aser pakistan
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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 - PowerPoint PPT PresentationTRANSCRIPT
ASER PakistanA 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
• 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
Section I: Scale of Survey
ASER Outreach over the last 3 years• 2010 – 32 districts• 2011 – 85 districts• 2012 – 142 districts
All Districts of Sindh in 2012.
ASER 2012 – SAMPLE DISTRIBUTION
Children (3-16 Years) Schools
ProvinceDistricts Covered
Villages/ Blocks
House Hold
Female Male Total Mothers Gov. Pvt. Total
Rural
Sindh 22 645 12,806 16,899 23,589 40,488 12,949 621 85 706
National (Rural) 136 4,033 80,209 101,236 143,241 244,477 81,417 3,934 1,660 5,594
Urban
Sindh 2 68 814 1,021 1,360 2,381 839 62 58 120
National (Urban) 6 193 2,312 2,930 4,037 6,967 2,329 183 167 350
National (Rural + Urban)
142 4,226 82,521 104,166 147,278 251,444 83,746 4,117 1,827 5,944
Sindh (Rural + Urban)
24 713 13620 17920 24949 42869 13788 683 143 826
Section II: Access (Schooling)
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.
Children in Pre School (3-5)Rural
Kashmore, Sanghar, Umerkot and Tando M Khan have the highest number of out-of-school children
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%
% Children in different types of schools% Out-of-
school
TotalAge
groupGovt.
Non-state providers Neverenrolle
d
Drop-
outPvt.Madrasa
hOther
s
6-10 65.3 6.9 0.6 0.3 24.0 2.9 100
11-13 59.6 5.4 0.4 0.3 23.5 10.8 100
14-16 47.5 4.0 0.1 0.2 28.6 19.7 100
6-16 60.8 6.1 0.5 0.3 24.7 7.7 100
Total 67.7 32.4 100
By type 89.9 9.0 0.7 0.4
1 3out of every
Children is Out-of-School (Rural)
Never Enrolled still higher than dropout rate
Out-of-School children (6-16)
7%
17%16%
25%5%
16%34%
32%
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
District ranking- ‘Out of school’ Children.
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Kashmore and Tando M Khan have the highest number of out-of-school children
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.
20112012
0255075
100
15 1615 17
Out-of-school children by gender6 to 16 years
Boys Girls
Higher percentage of boys than girls are out-of-school in urban Sindh.
Urban Rural
2011*2012
0
25
50
75
100
5 3
Out-of-school children by gender6 to 16 years
Boys Girls
% C
hild
ren
Class Wise Enrollment Enrollment decreases sharply as class level increases
Urban Rural
1 2 3 4 5 6 7 8 9 100
10
20
30
40
13
5
Class-wise enrollment2011* 2012
Class
% C
hild
ren
Section III: Quality
Learning Levels – 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
Class 3 Class 4 Class 5 Class 60
20
40
60
80
100
15 27
41 52 16
30
40
54
Children who can read story Urdu/Sindhi2011* 2012
% C
hild
ren
Learning Levels (Class 5): Urdu/Sindhi
Learning Levels (Urdu/Sindhi) improved from last year
Learning Levels (Class 5): Urdu/Sindhi/Pashto
36%
46%
43%
56%
65%
55%
67%
40%
District Ranking- Learning levels Urdu/ Sindhi (Rural)
Learning Levels - English
Language Learning levels for class 4 have improved by 7% since 2011
Rural : 75% of Class 5 students cannot read English sentencesUrban : 55% of Class 5 students cannot read English sentences
Class 3 Class 4 Class 5 Class 60
20
40
60
80
100
6 11 20
38 9
18 25
40
Children who can read English sen-tences
2011* 2012
% C
hild
ren
Learning Levels (English) have improved as compared to 2011.
Learning Levels (Class 5): English
g
Learning Levels (Class 5): English
32%25%
61%
62%
58%
68%
47%
50%
District Ranking- English learning Levels (Rural)
Learning Levels - 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
Class 3 Class 4 Class 5 Class 60
20
40
60
80
100
7 14
24
41
8 17
27 40
Children who can do division2011* 2012
% C
hild
ren
Learning Levels (Arithmetic) have improved as compared to 2011.
Learning Levels (Class 5): Arithmetic
Learning Levels (Class 5): Arithmetic
44%
34%
42%
56%
56%
44%
27%
56%
District learning levels – Arithmetic (Rural)
Learning levels – Boys vs. Girls (5-16 Years) Girls continue to lag behind boys in learning levels
Girls are behind boys by 8% in Urdu/Sindhi, English & Arithmetic
Girls Boys0
20
40
60
80
100
22 30
Learning levels by genderUrdu/Sindhi
Who can read at least sentences
% C
hild
ren
Girls Boys0
20
40
60
80
100
1827
Learning levels by gender English
Who can read at least words
% C
hil
dre
n
Girls Boys0
20
40
60
80
100
1725
Learning levels by gender Arithmetic
Who can at least do subtraction
% C
hild
rern
Learning levels of boys continue to be higher than girls.
Rural
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.
Additional learning support – Paid Tuition Children in Urban areas are more likely to take paid tuition:
Urban Rural
3% Government and 24% Private enrolled children take tuition in Sindh Rural .
Paid private tuition trend is higher in private schools.
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.
Beginner Letters Words Sentences Story 0
20
40
60
80
100
77
10 7 2 5
Learning levels: out-of-school children Urdu/Sindhi
% C
hild
ren
Beginner Number recognition
1-9
Number recognition
10-99
Subtration Division0
20
40
60
80
100
78
10 72 3
Learning levels: out-of-school children Arithmetic
% C
hild
ren
A modest proportion of out-of-school children are at more than ‘beginner’ competency levels.
Section IV: School Attendance & Facilities
Attendance - Students and Teachers
Less teachers (17%) and more teachers (18%)were found absent in public than private schools.
Attendance (%) on the day of visitGovernment schools Private schools
Primary Elementary High Others Overall Primary Elementary High Others Overall
Children attendance
61.3 64.0 57.7 55.0 59.6 75.1 79.7 74.7 95.1 77.4
Teacher attendance
83.6 82.2 82.9 82.7 83.2 73.5 85.2 86.9 66.7 82.5
Rural: 40% children in government school and 23 % in Private schools were absent from school
Rural: Overall children attendance is better in Private schools.
Multi-grade Classes
Around 75% government school children of class 2 sit with other
classes VS 34% in Private Schools.
22% grade 8 students inprivate schools sit with other classes vs.
23% grade 8 students ingovernment schools
Class 2 Class 80
20
40
60
80
100
75
2334
22
Multi grade teachingGovernment Private
% S
cho
ols
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 water35% primary government schools still do not have boundary walls
Toilet Water Toilet WaterGovernment Private
0
20
40
60
80
100
3348 41
5148 5665
78
Water and toilet facility in primary schools
2011 2012
% P
rim
ary
sc
ho
ols
Playground Boundary wall
Playground Boundary wall
Government Private
0
20
40
60
80
100
38
69
4462
42
6550
65
Playground and boundary wall facility in primary schools
2011 2012
%P
rim
ary
sc
ho
ols
Section V: Other dimensions that influence teaching and learning
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
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.
Medium of instruction in schoolsChildren in government schools reported:
• Sindhi 97% • Urdu 2% • English 1%
Children in private schools reported:• Urdu 59% • English 35% • Sindhi 6%
Parental Education Rural: 85% mothers vs 56% fathers did not complete primary education.
Urban: 42 % mothers vs 30% fathers did not complete primary education.
Urban Rural
Section VI: How far have we come on RTE compliance?
How can ASER 2012 inform the planning, drafting, resourcing and implementation of 25-A?
ASER can help assess education with respect to :QualityAccessEquity
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.
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
Thank Youwww.aserpakistna.org
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