annexure (aser pakistan) - education status interim reports/annexure 1.pdf · annexure (aser...

Mid Term Report: ASER Pakistan 2014 Page | 1

ANNEXURE (ASER PAKISTAN)

Annex A LIST OF PARTNERS (EOI’s Received)

Sr

# Districts Organization Status Objection

SINDH

1 Benazirabad Sakhi Development

Organization

Not

Recommended

Incomplete

Information

2 Shikarpur Din Foundation Not

Recommended No capacity

3 Mithi Search Foundation Not

Recommended

Incomplete

Information

4 Sindh AMRDO Not

Recommended

Not work for

education

5 Jaferabad YMSESDO Not

Recommended

Incomplete

Information

6

Thatta,

Mirpurkhas,

Sujiwal

SPACE Organization Not

Recommended

Incomplete

Information

7 Jacobabad Roshni Development

Foundation

Not

Recommended

Incomplete

Information

8 Thatta Youth Development

Org Not recommended

Not enough

work in

education

9

Hyderabad,

Jamshoro,

Matiari, Tando

Mohd Khan,

Tando Allah Yar,

Shaheed

Benazirabad

Institute for Social

Change

Not

Recommended

Incomplete

Information

10 Sukkur Wah Not

Recommended

Incomplete

Information

11

Qambar Shahdad

kot, Umerkot,

Jacobabad,

Khairpur

SERVE Recommended

(Monitoring)

12 Jacobabad Unihelp Recommended

(Monitoring)

13 Tando Allah Yar,

Khairpur, PRSP

Recommended

(Monitoring)

Mid Term Report: ASER Pakistan 2014

Sr


Sukkur,

Mirpurkhas

14

Shahdadkot,

Khairpur,

Jacobabad,

Kashmore,

Shikarpur,

Ghotki, Larkana

Serve Foundation Not

Recommended

Not enough

work in

Education

15 Sukkur Wah Foundation Not

Recommended

Not enough

experience

16 Dadu Village Shahadabad Not

Recommended

Not enough

experience

17 Entire Pakistan

Avais Hyder Liaquat

Nauman Chartered

Accountants

Not recommended Consulting firm

18 Dadu

Foundation for

Women & Children

Sindh

Not recommended No Experience

19 Thatta SSSWA Thatta Not recommended Incomplete

Information

20 Sanghar Al-Mehran

Foundation Sanghar Not recommended No experience

21

Ghotki, Qambar

Shahdad Kot,

Kashmore,

Jacobabad

Insaf Social Welfare

Organization

Not

Recommended No experience

22

Tando

Mohammad

Khan

Civil Society

Network

Not


23

Thatta

Tharparkar,

Umerkot

Sindh Rural Support

Program Recommended

24 Dadu, Naushero

Feroz Gorakh Foundation

Not


25

Sanghar, Matiari,

Naushero Feroze,

Shaheed

BeNazirabad

Indus Welfare

Association

Not


26 Badin Hope Development &

Welfare Association

Not

Recommended No Information

27 Hyderabad Path Development

Network

Not

Recommended ITA Office

28 Umerkot, Basic Development Not No experience


Sr


Sanghar Foundation Recommended

29 Shikarpur,

Kashmore Marvi

Not


30 Hyderabad Association for

Human Development

Not


31 Mirpurkhas Sindh Rural Partner

Organization

Not

Recommended

Not enough

work in

Education

32 Jacobabad

Reformist Social

Welfare &

Development

Organization

Not

Recommended

Not enough

work in

Education

33 Mirpurkhas Peace Foundation Not

Recommended

Missing

Information

34 Khairpur, Dadu

Action for

Sustainable Rural

Advancement

Not


35 Dadu Dawn Development

Organization

Not

Recommended

Missing

Information

36 Benazirabad,

Dadu

Hari Welfare

Organization

Not


37 Dadu Goth Sudhar Sangat Not


38 Shikarpur Organization for

Human Development

Not


39

Jamshoro, Dadu,

Tando Allahyar,

TM Khan,

Kashmore,

Jacobabad,

Ghotki,

Hyderabad,

Larkana, Sukkur

HANDS Recommended

40

Hyderabad,

Dadu, Jamshoro,

Karachi, Thatta,

Umerkot, Sukkur,

Khairpur

Orchid Recommended

41

Hyderabad,

Badin,

Karachi,Umerkot,

Tando Allahyar,

TM Khan,

Management

Development

Consultant

Recommended


Sr


Shikarpur,

Qambar Shahdad

kot

42

Jecbabad/

Kashmor

/Khambarh

Shahdad Kot/

Shukkar/ Kherpur

Community

Development

Foundation (CDF)

Not


43 Mirpur Khas

Village Community

Development

Organization

Not


44 Sindh AASA Consulting

Backed off

themselves as they

take large

contracts

45

Hyderabad/Jamsh

oro/Tando

Mohammad

Khan/Tando

Allah

Yar/Matyari/Nos

haro Feroz and

Dadu

Sindh Development

Society

Not

Recommended

Not Enough

Work in

education

46 Badin &

Haydrabad

Path Development

Network (PDN)

Not

Recommended

Not Enough

Work in

education

47 Dadu/Hyderabad

& Badin

Saharo Human Aid

Association

Not

Recommended

Not Enough

Work in

education

48

Shaheed

Benzirbad

/Ththa/Sujwal/Ba

din and Tando

Muhammad

Khan

Sindh Education

Welfare Association

(SEWA)

Not

Recommended

Not Enough

Work in

education

49 Dadu/ Kherpur

Action For

Sustainable Rural

Advancement

(ASRA)

Not

Recommended

Not Enough

Work in

education

50 Dadu

Village Shadabad

Welfare Organization

Johi (VSA)

Not

Recommended

Missing

information

51 Naushero Feroze Dharti Development Not Missing


Sr


and Khairpur

Mirs Sindh

Foundation Recommended information

52

Jecbabad/

Kashmore/

Sukkar/Shikarpur

AAS Research

Foundation

Not

Recommended

Not Enough

Work in

education

53

Hyderabad /

Dadu / Jamshoro

/ Karachi / Thatta

/ Shikarpur /

Sukkar / Khairpur

Cultural Harmony &

Integrated

Development

Not

Recommended

Missing

information

54

Matiari / Tando

Allah Yar /

Tando

Mohammad

Khan /

Hyderabad /

Jamshoro

Indus Development

Organization

Not

Recommended

Not Enough

Work in

education

55 Sukkur ,

shikarpur Magnets

Not


56 Jamshoro

Women & Youth

Development

Organization

Not


57

Ghotki, Sukkur,

Khairpur,

Larkana,

Jacobabad

Marvi Rural

Development

Organization

Not


58

Shaheed

Benazirabad,

Dadu, Nowshero

Feroze, Tando

Allah Yar,

Mirpur Khas,

Sanghar,

Umerkot, Badin,

Thatta, Jamshoro

Shah Sachal Sami

Foundation

Not


59 Nawshero Feroz ICDO Not


60 Nawshero Feroz Healthy Environment

Creative Society

Not


61 Jamshoro Care for Community

Development

Not


62 Hyderabad Sindh Education &

Literacy Foundation

Not



Sr


63 Nawshero Feroze Dharti Foundation Not


64 Nawshero Feroze

Rural Support &

Development

Foundation

Not

Recommended

No capacity/

Missing

Information

65 Ghotki Lanjari Development

Foundation

Not

Recommended

No capacity/

Missing

Information

66 Dadu

Society for

Development &

Research

Not

Recommended

No capacity/

Missing

Information

67

Mirpurkhas,

Umerkot, Badin,

Tando Allah Yar,

Tharparkar,

Sanghar

Arts Foundation Not

Recommended

No capacity/

Missing

Information

68 Badin

Badin Development

& Research

Organization

Not

Recommended

No capacity/

Missing

Information

69 Hyderabad

Sindh Health

Education and

Enterprise

Development

Not


70 Kashmore Latif Development

Organization

Not


71

Karachi, Ghotki,

Thatta,

Hyderabad,

Larkana,

Mirpurkhas,

Sijawal, T M

Khan

Shah Abdul Latif

Bhitai Welfare

Society

Recommended

(For monitoring)

72 Shaheed

Benazirabad

Sindh Education


Not

Recommended

No work in

education

73

Kashmore,

Jacobabad,

Kambar Shahdad

Kot, Sukkur,

Khairpur

Community

Development

Organizatiom

Not

Recommended

No work in

education

74 Hyderabad

Health Education

Environment &

Agriculture

Development

Not



Sr


75 Khairpur

Vulnerable Women

Children

Organization

Not


76 Karachi Sindh Graduate

Association

Not

Recommended

ITA Office

PUNJAB

77 Rajanpur STEPS Recommended

78 Layyah Laila Danish Not

Recommended

No work in

education

79 Nankana PRISE Recommended

80 Lodhran Al-Raheem (ARDO) Recommended Monitoring

81 Faisalabad Harmony Foundation Not


82 Rawalpindi,

Jehlum Lok Sangat Not recommended No experience

83 Rawalpindi,

Attock, Jehlum

Inventure Private

Limited Recommended

84 Mianwali Noor Women


Not

Recommended

Incomplete

Information

85 Lodhran

National

Development

Organization

Not


86 Rawalpindi Roshan Youth


Not

Recommended No information

87 Lodhran Public Welfare

Organization Recommended

88 DG KHAN Youth Front

Organization Not recommended ITA Office

89 Bahawalnagar Islah Foundation Recommended

90 Muzaffargarh Hope Not


91 Rajanpur Neelab Organization Not

Recommended

Missing

Information

92 Kasur

Association for

Awareness &

Sustainable

Development

Recommended

93 Rajanpur Sojhla Organization Recommended

94

Gujrat, Mandi

Bahauddin,

Sargodha,

Kushab,

Socio Engineering

Consultants Recommended


Sr


Mianwali,

Bhakkar, Layyah,

Jhang

95

Rajanpur,

Multan,

Muzzaffargarh,

Sargodha,

Layyah

Hands Recommended

96 Layyah Savail Welfare

Society Recommended

97

Mianwali /

Bhakkar / Khusab

/Sargodha /

Mandi Bahwldin/

Jehlam/Gujrat/Gu

jrawal/Chakwal

& Attock

Research &

Community

Development

Organization

Recommended

99

Mianwali /

Bhakkar / Khusab

/Sargodha /

Mandi Bahwldin/

Jehlam/Gujrat/Gu

jrawal/Chakwal

& Attock

Community Research

And Development

Organization

Recommended

100

Gujran Wala /

Gujrat/ M.B Din

& Hafizabad

Al- Watan Not

Recommended

As per last year

experience

101

MuzafarGarh /

Layya /Bhakhar

/Mianwali/Khusa

b

Society for Peace &

Sustainable

Development

102

MuzafarGarh

/Rajanpur/Layyah

/Bhakhar/Khane

wal/Multan/R.Y

Khan/Lodhran/Ba

hawalpur/Chishti

yan/DG Khan

/Pakpatan/Sahiwa

l/TT

Singh/Vehari

Human Capital

Management Institute Recommended

103 Multan / Dera

Gazi Khan Hassan Foundation Recommended


Sr


104 Bahawalnagar Millat Welfare

Society Recommended

105 Lahore Nur Centre for

Research & Policy

Not


106 Bhakkar

District Social

Welfare Council

Bhakkar

Recommended

107

Multan/Bahawalp

ur/Bahwalnagar/

Rajan Pur

Paidar Development


108 Khushab &

Sargodha

Society For Human

Empowerment &

Rural Development

(SHER)

Recommended

109 Sargodha

Sahara Welfare &

Developmet

Organization

(SWDO)

Recommended

110 Bahawalnagar

Institute for Social

Leadership & Human

Development

Foundation (ISF)

Recommended

111 Bahawalpur

Cholistan Association

For Uplift Of

Minorities /

Marginalized

Not


112 Narowal

Help and

Development

Organization

Recommended

113 Bahawalnagar Millat Welfare

society Recommended

114 Muzzaffargarh Narharh King Not


115 Rahim Yar Khan

Society for

Empowerment &

Environmental

Protection

Not


116 Rawalpindi,

Islamabad

Orient Consultants

Group

Not


117 Jhang Shah Abdul Latif

Bhatai Organization Recommended

118 Bahawalpur,

Rahim Yar Khan,

Environmental Relief

Service Society

Not



Sr


Multan,

Bahawalnagar,

Khanewal,

Vehari

119 Gujranwala Punjab Pilot Project

Welfare Society

Not


120 Bahawalnagar Ujala Foundation Not


KPK/FATA

121 Mansehra Onaar Not

Recommended

Incomplete

Information

122 Mardan, Swabi Poverty Eradicaition

Society Not recommended

Incomplete

Information

123 Peshawar Unihelp Recommended

124 Swat Swat Youth Front Not

Recommended

Incomplete

Information

125 Entire Province Social Accountability

Network

Not

Recommended No experience.

126 D.I. Khan Support Humanity

Organization

Not


127 D.I.Khan

Hamdam

Development

Organization

Not


128 Swat

Community

Development

Organization

Not

Recommended

Missing

Information

129 KPK, FATA Alfalah Development

Foundation

Not

Recommended

No work in

Education

130

Nowshera,

Mardan,

Charsadda,

Swabi, Bunir

United Rural

Development

Organization

Not

Recommended

Not enough

experience

131 Entire KPK Pak Women Not

Recommended

Not enough

experience

132 Kohistan, Tor

Ghar Value Resource Recommended

133

D.I Khan, Kohat,

Lakki Marwat,

Buner, Abottabad

CRDO Recommended

134 Hazara Devision

And Mala Kand

Nida- Pakistan

Developing Human

Factor

Not

Recommended

Not enough

experience

135 Mardan Khpal Kore Not Not enough


Sr


Organization Recommended experience

136

Malakand /

Hazara / Sawbi /

Charsada /

Noshera /

Peshawar

Centre for

Governance and

Public Accountability

(CGPA)

Recommended

137 Mansehra

Sahara Community

Support

Pragramme(SCSP)

Not


138

Bajaur Agency

FATA, Shangla

& Peshawar

Kamore Development


Not


139 Swat / Malakand

/ Shangla The Awakening

Not


140 Peshwar

Association for

community

Development

Not


141 Mingora Awami Welfare

Society

Not


142 Peshawar Kamore Development


Not


143 FATA

Society for Human

Emancipation &

Development

Not

Recommended

Missing

Information/ No

capacity

144 Mardan Khipal Kore

Organization

Not

Recommended

Missing

Information/ No

capacity

145 Swat Literate Masses Not


BALOCHISTAN

146 Quetta Farhan Youth Org Not recommended Missing

information

147

Lasbella / Turbat

/ Noshki / Sibi /

Quetta / Harnai /

Ziarat /

Qillasaifullah /

Loralai /

Unihelp Recommended

148

Pishin, Killa

Saifullah, Hernai,

Kharan

Saad Recommended

149 Sibi, Kachhi,

Jaffarabad,

Bright Star

Development Society Recommended

For Monitoring

Only.


Sr


Naseerabad,

Sohbat Pur, Jhal

Magsi

150 Meeri Recommended For Monitoring

Only

151 Quetta, Pishin Tameer-e- Khalk

Foundation

Not


152 Quetta Today Women

Organization

Not


153 Quetta ASAS-PK Recommended

(for Monitoring)

154 Awaran, Washuk,

Kharan, Chagai, Azat Foundation Recommended

155 Gwadar, Kench,

Panjgur RCDC Recommended

156 Sibi, Lehri, Killa

Abdullah CTE Recommended

157

Barkhan, Dera

Bugti, Kohlu,

Loralai

Aghosh Recommended

158 Ziarat, Zhob,

Khuzdar, Kalat EHED Recommended

159

Mastung,

Sherani, Harnai,

Jhal Magsi

G & GS Recommended

160

Naseerabad,

Pishin, Noshki,

Lasbela

SAAD Recommended

161 To Be Decided Oasis Foundation Recommended

(for Monitoring)

162 To Be Decided DOC Recommended

(for Monitoring)

163 To Be Decided GWO Recommended

(for Monitoring)

164 To Be Decided CDO Recommended

(for Monitoring)

165 To Be Decided KWS Recommended

(for Monitoring)

166 To Be Decided YDCS Recommended

(for Monitoring)

167 To Be Decided Sawera Recommended

(for Monitoring)

168 Turbat, Kech AFAC Not Missing


Sr


Recommended Information

169

Musakhel, Killa

Saifullah,

Jaffarabad, Sibi,

Kachhi

Balochistan Rural

Development &

Research Society

Not

Recommended

No experience in

education sector

AJK & GB

170 Kashmir Sumr Not recommended No experience

171

Muzaffarabad,

Neelum, Hattian,

Kotli, Poonch,

Mirpur, Bhimber,

Bagh, Sudhnoti

& Haweli

Women Welfare

Organization Not recommended No experience

172 Ghanche Hawa Recommended

173 Muzaffarabad Hope Recommended

174 Poonch, Haveli Shama Development

Organization

Not


175 Bagh Star Foundation Recommended

176 Azad Kashmir Friends Pakistan Not


177 Bagh Maqsood Welfare


178 Azad Kashmir

Himalayan

Conservation & Rural

Support Program

Not


OTHERS FOR ALL PAKISTAN:

179) NCHD

180) DSI Consultants

181) BRAC: KPK & Sindh

182) NEILSON: Punjab, Balochistan, KPK, Sindh

183) REFLECT GLOBAL: Sindh, Punjab, Balochistan, KPK, FATA and Gilgit–

Baltistan

184) HAQOOQ-UL-EBAD DEVELOPMENT FOUNDATION: Bhimbar (AJK)/

Quetta (Balochistan)/ Isb/Sargodha / Mandi

Bahauddin/Gujrat/Gujrawala/Hafizabad/Chiniot/Bahwalpur/R.Y Khan/Layya

185) Nida Pakistan: KPK & AJK.


Annex B

PARTNER SELECTION MEETING

Core team/Provincial Coordinators Meeting

Date: 8th

July, 2014

Venue: Meeting Room, ITA Lahore Head Office.

PARTICIPANTS:

Imtiaz Nizami (Deputy Director Programs, ITA-Head office), Waqas Bajwa (Deputy Director

Marketing & Partnerships), Sehar Saeed (Program Manager, ASER), Mumtaz Pirzada (ASER

Coordinator-Sindh), Afzal Khan (Provincial Coordinator-KPK), Syed Tanzeem (Provincial

Coordinator- Balochistan) and others.

AGENDA POINTS:

Total strength and availability of ASER teams for ASER Survey 2014.

Select potential partner organizations on the basis of received EOI’s for ASER-2014.

Decide monitoring plan for ASER 2014.

Select partners other than survey implementing partners for monitoring.

Decide timeline for ASER 2014 Survey.

Training of Provincial Coordinators and Partners.

District Budget.

Districts for ASER 2014 Tools Piloting and dates.

Protocols for Financial Documentation.

1.1 Total strength and availability of ASER teams for ASER Survey 2014:

Availability of ASER team members for conducting/monitoring ASER survey

(2014), across the country, was discussed in detail.

Feasibility and expected challenges for conducting ASER survey were also

discussed in the context of four provinces, AJK, KPK, GB and FATA.

ASER provincial coordinators will ensure the reliability of data collection by

closely working with the selected partners.

1.2 Selection of partner organizations for ASER 2014:

Selection Criteria of partner organizations for ASER survey (2014) was discussed in

brief.

It was decided that EOI’s will be reviewed in the light of the following:

Preference to those organizations will be given who have conducted ASER

survey previously.

The organizations who conducted ASER previously were again reviewed on

the basis of their cooperation, timely provision of documents and quality of

work.

New organizations who are working in the education sector and have

physical presence in the districts (mentioned in EOI) will be considered.

The organizations who have no experience in survey management will not

be considered.


Total 185 EOI’s were received this year for ASER survey 2014.

Each provincial coordinator then reviewed EOI’s received for his/her province in

the light of the above mentioned principles.

Final recommended list was shared with Program Manager ASER and Deputy

Director Programs.

It was decided that provincial teams/offices will have an initial meeting with the

selected partners to for a discussion regarding their profile, capacity, ASER survey

guidelines, budget etc. Schedule is mentioned below:

LOCATION DATE FOCAL PERSON

AJK & GB 21th July Waqas Bajwa

Punjab 22nd July Sehar, Waqas

KP & FATA 16th July Waqas, Afzal

Balochistan 17th July Tanzeem, Naghmana,

Waqas

Sindh 17th July Mumtaz, Sehar,

Provincial Teams/ offices will then share final list of selected partners by 1st week

of August.

A proper record of whole partnership selection process (EOI/ application, minutes

of meeting etc.) will be maintained in respective provincial offices with a copy to

head office.

There will be formal agreements with all partner organizations including stepwise

details about the survey procedures and responsibilities.

TORs (for partner organization) was also shared and discussed with the provincial

coordinators.

Budget for ASER survey (2014) was also discussed in brief. A copy of the District

budget was provided to all the provincial head for further negotiation with partners.

It was also decided that the selected partners will stay with ASER for the entire

cycle of 2014 and will support dissemination of ASER Findings.

1.3 Monitoring Plan of ASER 2014 & Selection of Partners:

It was decided that this year monitoring of survey will be conducted by partners

along with ASER Team.

Selection criteria for monitoring partners will remain the same as that of survey

implementing partners.

Each provincial coordinator then reviewed EOI’s received for his/her province.

Final recommended list was shared with Program Manager ASER and Deputy

Director Programs.

It was decided that provincial heads/coordinators will be responsible for

monitoring the survey activities in the respective provinces and will also ensure

the data quality.

Reporting of ASER survey activities will be through provincial coordinators.

Provincial coordinators will then report to Sehar Saeed in the Head office.


There will be formal agreements with all partner organizations including stepwise

details about monitoring procedures and responsibilities.

TORs (for partner organization) was also shared and discussed with the provincial

coordinators.

Budget for ASER monitoring (2014) was also discussed in brief. A copy of the

District budget was provided to all the provincial head for further negotiation with

partners.

1.4 Timeline for ASER 2014

National workshop will be held on 28th

August – 30th

August in ITA- Headoffice

Lahore.

Provincial teams will be responsible for finalizing the dates of provincial workshops

and district trainings.

The duration of district training workshop will be a 4 days event instead of 3 days.

It was decided that the focal person assigned by the partner organizations will be

bound to attend the provincial training and will be responsible for conducting district

trainings also.

Provincial coordinators will ensure that nominated MT are the relevant person, and

they will impart district level trainings afterwards

1.5 Trainings of Provincial Coordinators & Partners

National Training Workshop for provincial coordinators will be organized in

Islamabad from 28th

August – 30th

August.

Two persons from each province will attend this training, and they will further be

responsible for provincial trainings in the respective provinces.

Focal persons of two partner organization from each province will also attend

national workshop.

1.6 District Budget

ASER Pakistan 2014 district budget was shared with the participants.

1.7 Districts for ASER 2014 Tools Piloting and dates

Procedure of pre-testing and piloting of ASER tools was discussed.

It was decided that two districts per province and 1 village per district will be

selected for piloting.

1.8 Financial Documentation

All the provincial team will make ensure necessary financial documentation in the

light of financial protocols provided by Finance department.


Annex C TOOL REVIEW MEETING REPORT

ITA HEAD OFFICE – 7TH JULY, 2014

Tool review meeting, started at 9:15 a.m. on 7th July, 2014 with the Recitation of Holy Quran by Mr.

Usman (Data Management Officer ASER/ITA) followed by the introduction of the participants and a

brief welcome message by Ms. Baela (Director Programs ITA). She thanked the delegates for their

participation and mentioned important problems faced by the education sector in the country and

highlighted the importance and contribution of ASER’s assessments towards the solution of these

problems.

Participants: After the message, participants were introduced. The participants of the meeting were:

Balochistan:

o Naghma Ambreen (ASER-Balochistan)

o Syed Tanzeem (ASER-Balochistan)

o Dr. Syed Kamal-ud-din (Education department of Balochistan)

Islamabad Capital Territory:

o Madiha Abid (ASER- Islamabad)

o Waqas Bajwa (ASER/ITA- Islamabad)

Punjab:

o Dr. Aroona Hashmi (Institute of Education & Research, University of Punjab)

o Dr. Nusra Hayat (Education Department, LCWU)

o Md. Bashir Gondal (Punjab Examination Commission)

o Asma Rai (Institute for Professional Learning/ITA)

o Imtiaz Nizami (ASER)

o Sehar Saeed (ASER)

o Huma Zia (ASER)

o Muhammad Usman (ASER)

o Sonia Riaz (ASER)

o Ahsan Saeed (ASER)

Sindh:

o Shazia Solangi (Sindh Education Foundation)

o Muhammad Saghir Sheik (Reform Sector Unit, Sindh Karachi)


o Mumtaz Pirzada (ITA-Sindh)

KPK/FATA:

o Dr. Muhammad Bilal (P.I.T.E Peshawar)

o Gul Hussain (GSSC Peshawar)

o Afzal Ahmed shah (ITA-KPK)

Introduction of ASER’s survey and its methodology by Sahar Saeed (Program Manager ASER):

The formal session began with the introduction of ASER by Sahar Saeed. She explained the guiding

principles of the model, objectives, ASER standards on assessments, and benchmarks as per National

Curriculum. A brief highlight of the framework for each of the sections is mentioned below.

URDU/SINDHI/PASHTO:

1. Basic recognition of language through alphabets (level 1) and words (level 2)

2. Reading skills through sentence/paragraph (level 3) and story reading (level 4)

3. Cognitive levels of comprehension and application based skills will be assessed by asking two bonus

questions from story

4. Listening skills shall be assessed by orally posing the comprehension questions

5. The levels shall be used for grading and grading instructions shall be contained in each level

ENGLISH:

1. Letter recognition (Competency 1 defined by the National Curriculum – English 2006 Standards of

Reading & Thinking Skills) assessed through capital alphabets (level 1) and small alphabets (level 2).

2. Reading (Competency 1 defined by the National Curriculum – English 2006 standards of Reading &

Thinking Skills) assessed through simple words (level 3) and sentences (level 4).

3. Understanding of words and sentences (Competency 1 defined by the National Curriculum – English

2006 standards of Reading & Thinking Skills) assessed by asking the meaning of the words and

sentences chosen by the child in his/her own language.

4. Cognitive level of comprehension and application based skills (Competency 1 defined by the

National Curriculum – English 2006 standards of Reading & Thinking Skills) will be assessed by

asking two bonus questions i.e. identification of the name of the object by looking at the picture.


5. The levels shall be used for grading and grading instructions shall be contained in each level.

NUMERACY:

1. Basic numeracy skills (Competency 1 defined by the National Curriculum – Mathematics 2006

standards of Numbers & Operations) will be assessed through number recognition. Number recognition

from 1-9 will be regarded as (level 1) while number recognition from 10-99 will be termed as (level 2).

2. Advance numeracy skills (Competency 1 defined by the National Curriculum – Mathematics 2006

standards of Numbers & Operations) will be assessed by posing subtraction (level 3) and division

questions (level 4).

3. Bonus questions asked after the third and fourth level will be based upon Competency 3 and 4

defined by the National Curriculum – Mathematics 2006 standards of Measurement and Geometry,

Reasoning and Logical Thinking skills.

4. The levels shall be used for grading and grading instructions shall be contained in each level.

Criteria for making of ASER Tools & Overview of ASER Assessment Tools 2014 By Ms. Raheela

Akram:

Ms. Raheela Akram gave an overview regarding ASER tools and explained the framework through

which these tools are implemented. She started her presentation by explaining the assessment tools for

English, Urdu and Mathematics.

First, she explained the assessment tools for English which comprise of following sections/levels:

“capital alphabets”, “small alphabets”, “simple words” and “easy sentences”.

Second, she explained the assessment tools for Urdu which comprise of following sections/levels:

“story reading”, “easy sentences”, “words” and “alphabets”.

Lastly, Arithmetic section was explained. It also consists of four sections/levels: “Number recognition 1

to 9”, “Number recognition 10 to 99”, “Subtraction” and “Division”.

During the presentation, all of the members actively participated in the discussion. Their comments

ranged from errors identification to general suggestions details of which are summarized below.


Suggestions and Comments for Urdu Section:

1) Most of the participants suggested that instructions should be improved and made clearer to remove

the bias created by the misinterpretation of instructions. They also mentioned that there were no clear

instructions regarding the marking scheme.

2) One of the participant suggested that in addition to asking children to read a particular letter, they

should also be asked to identify certain letters. This two way assessment will increase the efficiency of

the tool.

3) In the words section, participants suggested that words of different difficulty levels were randomly

presented. Instead of which, the words should be reordered in a way where each line represents a

particular difficulty level.

4) For the story section, suggestion was presented that rather than asking at the end, questions should be

asked from the child while he/she is reading the story. Moreover, in addition to questions about the

story, he/she should also be asked questions like what would he have done if he/she was the character of

the story?

Suggestions and Comments for English Section:

1) Participants suggested that there was some repetition of words in the sentences. These words should

be replaced by other words to encompass maximum variety of words in the assessment.

2) Most of the participants again were of the opinion that instructions were not clear which can lead to

biases; hence should be cleared.

Suggestions and Comments for Arithmetic Section:

1) An important suggestion presented was that since the marking scheme in arithmetic is based on

partial grading where marks are awarded for each successful step so such a method should be

incorporated while scoring the arithmetic’s assessment.

2) It should be ensured that all the questions in a particular section should be at same difficulty level.

3) There were some questions involving ‘negative sums’ and ‘division with remainder’ which were

asked to be corrected.

Overview of Survey sheets by Muhammad Usman:

Muhammad Usman (Data Management Officer ASER/ ITA) explained the household, government

school and private school sheets of the survey. Participants were guided through each and every

indicators and variables mentioned on the survey. He explained how data is gathered and entered by the

interviewer on each of the sheets. Participants generally agreed on the methodology but made few

suggestions which are listed below.


Suggestions and Comments for the survey sheet:

1) The purpose of inclusion of each wealth indicator should be clearly explained and mentioned.

2) Asking for the owner ship of the mobile as a ‘yes-no’ question is problematic because prices of

mobile phones range from Rs. 1000 to Rs. 80,000 which clearly creates a bias.

3) Lack of attendance and child labor are major reasons behind students dropping out of the school;

hence they should be incorporated.

4) Participants raised the point that having internet/library in school does not ensure learning because

sometimes students are not allowed to use these facilities. To monitor this, it should also be noted that

whether the school has an IT teacher and a librarian.

5) An interesting insight was presented that sometimes the teacher is appointed in one school but is

attached to another. This happens because teachers generally do not like to work in rural areas; hence

they get attached to a school in urban area, although they are appointed in some other school. To

account for this, number of teachers appointed to the surveyed school but attached to some other

school should also be noted.

6) There are trainings for teaches in particular subjects which are not accounted in the survey sheet.

Concluding Remarks by Ms. Baela Raza Jamil:

In her concluding remarks, Ms. Baela highlighted two important considerations for the future. Firstly,

she explained how conflicts are a big harsh reality of our society? And how it is impacting the education

setup of the country? In this regard, she explained the study which will be conducted this year by ASER

to see the impact of conflicts on the learning outcomes of the society. The study is still being planned

and will be carried out only in selected districts. Secondly, she explained how disability has been a

focus of global discussion and its importance in post 2015 scenario. She urged the participants to take

keen interest and work on it at some level as a preparation for the future.


Annex D SCANNED CHECKLIST (TOOL REVIEW MEETING)


Annex E DISABILITY SHEET / HEALTH & FUNCTIONING


Annex F PILOTING GUIDELINES & FACT SHEET (ASER 2014)

The Learning tools will be piloted/tested in the districts mentioned in the table below.

PILOTING WILL BE DONE IN 2 DAYS.

DAY 1: ASSESS (urdu/sindhi/Pashto, arithmetic, English) 60 CHILDREN IN TOTAL

WHO ARE ENROLLED.

DAY 2: 20 HOUSEHOLDS WILL BE SURVEYED FROM ONE VILLAGE AND

LEARNING TOOLS (urdu/sindhi/Pashto, arithmetic, English) ALONG WITH DISABILITY

QUESTIONNAIRE WILL BE PILOTED.

One urban district selected for piloting from each province is mentioned above.

Names of rural district have been mentioned too. Piloting comprises of two

components:

a) 60 children of nursery to 6th

class have to be assessed for learning tools i.e.

Urdu/Sindhi/Pasto, Mathematics and English. Children can be studying in a

school or in a academy but should be enrolled. Use excel sheet dispatched to

you to record the responses.

b) 20 households have to be surveyed separately and children residing in 20

households have to be assessed accordingly. This way we will capture children

who are enrolled as well as those who are out of school. Use excel sheet

dispatched to you to record the responses. It will not be our regular HH sheet

Please note that all the responses for both of the above components have to be

recorded separately on a excel sheet only which will be dispatched.

a) 60 Children (Nursery to 6th Grade/Class) from each District.

b) 20 Households from each district/one village only (3-16 year Children).

Province/Area Urban Rural Total Children (Urban &

Rural) Total HH

Punjab Lahore

Rawalpindi 60* 5 (districts:

urban + rural)=

300

840

20*5=

100

280

Faisalabad

Sheikhupura

Kasur

Sindh Karachi

Shikarpur 60*4 (districts:

urban + rural) =

240

20*4= 80 Sukkur

Hyderabad

KP Peshawar Peshawar

60*2 (districts:

urban + rural) =

120 20*2= 40

Balochistan Quetta Ziarat

60*2 (districts:

urban + rural) =

120 20*2= 40

ICT-

Islamabad Islamabad --

60*1(districts:

urban + rural) = 60 20*1= 20


For both the components, the teams are only required to assess the children. No other

information regarding parental education, wealth indicators is required.

This year we are also including some questions on disabilities. They will also be

piloted in all of the above mentioned districts. Also the teams will pilot disability

questionnaire in the same 20 households surveyed from every district. Urdu

translation for Disability questionnaire is attached in the e-mail. 22 Excel sheet (to be

used in 20 households for recording of tools responses) will be dispatched along with

disability sheets attached with them.

GUIDELINES FOR DISABILITY QUESTIONS:

This section must be asked of all children (3-16) residing in the household and MUST

NOT BE ASKED FOR ONLY THOSE CHILDREN WHO ARE ASSESSED.

The teams are required to ask the questions on disabilities from parents or any elder

present in the house.

All questions must be asked for each child, even though it may seem repetitive at

times. The use of the words- compared with children of the same age is important and

you might wish to ask the parent to reflect in relation to other children in the

household.

Simply mark a tick as a response for each question.

Please don’t use the word disability while asking question from the household. Term

it as Health and Functioning.

GUIDELINES FOR ASSESSMENT TOOLS (HOW TO MARK THEM ON

RECORDING/ EXCEL SHEET)

URDU/ SINDHI/PASHTO:

Children will be asked to start from level one as Urdu/ Sindhi/Pashto is the first language

and most students do have command over the basics. The first level is recognition of

letters/alphabets, second level is recognitions of words, third level is reading the

sentences and fourth level is reading a story or a paragraph. The child will read the

entire sample. ALSO a child MUST READ 2 SAMPLES and mention the sample

number accordingly on the excel sheet.

i. The child will be asked to read all letters from the given letters.

a. He/ she may read atleast 4 letters/alphabets correctly. Mark as 1 on the excel

sheet if a child is able to identify 4 letters/alphabets correctly.

b. If the child is unable to read at least 4 letters/alphabets, he/she should be

marked 0.

ii. After finishing letters, the child will be asked to read all the words from the given

words.

a. He/ she may read all the words. Award 1 mark for each letter if a child reads

correctly.

b. If the child is unable to read, he/she should be marked 0.


iii. After finishing the words, the child will be asked to read both sets of sentences. In

each sentence set

a. He/ she may read all four sentences fluently without any mistake. Award 1

mark if it is done correctly (for each set of sentences).

b. If the child is unable to read the text like a string of words, he/she should be

marked 0.

iv. At the fourth level, child will be asked to read the given paragraph

a. If the child will read the paragraph/story fluently, he/she should be marked1at

this level.


marked 0.

c. If the child answers the bonus questions correctly award one mark for each

answer or else 0.

ENGLISH:

The child will read the entire sample. ALSO a child MUST READ 2 SAMPLES and

mention the sample number accordingly on the excel sheet.

v. Child is made to start from reading capital letters.

a. He/ she may read atleast 4 letters. Award 1 mark if a child correctly reads four

letters or else mark 0.

vi. After finishing capital letters, the child will be asked to read small letters from the

given letters.

a. He/ she may read atleast 4 letters. Award 1 mark if a child correctly reads four

letters or else mark 0.

vii. After finishing small letters, the child will be asked to read the words.

a. He/ she may read all the words. Award 1 mark (for each word) if a child reads

correctly or else mark 0.

viii. After finishing the words, the child will be asked to read both sets of sentences. In

each sentence set

a. He/ she may read all four sentences fluently without any mistake. Award 1

mark if it is done correctly (for each set of sentences).


marked 0.

ARITHMETIC:

The child will read the entire sample. ALSO a child MUST READ 2 SAMPLES and

mention the sample number accordingly on the excel sheet.

ix. The child will be asked to recognize the numbers from 1-9.

a. He/ she may recognize atleast 4 numbers correctly. Award 1 mark for correct

response.

b. If the child is unable to recognize 4 numbers, he/she should be marked 0.


x. After finishing the number recognition from 1-9, the child will be asked to recognize

the numbers from 10-99.

a. He/ she may recognize atleast 4 numbers correctly. Award 1 mark for correct

response.

b. If the child is unable to recognize 4 numbers , he/she should be marked 0.

xi. The child will be asked to solve all questions of subtraction.

a. He/ she may solve all questions correctly. Award 1 mark for each.

b. If the child is unable to solve any question, he/she should be marked 0.

xii. The child will be asked to solve all questions of division.

a. He/ she may solve all questions correctly. Award 1 mark for each correct

response.

b. If the child is unable to solve any question, he/she should be marked 0.

FACT SHEET

Variable: Status Schooling

10

13

14

9

10

7

11

14

16

15

21

17

3

11

5

15

5

13

24

16

12

14

17

15

8

15

78

82

71

87

77

68

74

74

70

67

65

74

82

Quetta

Ziarat

ICT-Islamabad

Peshawar

Faisalabad

Kasur

Lahore

Rawalpindi

Sheikhupura

Hyderabad

Karachi

Shikarpur

Sukkur

Schooling Status by region

Nerver enrolled Dropped out Currently enrolled


Variable: Schooling Characteristics

Variable: Learning Assessment (Urdu/ Sindhi / Pashto)

75

89

86

0

78

81

12

39

77

0

0

100

2

25

2

9

100

20

17

77

50

23

100

100

0

98

0

9

0

0

0

2

11

0

0

0

0

0

0

0

0

5

0

3

0

0

11

0

0

0

0

0

Quetta

Ziarat

ICT-Islamabad

Peshawar

Faisalabad

Kasur

Lahore

Rawalpindi

Sheikhupura

Hyderabad

Karachi

Shikarpur

Sukkur

Enrollment by School Type

Government Private Madrass NFE/Others

38

44

30

43

40

34

34

31

42

39

30

39

54

32

29

26

24

25

25

23

27

24

23

28

26

19

13

17

23

17

19

21

23

23

20

20

23

19

14

17

10

21

15

16

20

20

20

14

18

20

16

14

Quetta

Ziarat

ICT-Islamabad

Peshawar

Faisalabad

Kasur

Lahore

Rawalpindi

Sheikhupura

Hyderabad

Karachi

Shikarpur

Sukkur

Reading ability in Urdu/Sindhi/Pashto language

Letters Words Sentences Story


Variable: Learning Assessment (English)

Variable: Learning Assessment (Arithmetic)

35

38

28

34

34

30

30

27

34

29

26

42

35

31

33

28

32

31

30

29

27

31

29

25

35

35

24

17

25

20

19

22

20

25

19

22

25

13

18

10

11

19

14

15

17

20

21

16

20

23

10

13

Quetta

Ziarat

ICT-Islamabad

Peshawar

Faisalabad

Kasur

Lahore

Rawalpindi

Sheikhupura

Hyderabad

Karachi

Shikarpur

Sukkur

Reading ability in English language

Capital letters Small letters Words Sentences

36

39

35

39

33

31

34

32

38

33

29

50

44

33

33

31

34

26

27

29

31

30

29

27

38

38

16

14

16

15

21

23

19

20

19

21

25

11

9

16

13

17

12

20

19

17

17

13

17

19

2

9

Quetta

Ziarat

ICT-Islamabad

Peshawar

Faisalabad

Kasur

Lahore

Rawalpindi

Sheikhupura

Hyderabad

Karachi

Shikarpur

Sukkur

Arithmetic ability

Number recog. 1-9 Number recog. 10-99 Subtraction Division


FACT SHEET FOR DISABILITY/HEALTH & FUNCTIONING

- - - - - -

3 3

30

3

-

3

- - - - - 2

- - - - - - -

10

20

30

40

Karachi Sheikhupura Hyderabad Peshawar Quetta Rawalpindi

1) Does your child have difficult seeing, even if wearing glasses?

No difficulty Yes – some difficulty

Yes – a lot of difficulty

Cannot do at all

- - - - - - - - 2

- - - - - - - - - - - - - - - -

10

20

30

40


2) Does your child have difficulty hearing, even if wearing hearing aids?



Cannot do at all

- - - - - - - - 2

- -

5

- - - - - 2

- - - - - - -

10

20

30

40


3) Does your child have difficulty walking, compared with children of the same age?



Cannot do at all


- - - - - - - - -

10

3 5

- - - 2

- - - - - - - - -

10

20

30

40


4) Does your child has difficulty with self care such as feeding or dressing him/herself, compared with children of the same age?



Cannot do at all

- - - - - - - - -

20

10 12

- - - 2

- 2

- - - - - - -

10

20

30

40


5) Does your child has difficulty in being understood by others using customary/usual language, compared with children of the same age?



Cannot do at all

- - - - - - 2

- 2

22

3

10

- - - - - 2

- - - - - - -

10

20

30

40


6) Does your child have difficulty in remembering things that he/she has learned, compared with children of the same age?



Cannot do at all


3

-

28

3

-

5

- - - - - - - - - - - 2

- - - - - - -

10

20

30

40


7) Does your child use any additional aids and appliances such as

Glasses

Hearing aids

Mobility aids

others


Annex G ASER 2014 TOOLS

Urdu/ Sindhi/ Pashto


ENGLISH TOOLS


ARITHMETIC TOOLS


GENERAL KNOWLEDGE TOOLS


Annex H NATIONAL WORKSHOP REPORT

ASER Pakistan 2014

Report: ASER National WORKSHOP, Lahore

Submission Date: August 28th

-30th

, 2014


ASER Pakistan – National Training

Annual Status of Education Report – ASER Pakistan 2014, National training was held at

Lahore Pak Heritage Hotel from 28th

August till 30th

August. It was organized and facilitated

by resource persons from ASER core team.

The workshop covered the following key sessions:

1) What ASER Pakistan entails?

2) Collecting information about the village, what to do in a village, mapping, how to

select households, what to do in each hamlet.

3) How to test children on three competencies (Urdu /Sindhi/Pashto, English,

Arithmetic).

4) How to fill Household sheet, school survey sheet, disability sheet.

5) Key steps for data checking, how to identify fake forms and monitoring.

Annual Status of Education Report – ASER:

ASER - The Annual Status of Education Report (ASER) is the largest citizen led; household

based initiative that aims to fill a gap in learning outcomes and provide reliable estimates on

the schooling status of children aged 3-16 years residing in the rural districts of Pakistan.

ASER seeks to improve the status of education nationwide by providing a reliable set of data

on an annual basis about what children learn, how they learn, where they learn, education

status of their mothers etc. By using an innovative citizen driven approach, ASER intends to

mobilize policy makers as well as ordinary citizens- parents, students, local communities and

the public at large – to become aware of actual levels of children’s literacy and numeracy,

and build on that awareness to stimulate practical community and policy change across

Pakistan. ASER has the following key components:

1. A large household based survey covering all i.e. 145 districts and major urban cities1

of the country;

1 In 2011: 3 urban centres were surveyed. In 2012: 6 urban centres were surveyed. In 2013: 13 urban centres

were surveyed. In 2014, 21 urban centres will be surveyed.


2. The use of an easy tool to assesses minimum levels of literacy and numeracy that

can be easily administered;

3. Inspiring a citizen volunteer-driven approach to conduct the assessment;

4. Instant feedback of the assessment results to parents/ guardians, children and local

leaders;

5. Broad communication across the country through the media and other forms to create

debate;

6. Facilitating thoughtful learning and monitoring throughout, and feeding back these

lessons into the next year’s preparations, and

7. Repeating the survey each year to create and sustain momentum for change.

8. To get reliable data on the status of children schooling and basic learning levels.

Unlike contemporary national assessments, ASER involves ordinary citizens in the process of

data collection; empowering them with an accessible tool for evidence gathering and action.

The idea is to create citizen pressure in a campaign mode for holding the education system

accountable for its dissatisfactory deliverables. ASER helps in identifying gaps that need to

be bridged in order to move forward towards fulfilling the obligations under Article 25-A i.e.

“The State shall provide free and compulsory education to all children of the age of five

to sixteen years in such manner as may be determined by law.” Moreover, ASER adheres

to country specific policies and guidelines related to methodology and test development for

national assessment. ASER methodology and process is derived from methodology followed

by ASER India. ASER brings into light the state of education by assessing the learning levels

of children in three basic competencies i.e. Language: Urdu/Sindhi/Pashto, English and

Arithmetic. As ASER rests on the theory of change that ordinary educated citizens can be

mobilized for extraordinary actions, the learning instruments are kept simple and easy to

administer and are based on grade two and three level competencies as given in the national

curriculum 2006. Moreover, a set of core questions have been designed which are adapted

and expanded each year to explore different dimensions of schooling and learning at the

elementary stage. This ensures that the data is comparable and easily collected by the

surveyors.


GUIDING PRINCIPLES OF THE MODEL:

A household-based assessment, so as to include ALL children – those in government

schools, private schools, and not in school.

Assessment of children’s mastery of basic reading and arithmetic, rather than grade

level competencies, using tools that are simple to administer and easy to understand.

Involvement of ‘ordinary people’, rather than experts, in conducting the assessment

and disseminating the results.

The generation of estimates at district, provincial, and national levels, so as to

facilitate local level discussions, planning and action.

OBJECTIVES:

Map the status of schooling and learning levels by collecting data at household level in

all districts of Pakistan and measure change over the previous year.

Build a pool of citizens nationally with capacities to assess learning levels using

simple tools.

Increase citizen pressure on the government and other duty bearers, using ASER

findings, for improving learning levels of school children

TRAINING AGENDA: (August 28th – 30th, 2014)

Participating Partner Organizations:

- HANDS

- NCHD

- BRAC International

- Idara-e- Taleem-o-Aagahi – ITA

- Sindh Education Foundation SEF

Total numbers of participants were 20 including ASER Staff from Balochistan, Sindh, KPK,

Islamabad and Punjab.


Day 1: Welcome & Participants Introductions

Mr.Imtiaz A.Nizami (Dep. Director Programs)

Workshop started with the recitation of Holy Quran at 9:00 am which was followed by

introduction session of the participants.

Mr.Imtiaz A.Nizami (Dep. Director Programs ITA) started the training by sharing the

schedule of the three day workshop with the participants and briefed participants about some

new segments that were decided to be introduced in ASER 2014. He said that this time in

ASER 2014, questions on disabilities / health & functioning has been added in the survey

sheets to get an insight about the status of disability prevalence in Pakistan. Also the results

of ASER 2014 will also be presented on the basis of constituencies for some districts while

21 urban districts will be surveyed this year along with 145 rural districts across Pakistan.

Miss. Sahar Saeed (Manager ASER) gave a presentation on ASER, and its findings.

The first day of the workshop was to introduce ASER cycle to the Master trainers along with

its methodology including key sessions on Mapping, Sampling, House Hold survey, Govt.

School, and Private School.

1: Mapping session:

Sehar Saeed (Manager ASER)

Waqas Bajwa (Dep. Director Marketing and Partnership)

Miss.Sehar Saeed explained the procedure of making a map as soon as the volunteer enter

the village, followed by marking all the main landmarks. The map can later on easily be

copied on to the mapping sheet once the volunteer has visited the entire village and grasped

the idea of the directions of the village. It was emphasized that help from villagers or some

elder could be taken to make the map and to ensure that the details on the map are correct.

After explaining the process of drawing the map, the participants were explained how to

choose the selected sample of households from the entire village. If the village could easily

be divided into 4 hamlets, volunteers must select 5 households from each hamlet such that

they should select every 5th

household on their left hand side beginning from the center of the

hamlet. In case, there are more than 4 hamlets in a village, volunteers must select 4 hamlets

through the chit random sampling and encircle the selected hamlets on the map.

Furthermore, the definition of term a household was also given clearly. If there are more than

one families living in one house, they will be considered one household only if they have a


same kitchen (chulla). However, if both the families living in the house have different

kitchens, they will be considered separate households and the household with the first

interaction should be selected for the survey.

For more practice and learning different mapping scenarios were discussed.

2. Basic Learning Tools:

Huma Zia (Asst. Manager ASER)

Madiha Abid (Research Associate)

Language abilities

The session started with explaining the participants that the tools need to be folded in a

manner that the attention of the children giving the assessment is not diverted to other

sections. Basic learning section of the assessment is always started from level III as it is

the regional/national language of the children and there are higher chances of children

being able to read sentences in their local language, irrespective of their level of

education. If the child being tested was able to read the sentences fluently, then they must

be taken to the next level of assessment which is the story. Children who read the story

are also to be asked the bonus questions at the end in order to determine their

understanding of the story they read. However, in case, the child was not able to read the

sentences, he/she is to be taken back to the level of words, and if he/she is unable to read

words, they should be taken to the letter level. Children are only to be marked at their

highest learning level. Those who are unable to read even the letter are to be marked at

the beginner/nothing level.

It was also highlighted that the children must read 4 out of 5 correct words or letters in

order to qualify for the respective assessment level.

Arithmetic Abilities

This section starts with the subtraction level where the child is required to do two subtraction

questions, both of which should be correct in order to move forward to the level of division -

the highest level of learning in arithmetic. Children who are or are not able to do division are

asked to do the bonus mathematical problem solving question as the first bonus question is

merely addition. On the other hand, children who are unable to do subtraction should be

taken back to the number recognition 10 – 99 and 1-9, respectively. If a child does not

recognize number 1 to 9 then the level will be “nothing “or beginning.


English Learning Abilities

This assessment begins by capital alphabets. The child is asked to read 5 out of which 4 must

be correct in order to move to the next level which is small alphabets. However, if he/she is

not able to read at least 4 capital letters, the child is marked at the beginner/nothing level. On

the other hand, a child who has cleared the small alphabet level as well is taken to the word

level. Children completing word level are asked further to move to the level of reading

sentences. Those who read the sentences fluently are asked to give the meaning of the

sentences in their local language alongside translating the previous sections’ words to local

language. Children who clear the translation level are marked to have cleared both the bonus

questions.

3. Household Survey Sheet:

Mumtaz Pirzada (Research Associate)

Household sheet was discussed with the participants in detail. They were given details about

each and every column and row, and instructed how to fill in the entire form. It was explained

what type of information needed to be filled in and how this information will be processed.

Participants were advised to make sure that all the required information is recorded before

leaving the respective household. They were advised to take more than 20 house hold sheets

in case they needed to record more information.

4. School Observation Survey Sheet:

M. Faiz (Statistician)

ASER survey collects information on one government school and one private school in each

selected village. Government school observation sheet was discussed first. It was mentioned

that it is mandatory to be filled from each and every village. In case, there is no government

school in a village, volunteers are required to go to the nearest government school where the

children of the selected village go and record information. It was also conveyed that while

selecting from a number of government schools in a village, school with the highest level of

education such as high school must be selected. If there are two high schools within a village

than preference should be given to girl’s high school. In case there is no private school in a

village, it can be mentioned on the private school sheet and submitted without any

information.

It was also clarified that volunteers must not rely on the information provided by the school

authorities / head master and visits every class themselves. Emphasis was laid on the school


fund information that needs to be recorded as school administration is somewhat reluctant to

share this information and the volunteers need to deal with this situation quite tactfully.

Day (2)

Practice Session on Survey Process:

Sahar Saeed (Manager ASER)

Practice being a Master Trainer: Recap of important survey process under each section were

practiced by ASER Core team that how to fill HH sheet, School observation sheet, district

compilation sheet and monitoring .

The second session was about feedback and clarifications compiling results and

understanding from field – putting down special cases and doubts. Mr. Afzal Shah and Mr.

Mumtaz discuss some vital issues come from field last year and core team came up with

solution on the basis of last year experience. The participants were also asked to conduct

mock sessions on different areas of ASER methodology such as mapping, testing children,

what to do in each household etc.

Day (3)

Key Steps for Data Checking, How to identify Fake Forms, Problems of

Last year:

Muhammad Usman (Data management officer)

Mr.Imtiaz A.Nizami (Dep. Director Programs)

The third day of the training workshop started with the key steps for data checking and

verifications process of forms. Mr.Usman discussed important key notes for verifications

sections of field data in order to determine master trainer level of understanding and

communication abilities so that they can give the district level training and carry out the

survey. The presentation sessions were monitored by Miss. Sahar Saeed, who also guided the

participants on how to improve their communication skills and ensure that their volunteers

are grasping the concepts.

Logistics, budget, timeline and planning were also discussed. All the focal persons and

master trainers of each district were given guidelines for their respective regions.


REGISTRATION SHEETS:


Annex I ASER 2014 KICK OFF CEREMONY

A formal kick-off ceremony of ASER 2014 was held on 30th

August, Pearl Continental Hotel.

Focal persons from partner organizations, representatives from School Education

Department, Directorate of Staff Development, FOSI, Kinnaird College and other leading

government organizations attended the event along with media persons.

The ceremony started note with a welcome note by Dr Baela Raza Jamil (Director Programs,

ITA) who briefed the audience about ASER’s impact nationally and globally. A brief

presentation about ASER 2014 was given by Sehar Saeed (Manager, ASER Pakistan). She

said that ASER 2014 will be conducted by specifically trained 11,000 volunteers covering

145 rural and 21 urban districts of Pakistan. It was also revealed that this time in ASER,

questions on disabilities / health & functioning has been added in the survey sheets to get an

insight about the status of disability prevalence in Pakistan. Also the results of ASER 2014

will also be presented on the basis of constituencies for some districts.

Representatives from Open Society Foundations, School Education Department, Directorate

of Staff Development, National Commission for Human Development congratulated ASER

Team and wish them success for the 5th

Year.


Annex J ASER 2014 PROVINCIAL WORKSHOP AGENDA


Annex K PROVINCIAL WORKSHOP REPORTS

ASER Pakistan 2014

Report:

ASER Provincial Training Workshop

Balochistan

Submission Date: 9th – 11

th September, 2014

Prepared by: Idara-e-Taleem-o-Agaahi (ITA), ASER Team


Table of Contents

ACKNOWLEDGMENT………………………………………………………2

ASER Pakistan-Balochistan Workshop.…………………..…………………3

Annual Status of Education Report…………………………………………..3

Objectives………………………………………………………………….......4

Workshop Agenda……………………………………………………………..5

Day 1-September 9th

, 2014……………………………………………………6

MAPPING THE VILLAGE……………………………………………….7

Learning Assessment………………………………………………………8

Household Survey………………………………………………………...10

School Observation Survey……………………………………………….11

Day 2-September 10th

, 2014………………………………………………….11


, 2014………………………………………………….12

Attendees List…………………………………………………………………13


ACKNOWLEDGMENT

All praise to Allah the Almighty for the successful completion of the three day

provincial training workshop in Balochistan by the Annual Status of Education

Report (ASER) - The largest Citizen-led initiative. ASER is one of the most

important efforts among others which pursue the goal to impact informed policy

making in the education sector and more specifically early education.

This training workshop would not have been a success without the cooperation

and support of our partner organizations. We are also thankful to all the

participants for their admirable presence and interactive participation during

each session of the three day workshop. This was fully reflected in their

worthwhile engagement and interest in learning about the key aspects of the

survey process which ultimately produces the report.

We are obliged to acknowledge ITA for the provision of technical and logistical

support during the workshop.

ASER- Balochistan Provincial Training Workshop

Annual Status of Education Report – ASER Pakistan 2014, Provincial

workshop of Balochistan was held at the Lourds Hotel, Quetta which was

facilitated by ASER core team.

The workshop covered the ASER rollout process, impacts of the ASER survey,

lessons learnt from the previous years and way forward to ASER 2014 in

Pakistan. SAFED will conduct this process in collaboration with local/national

partners annually until 2015, thereby making it an important accessible national

statistical tool for the citizens to engage in measuring the quality of education

and the learning levels of students of age 5-16.


Annual Status of Education Report - ASER

The Annual Status of Education Report (ASER) is a survey measuring in

quantitative terms the quality of education in Pakistan, and has been facilitated

by ITA since 2008. ASER seeks to provide reliable data related to education

quality and learning levels of the students at the national level that is

comprehensive and at the same time, easy to understand.

ASER piloted 11 districts in its first year in 2008. Afterwards the number of

districts increased from 82 in 2011 to 135 in 2012 to 145 in 2013. This year

ASER will be conducted in 145 rural and 21 urban districts.

The ASER model, as in India is such that 30 villages from each district and 20

households from each village are selected. This gives a total of 600 households

per village. The villages are selected using a Probability Proportional to Size

(PPS) sampling technique.

ASER is carried out in a campaign mode and is a truly national project. ASER

involves ordinary citizens in the process of data collection and survey. In order

to train these surveyors, workshops are held to provide them with the necessary

skills. After the trainings are completed, the survey is conducted and upon its

completion, the results are then sent to SAFED by the surveyors through their

respective district coordinators.

In Pakistan, some assessment systems are already in place, such as National

Education Assessment System (NEAS) and Punjab Examination Commission

(PEC). However, ASER is different from the above mentioned systems because

ASER is a household-based survey looking more at the generic skills of

numeracy and literacy of the students as compared to their subject specific

learning levels.


ASER Pakistan workshop has the following objective:

Objectives:

(i) To get reliable estimates of the status of children’s schooling and basic

learning (reading and arithmetic) at the district level;

(ii) To measure the change in these basic learning and school statistics

from last year; and,

(iii) To leverage this workshop as a launching pad for ASER Pakistan

2014 in (Punjab North Region) through a provincial training and

survey on measuring quality education annually until 2015.

Workshop Agenda

(September 9th

, 10th and 11

th, 2014)

Day (1)

Introduction, why, how, experiences of ASER in Pakistan, Issues of

sampling, practice mapping, selection of households, testing and discussions,

doing ASER in a village and School Observation Sheets

Day (2)

Field Survey, practice of surveys in a village

Day (3)

Feedback and clarifications on the practice sessions and planning for the

district level training and survey.


Day 1- September 9th

, 2014

The Provincial Coordinator – Syed Tanzeem started the session at 09:30 am by

a short introduction in Lourds Hotel, Quetta. He called Muhammad Usman to

come on and initiate the session formally with the recitation of the Holy Quran.

Tanzeem gave the chance to the master trainers and other delegates of the

workshop to introduce themselves and their organizations. Then Tanzeem took

over the workshop again by sharing the schedule of the three day workshop

with the participants and introduced ASER briefly. Full fledge presentation on

the vision, mission, process and future plans of ASER was given by Syed

Tanzeem. He also discussed the impacts of ASER on policy making as a result

of ASER report being published each year.

Total numbers of participants were 64 that is why we divided them into two

groups and training conducted in two different halls.

The objectives of the ASER-Balochistan Provincial Workshop 2014 are:

Train the focal persons partner organizations on the ASER methodology

Planning for ASER Pakistan 2014 implementation

The first day of the workshop was used to introduce ASER to the participants

and get them acquainted with the modalities and tools of ASER. The

participants were aligned with their roles and responsibilities. Syed Tanzeem

also shared the following plan with the participants:

Phase I: Year I [2010] – 30 districts across Pakistan - Completed

Phase II: Year II [2011] – 84 districts across Pakistan - Completed

Phase III: Year III, IV, V [2012-2015] – 145 districts across Pakistan

In process ASER Pakistan 2013 survey findings were also shared with the

participants. Total 251,444 children were tested in 82,521 households thus far

till 2013. According to the report 77% children are going to school and 23 % are


not going to school (out of school/dropout/never enrolled). Other findings of

ASER 2012 shared included the following:

- Girls access and learning is lower than boys

- Learning Levels are better in Private schools overall

- More Private school students take paid tuition than government students

- Missing facilities persist particularly in Primary schools: Toilets (50%),

Drinking Water (61%), and Boundary Walls (62%)

- Mother who have completed at least primary (highly correlated with

children’s access and learning) is Low in Pakistan (22%)

- 87% teachers attend schools- Sindh 83% (lowest)

- Almost 49% children in class 5 will graduate without class 2 level

competencies in Urdu/Sindhi, English and Arithmetic

MAPPING OF THE VILLAGE

By: Syed Tanzeem (Provincial Coordinator) in Hall 1 and Naghmana Ambreen

(ASER Coordinator Balochistan) in Hall 2

The mapping session is one of the integral parts of the entire workshop as the

contents of the remaining workshop and eventually the survey depend on the

results of the mapping. Mr. Tanzeem (Hall 1) and Ms. Naghmana (Hall 2)

explicitly explained the procedure of making a rough map as soon as the

volunteer enter the village, followed by legends and markings over the map

sheet of the village. The participants practiced their map drawings on charts

given to them by ASER team. The map can later on easily be copied on to the

mapping sheet once the volunteer has visited the entire village and grasped the

idea of the directions of the village. It was also mentioned that help from

villagers or elders can be taken to make the map and to ensure that the details on

the map are correct.

After explaining the process of drawing the map, the participants were

explained how to choose the selected sample of households from the entire


village. If the village could easily be divided into 4 hamlets, volunteers must

select 5 households from each hamlet such that they should select every 5th

household on their left hand side beginning from the center of the hamlet. This

ensures that there is no bias in the sample and the process is completely random

in nature. In case, there are more than 4 hamlets in a village, volunteers must

select 4 hamlets via the chit system and encircle four randomly selected hamlets

on the map.

The definition of the terms such as a household was also given clearly. If there

are more than one families residing in one house, they will be considered one

household only if they have mutual kitchen (chulla). However, if both the

families living in the house have different kitchens, they will be considered

separate households and the household with the first interaction should be

selected for the survey.

Learning Assessments

By: Syed Tanzeem (Provincial Coordinator) in Hall 1 and Naghmana Ambreen

(ASER Coordinator Balochistan) in Hall 2

The learning assessment tools and the processes of assessment were discussed

in detail. The participants were told to give a detailed introduction of ASER and

themselves when they enter a village, household or a school in the village as

this exercise helps to establish a good rapport with the villagers which is the key

for obtaining reliable information from the people. Taking a local person during

the visit if possible can also prove to be beneficial for the volunteers. It was also

highlighted that information details have to be recorded for children of ages 3-

16 years whereas only children aging 5-16 years can be tested for the

assessment. All three learning assessment tools (Urdu/ Sindhi/Pashto, English,

and Arithmetic) were discussed in detail.


Basic Learning Abilities

This section focuses on finding out the learning abilities of children in the local

language. The session started with explaining to the participants that the tools

need to be folded in a manner that the attention of the children giving the

assessment is not diverted to other sections. Basic learning section of the

assessment is always started from level III as it is the regional/national language

of the children and there are higher chances of children being able to read

sentences in their language, irrespective of their level of education. If the child

being tested was able to read the sentences fluently, then they must be taken to

the next level of assessment which is the story. However, in case, the child was

not able to read the sentences, he/she is to be taken back to the level of words,

and if he/she is unable to read the sentences, he/she is to be taken back to the

level of words, and of he/she is unable to read words, he/she should be taken to

the letter level. Children are only to be marked at their highest learning level.

Those who are unable to read even the letter are to be marked at the

beginner/nothing level. It was also highlighted that the children must read 4 out

of 5 correct words or letters in order to qualify for the respective assessment

level.


This section starts with the subtraction level where the child is required to do

two subtraction questions, both of which should be correct in order to move

forward to the level of division – the highest level of learning in arithmetic. On

the other hand, children who are unable to do subtraction should be taken back

to the number recognition 10-99 and 1-9, respectively. If a child does not

recognize number 1 to 9 then the level will be “nothing”.


This assessment begins by capital alphabets. The child is asked to read 5 out of

which 4 need to be correct in order to move to the next level which is small


alphabets. However, if he/she is not able to read at least 4 capital letters, the

child is marked at the beginner/nothing level. On the other hand, a child who

has cleared the small alphabet level as well is taken to the word level. Children

completing word level are asked further to move to the level of reading

sentences.

General Knowledge Abilities

General Knowledge tools were introduced in ASER 2013 for the first time.

This tool has three sections i.e. English, Arithmetic and Urdu/Sindhi/Pashto.

The Urdu/ Sindhi/Pashto general knowledge section is the only one which is

related with the respective tool such that the questions asked are related to the

highest level of reading, which is, story. For English section, there are four

pictures which have to be identified by the child and the child has to name them

in English. However, for Arithmetic, children have to tell time and do some

problems sums which focus on the addition and understanding skills of the

child.

Household Survey

Household sheet was discussed with the participants in detail. They were given

details about each and every column and row, and instructed how to fill in the

entire forum. It was explained what type of information needed to be filled in

and how this information will be processed. Sample report cards from ASER

2012 were also shown to them in order to give them an idea of how this

information is processed. Participants were advised to make sure that all the

required information is recorded before leaving the respective household. They

were advised to take more than 20 household sheets in case they needed to

record more information.


School Observation Survey

By: M. Usman (Data Management Officer) in Hall 1 and Waqas H. Bajwa (Dy.

Director Partnership and Marketing) in Hall 2

ASER survey collects information on one government school and one private

school in each selected village. Government school observation sheet was

discussed first. It was mentioned that it was mandatory to be filled from each

and every village. In case, there is no governmental school in a village,

volunteers are required to go to the nearest government school where the

children of the selected village go and record information. It was also conveyed

that while selecting from a number of government schools in a village, school

with the highest level of education such as high school must be selected. If there

are two high schools within a village than preference should be given to girl’s

high school. In case there is no private school in a village, it can be mentioned

on the private school sheet and submitted without information.

It was also clarified that volunteers must not rely on the information provided

by the school authorities/head master and visit every class themselves.

Emphasis was laid on the school fund information that needs to be recorded as

school administration is somewhat reluctant to share this information and the

volunteers need to deal with this situation quite tactfully.

Day 2: 10th

September, 2014 – Filed Survey

Upon return from field participant sat down in one hall for discussion purpose.

Participants were dropped to a village named -- adjacent to Quetta around 09:00

am. All the teams visited the government school immediately as there was very

less time for them to conduct the survey since schools were going to close at

1pm. After completing the school survey, the participants moved to the

household survey in their respective villages. They followed all the steps and

procedure of selection of households at the first day of the training. Each team


has ASER team members who were there to guide them through the process in

case the participants needed any clarification.

All the groups returned to the training center by 2:30 pm. A highly participative

discussion session was carried out by Mr. Tanzeem (Hall 1) where all the

matters of confusion and concern of the participants were catered. Participants

collectively addressed the possible problems the volunteers may have in

different parts of the country due to the cultural differences in different regions

of the country.

Day 3: 11th

September, 2014 – Last Day

The third day of the training workshop started with an impressive speech from

Mr. Waqas Bajwa through which he inspired the participants for showing their

utmost diligence, commitment, professionalism and integrity during the process

of training the volunteers and collecting the data and filling the sheets. It was

reinforced that this cause can only be fulfilled by correctly collecting data

without bias as it will affect our future and present generations. Ms. Naghmana,

once again, run through the whole process of survey and discussed each and

every format again with the participants for revision purpose. Mr. Tanzeem and

Mr. Usman gave instructions to the participants on filling the Village

Compilation Sheet and monitoring formats.


REGISTRATION SHEETS


ASER Pakistan 2014

Report:


KPK-FATA

Submission Date: 23rd

– 25th September, 2014



Table of Contents

ACKNOWLEDGMENT………………………………………………………2

ASER Pakistan-KPK-FATA Workshop……………………………………..3


Objectives………………………………………………………………….......4

Workshop Agenda……………………………………………………………..6

Day 1-September 23rd

, 2014……………...……………………………………7






, 2014………………………………………………….13


, 2014………………………………………………….14

Attendees List…………………………………………………………………15


ACKNOWLEDGMENT


provincial training workshop in KPK and FATA by the Annual Status of

Education Report (ASER) - The largest Citizen-led initiative. ASER is one of

the most important efforts among others which pursue the goal to impact

informed policy making in the education sector and more specifically early

education.









ASER-KPK-FATA Training Workshop

Annual Status of Education Report – ASER Pakistan 2014, KPK-FATA

Workshop was held at the Blue Palace Guest House in University Town

Peshawar which was facilitated by ASER core team. The workshops for KPK

and FATA were conducted in two separate halls. Separate teams were

designated for each hall. Assistant Project Manager-ASER Huma Zia and

Director Marketing & Partnerships- Waqas Bajwa were designated for the

FATA delegates while Research Associates Asif Bahader and Aejaz-ul-Haq

were designated to train the KPK delegates. ITA’s Provincial Coordinator for

KPK and FATA Afzal Ahmad Shah and District Coordinator for Swat Mr.

Khursheed were also present and assisted both the teams. Total participants

were who attended the workshop were 63.




learning levels.

ASER Pakistan workshop has the following objectives:

Objectives:

(iv) To get reliable estimates of the status of children’s schooling and basic


(v) To measure the change in these basic learning and school statistics


(vi) To leverage this workshop as a launching pad for ASER Pakistan

2014 in FATA-KPK through a provincial training and survey on

measuring quality education annually until 2015.

Workshop Agenda

(September 23rd

, 24th and 25

th, 2014)

Day (1)




Day (2)


Day (3)




Day 1- September 23rd

, 2014

Aejaz ul Haq, the Research Associate of ASER-KPK office started the session

at 09:30 am by a short introduction in Blue Palace Guest House Peshawar. He

called Muhammad Khurshed to come on and initiate the session formally with

the recitation of the Holy Quran. Aejaz ul Haq gave the chance to the master

trainers and other delegates of the workshop to introduce themselves and their

organizations. Then Aejaz ul Haq took over the workshop again by sharing the

schedule of the three day workshop with the participants and introduced ASER

briefly. Full fledge presentation on the vision, mission, process and future plans

of ASER was given by Aejaz ul Haq. He also discussed the impacts of ASER

on policy making as a result of ASER report being published each year.

The objectives of the ASER-FATA-KPK Provincial Workshop 2014 are:

Train the focal persons of partner organizations on the ASER

methodology




participants were aligned with their roles and responsibilities. Aejaz also shared

the following plan with the participants:





















By

Asif Bahader (Research Associate, ASER), KPK Delegates

Huma Zia (Assistant Project Coordinator, ASER), FATA Delegates



results of the mapping. Asif Bahader explicitly explained the procedure of

making a rough map as soon as the volunteer enter the village, followed by

legends and markings over the map sheet of the village. The participants

practiced their map drawings on charts given to them by ASER team. The map

can later on easily be copied on to the mapping sheet once the volunteer has

visited the entire village and grasped the idea of the directions of the village. It

was also mentioned that help from villagers or elders can be taken to make the

map and to ensure that the details on the map are correct.










on the map.



household only if they have mutual kitchen (Chulla). However, if both the





Asif Bahader (Research Associate, ASER), KPK Delegates

Huma Zia (Assistant Project Coordinator, ASER), FATA Delegates














language. Majority of schools in KPK-FATA are Pashto medium, English

medium and Urdu medium. Therefore, the participants were given assessment

tools in Pashto, Urdu and English.

The session started with explaining to the participants that the tools need to be

folded in a manner that the attention of the children giving the assessment is not

diverted to other sections. Basic learning section of the assessment is always

started from level III as it is the regional/national language of the children and

there are higher chances of children being able to read sentences in their

language, irrespective of their level of education. If the child being tested was

able to read the sentences fluently, then they must be taken to the next level of

assessment which is the story. However, in case, the child was not able to read

the sentences, he/she is to be taken back to the level of words, and if he/she is

unable to read the sentences, he/she is to be taken back to the level of words,

and of he/she is unable to read words, he/she should be taken to the letter level.

Children are only to be marked at their highest learning level. Those who are

unable to read even the letter are to be marked at the beginner/nothing level. It

was also highlighted that the children must read 4 out of 5 correct words or

letters in order to qualify for the respective assessment level.
















sentences.










child.

Household Survey:

By

Aejaz ul Haq (Research Associate, ASER), KPK Delegates

Waqas Bajwa (ITA’s Islamabad Provincial Coordinator), FATA Delegates












By

Afzal Ahmad Shah (ITA’s Provincial Coordinator KPK), KPK Delegates

Waqas Bajwa (ITA’s Islamabad Provincial Coordinator), FATA Delegates













by the school authorities/head master and should visit every class themselves.





Day 2-24th

September, 2014

Participants were dropped to a village named Tehkal Pain adjacent to Peshawar

City around 10:00 am. All the teams visited the government school

immediately. After completing the school survey, the participants moved to the

household survey in their respective villages. They followed all the steps and

procedure of selection of households at the first day of the training. Each team

has ASER team members who were there to guide them through the process in

case the participants needed any clarification.

All the groups returned to the training center by 3 pm. A highly participative

discussion session was carried out by Huma, Asif, Aejaz, Afzal and Waqas

where all the matters of confusion and concern of the participants were catered.

Participants collectively addressed the possible problems the volunteers may

have in different parts of the country due to the cultural differences in different

regions of the country.

Day 3-25th

September, 2014


Afzal Ahmad Shah and prominent delegates through which they inspired the

participants for showing their utmost diligence, commitment, professionalism

and integrity during the process of training the volunteers and collecting the

data and filling the sheets. It was reinforced that this cause can only be fulfilled

by correctly collecting data without bias as it will affect our future and present

generations. Aejaz and Afzal gave instructions to the participants on filling the

Village Compilation Sheet.


Attendees List:


ASER Pakistan 2014

Report:


SINDH

Submission Date: 9th -11

th September, 2014



Table of Contents

ACKNOWLEDGMENT………………………………………………………2

ASER Pakistan-Sindh Workshop………………….…………………………3


Objectives………………………………………………………………….......4

Workshop Agenda……………………………………………………………..5


, 2014……………………………………………………6






, 2014………………………………………………….11


, 2014………………………………………………….12

Attendees List…………………………………………………………………13


ACKNOWLEDGMENT


provincial training workshop in Sindh by the Annual Status of Education Report

(ASER) - The largest Citizen-led initiative. ASER is one of the most important

efforts among others which pursue the goal to impact informed policy making

in the education sector and more specifically early education.









ASER-Sindh Provincial Training Workshop

Annual Status of Education Report – ASER Pakistan 2014, Sindh Workshop

was held at the Hotel Crown in Hyderabad which was facilitated by ASER core

team.
































learning levels.



Objectives:

(vii) To get reliable estimates of the status of children’s schooling and basic


(viii) To measure the change in these basic learning and school statistics


(ix) To leverage this workshop as a launching pad for ASER Pakistan



Workshop Agenda

(September 9th

, 10th and 11

th, 2014)

Day (1)




Day (2)


Day (3)




, 2014

Mumtaz Pirzada (ASER Coordinator Sindh) started the session at 09:30 am by a

short introduction in. He called Muhammad Shakeel to come on and initiate the

session formally with the recitation of the Holy Quran. Mumtaz gave the chance


to the master trainers and other delegates of the workshop to introduce

themselves and their organizations. Then Imtiaz Nizami (Deputy Director

Programs) took over the workshop again by sharing the schedule of the three

day workshop with the participants and introduced ASER briefly. Full fledge

presentation on the vision, mission, process and future plans of ASER was

given by Imtiaz Nizami. He also discussed the impacts of ASER on policy

making as a result of ASER report being published each year.

Total numbers of participants were 54. The objectives of the Sindh Provincial

Workshop 2014 are:





participants were aligned with their roles and responsibilities. Imtiaz Nizami






















By Imtiaz Nizami (Deputy Director Programs)



results of the mapping. Imtiaz Nizami explicitly explained the procedure of
















on the map.









Sehar Saeed (Program Manager, ASER)





























level.















sentences.











child.

Household Survey




























Day 2-12th

September, 2014

Participants were dropped to a village near Jamshoro around 09:30 am. All the

teams visited the government school immediately as there was very less time for

them to conduct the survey since schools were going to close at 1pm. After

completing the school survey, the participants moved to the household survey in

their respective villages. They followed all the steps and procedure of selection

of households at the first day of the training. Each team has ASER team

members who were there to guide them through the process in case the

participants needed any clarification.


discussion session was carried out by Sehar Saeed (Program Manager, ASER

Pakistan) where all the matters of confusion and concern of the participants

were catered. Participants collectively addressed the possible problems the

volunteers may have in different parts of the country due to the cultural

differences in different regions of the country.

Day 3-13th

September, 2014

The third day of the training workshop started with mock presentations and quiz

of participants. Sehar Saeed led the session on filling the Village Compilation

Sheet and monitoring format.


Attendees List:


ASER Pakistan 2014

Report:


Punjab (South Region)

Submission Date: 15th

– 17th September, 2014



Table of Contents

ACKNOWLEDGMENT………………………………………………………2

ASER Pakistan-Punjab (South Region) Workshop…………………………3


Objectives………………………………………………………………….......4

Workshop Agenda……………………………………………………………..5


, 2014……………………………………………………6






, 2014………………………………………………….11


, 2014………………………………………………….12

Attendees List…………………………………………………………………13


ACKNOWLEDGMENT


provincial training workshop in Punjab (South Region) by the Annual Status of




education.










ASER-Punjab (South) Provincial Training Workshop

Annual Status of Education Report – ASER Pakistan 2014, Punjab (South

Region) Workshop was held at the Pace Inn Hotel in Multan which was

































learning levels.


Objectives:

(x) To get reliable estimates of the status of children’s schooling and basic


(xi) To measure the change in these basic learning and school statistics


(xii) To leverage this workshop as a launching pad for ASER Pakistan

2014 in (Punjab South Region) through a provincial training and



Workshop Agenda

(September 15th

, 16th and 17

th, 2014)

Day (1)




Day (2)


Day (3)





, 2014

The Assistant Project Manager of ASER- Huma Zia started the session at 09:30

am by a short introduction in Abdullah Hall of Pace Inn Hotel in Multan. She

called Muhammad Fiaz to come on and initiate the session formally with the

recitation of the Holy Quran. Huma gave the chance to the master trainers and

other delegates of the workshop to introduce themselves and their organizations.

Then Huma took over the workshop again by sharing the schedule of the three



given by Huma Zia. She also discussed the impacts of ASER on policy making

as a result of ASER report being published each year.

Total numbers of participants were 27. The workshop took place at the

Abdullah Hall Pace Inn Hotel, Multan.

The objectives of the ASER-Punjab (South Region) Provincial Workshop 2014

are:





participants were aligned with their roles and responsibilities. Huma also shared






















By Huma Zia (Assistant Project Manager, ASER)



results of the mapping. Miss Huma Zia explicitly explained the procedure of

















on the map.








Sonia Riaz (Research Assistant, ASER)














language. Majority of schools in Punjab are either English medium or Urdu

medium. Therefore, the participants were given assessment tools in both Urdu

and English.































sentences.










child.

Household Survey













By Muhammad Fiaz (Statistician)













by the school authorities/head master and visits every class themselves.




Day 2-16th

September, 2014

Participants were dropped to a village adjacent to Multan around 08:30 am. All

the teams visited the government school immediately as there was very less

time for them to conduct the survey since schools were going to close at 1pm.

After completing the school survey, the participants moved to the household

survey in their respective villages. They followed all the steps and procedure of

selection of households at the first day of the training. Each team has ASER


team members who were there to guide them through the process in case the



discussion session was carried out by Huma Zia (Assistant Program Manager,

ASER Pakistan) and Sonia Riaz (Research Assistant, ASER) where all the

matters of confusion and concern of the participants were catered. Participants



of the country.

Day 3-17th

September, 2014

On the third day of the training Huma Zia gave instructions to the participants

on filling the Village Compilation Sheet and monitoring format.


Attendees List:


ASER Pakistan 2014

Report:


Azad Kashmir

Submission Date: 1st -3

rd October, 2014



Table of Contents

ACKNOWLEDGMENT………………………………………………………2

ASER Pakistan-AJK Workshop...………………….…………………………3


Objectives………………………………………………………………….......4

Workshop Agenda……………………………………………………………..5


, 2014……………………………………………………6






, 2014………………………………………………….11


, 2014………………………………………………….12

Attendees List…………………………………………………………………13


ACKNOWLEDGMENT


provincial training workshop in Azad Kashmir by the Annual Status of




education.










ASER- AJK Provincial Training Workshop

Annual Status of Education Report – ASER Pakistan 2014, Azad Kashmir

Workshop was held at the Hotel Sangham in Muzaffarabad which was

































learning levels.


Objectives:

(xiii) To get reliable estimates of the status of children’s schooling and basic


(xiv) To measure the change in these basic learning and school statistics


(xv) To leverage this workshop as a launching pad for ASER Pakistan




Workshop Agenda

(October 1st, 2

nd and 3

rd, 2014)

Day (1)




Day (2)


Day (3)




Day 1- October 1st , 2014

Waqas Bajwa (Deputy Director Marketing & Parnterships) started the session at

09:30 am by a short introduction in. He called Muhammad Mushtaq to come on

and initiate the session formally with the recitation of the Holy Quran. Waqas

Bajwa gave the chance to the master trainers and other delegates of the

workshop to introduce themselves and their organizations. Then Waqas Bajwa

took over the workshop again by sharing the schedule of the three day

workshop with the participants and introduced ASER briefly. Full fledge


given by Waqas Bajwa. He also discussed the impacts of ASER on policy


Total numbers of participants were 25. The objectives of the Sindh Provincial

Workshop 2014 are:





participants were aligned with their roles and responsibilities. Imtiaz Nizami






















By Mohammad Mushtaq



results of the mapping. Mohammad Mushtaq explicitly explained the procedure

of making a rough map as soon as the volunteer enter the village, followed by
















on the map.








Mohammad Mushtaq





























level.
















sentences.










child.

Household Survey




























Day 2-2nd

October, 2014

Participants were dropped to a village near Muzaffarabad around 09:30 am. All

the teams visited the government school immediately as there was very less

time for them to conduct the survey since schools were going to close at 1pm.

After completing the school survey, the participants moved to the household

survey in their respective villages. They followed all the steps and procedure of

selection of households at the first day of the training. Each team has ASER

team members who were there to guide them through the process in case the



discussion session was carried out by Waqas Bajwa where all the matters of


confusion and concern of the participants were catered. Participants collectively

addressed the possible problems the volunteers may have in different parts of

the country due to the cultural differences in different regions of the country.

Day 3-13th

September, 2014

The third day of the training workshop started with mock presentations and quiz

of participants. Mohammad Mushtaq led the session on filling the Village

Compilation Sheet and monitoring format.


ASER Pakistan 2014

Report:


Punjab (North Region)


-13th September, 2014



Table of Contents

ACKNOWLEDGMENT………………………………………………………2

ASER Pakistan-Punjab (North Region) Workshop…………………………3


Objectives………………………………………………………………….......4

Workshop Agenda……………………………………………………………..5


, 2014……………………………………………………6






, 2014………………………………………………….11


, 2014………………………………………………….12

Attendees List…………………………………………………………………13


ACKNOWLEDGMENT


provincial training workshop in Punjab (North Region) by the Annual Status of




education.










ASER-Punjab (North) Provincial Training Workshop

Annual Status of Education Report – ASER Pakistan 2014, Punjab (North

Region) Workshop was held at the Ambassador Hotel in Lahore which was

































learning levels.


Objectives:

(xvi) To get reliable estimates of the status of children’s schooling and basic


(xvii) To measure the change in these basic learning and school statistics


(xviii) To leverage this workshop as a launching pad for ASER Pakistan




Workshop Agenda

(September 11th

, 12th and 13th

, 2014)

Day (1)




Day (2)


Day (3)





, 2014

The Assistant Project Manager of ASER- Huma Zia started the session at 09:30

am by a short introduction in Nouman Hall of Ambassador Hotel in Lahore. She

called Muhammad Fiaz to come on and initiate the session formally with the

recitation of the Holy Quran. Huma gave the chance to the master trainers and


Then Huma took over the workshop again by sharing the schedule of the three



given by Huma Zia. She also discussed the impacts of ASER on policy making

as a result of ASER report being published each year.

Total numbers of participants were 57. The workshop took place at the Noumal

Hall, Ambassador Hotel, Lahore.

The objectives of the ASER-Punjab (North Region) Provincial Workshop 2014

are:





participants were aligned with their roles and responsibilities. Huma also shared






















By Huma Zia (Assistant Project Manager, ASER)



results of the mapping. Miss Huma Zia explicitly explained the procedure of

















on the map.






















language. Majority of schools in Punjab are either English medium or Urdu

medium. Therefore, the participants were given assessment tools in both Urdu

and English.































sentences.










child.

Household Survey












By Muhmmad Fiaz (Statistician)

















Day 2-12th

September, 2014

Participants were dropped to a village named Athari Saroba adjacent to Lahore

around 08:30 am. All the teams visited the government school immediately as

there was very less time for them to conduct the survey since schools were

going to close at 1pm. After completing the school survey, the participants

moved to the household survey in their respective villages. They followed all

the steps and procedure of selection of households at the first day of the

training. Each team has ASER team members who were there to guide them

through the process in case the participants needed any clarification.



discussion session was carried out by Sehar Saeed (Program Manager, ASER

Pakistan) where all the matters of confusion and concern of the participants

were catered. Participants collectively addressed the possible problems the

volunteers may have in different parts of the country due to the cultural

differences in different regions of the country.

Day 3-13th

September, 2014


Miss Baela, Mr. Saleem Ashraf and Mr.Taufique through which they inspired

the participants for showing their utmost diligence, commitment,

professionalism and integrity during the process of training the volunteers and

collecting the data and filling the sheets. It was reinforced that this cause can

only be fulfilled by correctly collecting data without bias as it will affect our

future and present generations. Sehar Saeed and Mohd. Usman gave instructions

to the participants on filling the Village Compilation Sheet and monitoring

format.


Attendees List:


ASER Pakistan 2014

Report:


Gilgit Baltistan


-19th

September, 2014


In collaboration with:

National Commission for Human Development (NCHD)


Table of Contents

ACKNOWLEDGMENT………………………………………………………2

ASER Pakistan-Gilgit Baltistan Provincial Workshop …………………3


Objectives………………………………………………………………….......4

Workshop Agenda……………………………………………………………..5


, 2014……………………………………………………6






, 2014………………………………………………….11


, 2014………………………………………………….12

Attendees List…………………………………………………………………13


ACKNOWLEDGMENT


provincial training workshop in Gilgit-Baltistan by the Annual Status of




education.










ASER Gilgit-Baltistan Provincial Training Workshop

Annual Status of Education Report – ASER Pakistan 2014, Gilgit-Baltistan

Workshop was held at the PTDC Motel, Gilgit which was facilitated by ASER

Core Team and Provincial Coordinator-Gilgit NCHD.















ASER will be conducted in 145 rural and 22 urban districts excluding those

areas which are inaccessible e.g. North and South Waziristan.

















learning levels.


Objectives:

(xix) To get reliable estimates of the status of children’s schooling and basic


(xx) To measure the change in these basic learning and school statistics


(xxi) To leverage this workshop as a launching pad for ASER Pakistan

2014 in (Gilgit-Baltistan) through a provincial training and survey on

measuring quality education annually until 2015.


Workshop Agenda

(September 17th

, 18th and 19

th, 2014)

Day (1)




Day (2)


Day (3)

Formal Launch of ASER-2014 Survey in Gilgit-Baltistan in the presence of

distinct personalities of Gilgit-Baltistan. Feedback and clarifications on the

practice sessions and planning for the district level training and survey.



, 2014

The Dy. Director Partnership ITA, Waqas H. Bajwa started the session at 09:30

am by a short introduction in Main Conference hall of PTDC Motel, Gilgit. He

called Muhammad Usman to come on and initiate the session formally with the

recitation of the Holy Quran. Waqas gave the chance to the master trainers and


Then took over the workshop again by sharing the schedule of three days

workshop with the participants and introduced ASER briefly. Full fledge


given by Waqas Bajwa. He also discussed the impacts of ASER on policy


Total numbers of participants were 14. The workshop took place at the PTDC

Motel, Gilgit.

The objectives of the ASER Gilgit-Baltistan Provincial Workshop 2014 are:





participants were aligned with their roles and responsibilities. Waqas also

shared the following plan with the participants:





















By: Ijlal Hussain Shahab(Provincial Coordinator - NCHD)



results of the mapping. Mr. Ijlal explicitly explained the procedure of making a

rough map as soon as the volunteer enter the village, followed by legends and

markings over the map sheet of the village. The participants practiced their map

drawings on charts given to them by ASER team. The map can later on easily

be copied on to the mapping sheet once the volunteer has visited the entire

village and grasped the idea of the directions of the village. It was also

mentioned that help from villagers or elders can be taken to make the map and

to ensure that the details on the map are correct.










on the map.








Muhammad Usman (Data Management Officer – ASER)





























level.















sentences.











child.

Household Survey











By: Waqas H. Bajwa (Dy. Director Partnership)


















Day 2-18th

September, 2014

Participants were dropped to a village named Jalal abad adjacent to Gilgit

around 09:00 am. All the teams visited the government school immediately as

there was very less time for them to conduct the survey since schools were

going to close at 1pm. After completing the school survey, the participants

moved to the household survey in their respective villages. They followed all

the steps and procedure of selection of households at the first day of the

training. Each team has ASER team members who were there to guide them

through the process in case the participants needed any clarification.


discussion session was carried out by Mr. Waqas Bajwa, where all the matters

of confusion and concern of the participants were catered. Participants



of the country.

Day 3-19th

September, 2014


The third day of the training workshop started with the official launch of ASER

2014 survey in Gilgit-Baltistan in the presence of distinct personalities of Gilgit

Madam Khadija Khan: Head North Region (Aga Khan Education Service,

Pakistan) and ------ through which they inspired the participants for showing

their utmost diligence, commitment, professionalism and integrity during the

process of training the volunteers and collecting the data and filling the sheets.

It was reinforced that this cause can only be fulfilled by correctly collecting data

without bias as it will affect our future and present generations. Usman gave

instructions to the participants on filling the Village & District Compilation

Sheets and monitoring formats.


Annex L DISTRICT WORKSHOP AGENDA (ASER 2014)


Annex M CALENDAR 2014


STICKER 2014


Annex N PETITION FORMS (upforschool)


Annex O MONITORING FORMS (ASER 2014)

Monitoring Form A (To Monitor Training)


Monitoring Form B (To Monitor Survey)


DISTRICT LIST (MONITORED)

Sr.

No

PROVINCE NAME DISTRICT NAME TOTAL

1 Punjab including ICT Chakwal, Jehlum, Mandi Bahauddin,

Faisalabad, Sialkot, Gujranwala, Kasur,

Okara, Sahiwal, Pakpattan, Toba Tek

Singh, Vehari, Attock, Gujrat, Khanewal,

Lodhran, Narowal, Rawalpindi,

Islamabad, Muzzaffargarh, D G Khan,

Chiniot, Multan, Rahim Yar Khan,

Bahwalpur.

25

2 Sindh Matiari, Qambar Shahdad Kot, Sajawal,

Tando Allahyar, MirpurKhas, N. Feroze,

Khairpur, Larkana, Ghotki, Jamshoro,

Thatta, Sukkur, Shikarpur.

13

3 Balochistan Awaran, Washuk, Kharan, Chagai, Bolan,

Jafarabad, Sohbatpur, Lasbela, Gwadar,

Kech, Sibi, Lehri, Killa Abdullah,

Barkhan, Dera Bugti, Kohlu, Ziarat,

Zhob, Harnai, Jhal Magsi, Loralai,

Naseerabad, Pishin, Noshki, Panjgur.

25

4 KPK Nowshera, Charsadda, Karak, Kohat,

Hangu, Malakand, Swabi, Bajaur, Buner,

Abottabad, Bannu.

11

5 FATA FR Peshwar, Khyber Agency, FR Lakki,

FR Bannu

4

6 AJK Muzaffarabad, Neelum, Bhimber. 3

7 GB Gilgit, Astore. 2

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