1 / 44

ASER Pakistan

ASER Pakistan. A citizen led initiative. Sindh 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

joel-lloyd
Download Presentation

ASER Pakistan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ASER Pakistan A citizen led initiative Sindh Launch

  2. ASER 2012 Supporters & Partners

  3. 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

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

  5. ASER Survey Sheets

  6. Section I: Scale of Survey

  7. ASER Outreach over the last 3 years • 2010 – 32 districts • 2011 – 85 districts • 2012 – 142 districtsAll Districts of Sindh in 2012.

  8. ASER 2012 – SAMPLE DISTRIBUTION

  9. Section II: Access (Schooling)

  10. Pre-School Enrollment (3-5 Years) – Rural Enrollment of children of 3 – 5 years 39%in 2012. Enrollment is higher in Urban 62% compared to Rural 39% 90% of pre-primary age children are enrolled in government schools.

  11. Children in Pre School (3-5) Rural Kashmore, Sanghar, Umerkot and Tando M Khan have the highest number of out-of-school children

  12. Enrollment (6-16 years) 68% of 6-16 year olds in rural districts are enrolled in schools 90% enrollment is in Govt. schools. 32% of children are out of school Enrollment highest in Urban 93% compared to Rural 68% 1 3 out of every Never Enrolled still higher than dropout rate Children is Out-of-School (Rural)

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

  14. Out-of-School children (6-16)- Sindh (Rural) Kashmore and Tando M Khan have the highest number of out-of-school children (6-16) Rural

  15. District ranking- ‘Out of school’ Children. Kashmore and Tando M Khan have the highest number of out-of-school children

  16. Gender Comparison: Out of School Children (6-16 years) There are more Girls out of school than boys (Rural) In Urban (KHI& HYD) more boys are out-of-school. Urban Rural Higher percentage of boys than girls are out-of-school in urban Sindh.

  17. Class Wise Enrollment Enrollment decreases sharply as class level increases Urban Rural

  18. Section III: Quality

  19. Learning Levels – Urdu/Sindhi Learning Levels (Class 5): Urdu/Sindhi Language Learning levels for class 4 have decrease by 3% since 2011 Rural : 59% of Class 5 students cannot read Class 2 story Urban: 67% of Class 5 students cannot read Class 2 story Learning Levels (Urdu/Sindhi) improved from last year

  20. Learning Levels (Class 5): Urdu/Sindhi/Pashto 56% 43% 65% 46% 55% 67% 36% 40%

  21. District Ranking- Learning levels Urdu/ Sindhi (Rural)

  22. Learning Levels - English Learning Levels (Class 5): English Language Learning levels for class 4 have improved by 7% since 2011 Rural : 75% of Class 5 students cannot read English sentences Urban : 55% of Class 5 students cannot read English sentences Learning Levels (English) have improved as compared to 2011.

  23. g Learning Levels (Class 5): English 68% 47% 58% 50% 62% 61% 32% 25%

  24. District Ranking- English learning Levels (Rural)

  25. Learning Levels - Arithmetic Learning Levels (Class 5): Arithmetic Arithmetic Learning levels for class 4 have improved by 3% since 2011 Rural : 73% of Class 5 students cannot do division Urban : 75% of Class 5 students cannot do division Learning Levels (Arithmetic) have improved as compared to 2011.

  26. Learning Levels (Class 5): Arithmetic 56% 44% 44% 56% 42% 56% 34% 27%

  27. District learning levels – Arithmetic (Rural)

  28. Learning levels – Boys vs. Girls (5-16 Years) Rural Girls continue to lag behind boys in learning levels Girls are behind boys by 8%in Urdu/Sindhi, English & Arithmetic Learning levels of boys continue to be higher than girls.

  29. Learning levels – Public vs. Private Learning Levels are better in Private schools overall • 61%children in government and 45%children in private schools in class 5 cannot read class 2 Urdu/Sindhi. • 77%of the children in Government schools and 47% of children in private schools cannot read English sentences. Private school students are performing better than government school students.

  30. Additional learning support – Paid Tuition Rural Urban Children in Urban areas are more likely to take paid tuition: 3% Government and 24% Private enrolled children take tuition in Sindh Rural . Paid private tuition trend is higher in private schools.

  31. Learning levels – Out of School (Rural) Even out of school children were tested 28% of out-of-school children can recognize numbers from 1-9. A modest proportion of out-of-school children are at more than ‘beginner’ competency levels.

  32. Section IV: School Attendance & Facilities

  33. Attendance - Students and Teachers • Rural: 40% children in government school and 23 % in Private schools were absent from school • Rural: Overall children attendance is better in Private schools. Less teachers (17%) and more teachers (18%)were found absent in public than private schools.

  34. Multi-grade Classes Around 75% government school children of class 2 sit with other classes VS 34%in Private Schools. 22% grade 8 students in private schools sit with other classes vs. 23% grade 8 students in government schools

  35. Basic Facilities – Improved but not Sufficient 52% of government primary schools do not have functional toilet facilities • 44% primary government schools still do not have useable water • 35% primary government schools still do not have boundary walls

  36. Section V: Other dimensions that influence teaching and learning

  37. Mother tongue/ Home Language • 18 different languages were used throughout Sindh (Rural). • The single most commonly used language in the households was Sindhi (86%). • 14% of the remaining households used other languages • Other Languages included : Siraiki, Balochi, Dhatki, Urdu, Brahvi, Marwari, Punjabi, Pashto, Gujrati, Kutchi, Hindko, Marathi, Koli, English, Shina, Kashmiri, Persian

  38. Households’ preferred medium of instruction in school • Each household surveyed was also asked their preferred medium of instruction for their children in schools. • 90% percent of all the households surveyed preferred Sindhi as the medium of instruction in schools. • Urdu language was preferred by a proportion of 3%of all households and 7% surveyed households preferred English. The most preferred language for medium of instruction was Sindhi.

  39. Medium of instruction in schools • Children in government • schools reported: • Sindhi 97% • Urdu 2% • English 1% • Children in private schools reported: • Urdu 59% • English 35% • Sindhi 6%

  40. Parental Education • Rural: 85% mothers vs 56% fathers did not complete primary education. • Urban: 42 % mothers vs30% fathers did not complete primary education. Urban Rural

  41. Section VI: How far have we come on RTE compliance?

  42. How can ASER 2012 inform the planning, drafting, resourcing and implementation of 25-A? • ASER can help assess education with respect to : • Quality • Access • Equity • 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.

  43. 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

  44. Thank You You can follow us on www.aserpakistna.org ASER-Pakistan ASERPAKISTAN

More Related