. Learning LevelsOut of School Children - Opportunity for Second Chance Programs Children in schools when not learning well are at risk of dropping out throughout the school cycle.. Adding to the pool of OOSC!

  47. Attendance

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