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.

Bild durch Klicken auf Symbol hinzufügen

Bild durch Klicken auf Symbol hinzufügen

Bild durch Klicken auf Symbol hinzufügen

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

ASER-Pakistan

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