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

Education in Pakistan, past and future. Experiences from Pakistan Education for Individual & Social Transformation April 18, 2013. Presentation Flow . Citizens on the move in South Asia- mental models The Challenge of Learning for All Pakistan Profile

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

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  1. Education in Pakistan, past and future.Experiences from PakistanEducation for Individual & Social Transformation April 18, 2013

  2. Presentation Flow • 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

  3. 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

  4. Amarya Sen & Martha NussbaumCapabilities, Functioning , Freedom & Happiness

  5. Pakistan – Key Facts • 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

  6. 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. ITA Formal & Vulnerable Policy SAFED Regional /Educators IPL Higher Education- Teachers /Educators

  7. Scaling Up: A Sector Wide Approach for High Impact and Visibility Citizen Movement for Quality Education - Evidence Based Advocacy • ASER - Evidence on Quality • Right to Education (RTE) • ChaloParhoBarho (CBP) • Children’s Literature Festivals (CLFs) Number of ITA Offices = 29 ( modest in public sector facilities )

  8. 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

  9. 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.

  10. 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

  11. ASER Pakistan Assessment Tools Grade II • ASER Assessment tools are prepared in following Categories • Reading • Urdu • Sindhi • Pashto • Arithmetic abilities • English

  12. ASER Survey Sheets : Households; Children and Schools

  13. Section I: Scale of Survey

  14. ASER Outreach over the last 3 years • 2010 – 32 districts • 2011 – 85 districts • 2012 – 142 districts

  15. ASER 2012 – SAMPLE DISTRIBUTION Collected by 9000 Youth Volunteers and…. Many Partner Organizations

  16. Section II: Access (Schooling)

  17. 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% 29.5% Private schools

  18. 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 1 4 out of every Children is NOT in School Never Enrolled still higher than dropout rate

  19. Out-of-School children (6-16) 17% 16% 7% 25% 5% 16% 34% 32%

  20. Gendered Comparison: Out of School Children (6-16 years) There are more Girls out of school than boys

  21. Class Wise Enrollment - Rural Enrollment decreases sharply as class level increases

  22. Section III: Quality

  23. Learning Levels – Urdu/Sindhi/Pashto Class 2 level text Language Learning levels for class 4 have improved by 5% since 2011 49% of Class 5 students cannot read Class 2 story

  24. Learning Levels - English Class 2 level text Language Learning levels for class 4 have improved by 9% since 2011 Almost 52% of the children may complete primary without learning how to read fluently in English at grade II competencies

  25. Learning Levels - Arithmetic Class 2 level Language Learning levels for class 4 & 5 have improved by 7% since 2011 Almost 56%of the children may complete class 5 without learning how to do division at grade II/III competencies

  26. Additional learning support – Paid Tuition Rural Urban Children in urban areas are more likely to take paid tuition 6% Government and 25%Private enrolled children take tuition in Rural Areas

  27. Section IV: School Attendance & Facilities

  28. Attendance - Students and Teachers 1 in every 5children in government schools was absent from school Overall attendance is better in Private schools 13% and 14% teachers in private and government schools respectively were found to be absent

  29. Multi-grade Classes Around 50% government school children of class 2 sit with other classes VS 28% in Private Schools 22% grade 8 students in Private schools sit with other classes vs. 17% grade 8 students in Government schools

  30. 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 ..

  31. Household based vs. School based Assessments • 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.

  32. Variables for ASER Wealth Index 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.

  33. ASER Wealth Index: Out-of-school children • 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%).

  34. 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).

  35. 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.

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

  38. Citizen’s Movement for Quality Education (CMQE)

  39. 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), • ChaloParhoBarho - 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

  41. 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

  42. 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 2ndmiIlion 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

  45. ChaloParhainBarhain – 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. SCOPE OF WORK AT VILLAGE/MOHALLA LEVEL • 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 Continue ….

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

  48. B. PROGRAM INTERVENTIONS – One Year • 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 ….

  49. CAMAL Accelerated Methodology- Read India Pakistan version

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