ANNUAL STATUS OF EDUCATION REPORT

ASER 2014: HARYANA

ASER is an annual household survey to assess children’s schooling status and basic learning levels in reading and arithmetic.

One government school in each sampled village is also visited.

It has been conducted in all rural districts of India every year since 2005.

The survey is facilitated by Pratham. This year ASER has been conducted in

Haryana by DIETs in each district. Trainings and field practice is conducted in

each district with surveyors and volunteers before the data collection phase. Fieldwork is monitored and there are rechecks.

2014 is the 10th year of ASER.

ASER 2014 Coverage Haryana India

No. of districts covered 20 577

No. of villages covered 577 16497

No. of households surveyed 11988 341070

No. of children surveyed (aged 3-16) 19414 569229

ABOUT THE ASER SURVEY

Some basic facts about ASER 2014 2 Volunteers survey a village 20 Households are surveyed per village 30 Villages are surveyed in each district Each year ASER sample size is much larger than the usual rounds of NSS

HIGH ENROLLMENT AMONG 6-14 YEARS

% Children enrolled, Age 6-14 years

ASER Haryana India

2011 98.6 96.7

2012 98.5 96.5

2013 98.7 96.7

2014 98.4 96.7

Near universal enrollment among children age 6-14 years. Increase in proportion of girls not enrolled in school (age

group 15-16 years) over time

2011 2012 2013 20140.0

4.0

8.0

12.0

% Youth not enrolled in school, Age 15-16 years, by gender

All Boys Girls

What are the options for young adults, both boys and girls of this age group who are not in school? Solutions to either re-enter and continue higher schooling should be thought of alongside vocational and skill based training for jobs.

Year on year increase in private school enrollment (age group 6-14) in Haryana. If these trends continue then by 2020, govt school sector will shrink.

Private enrollment is higher in primary grades but even at upper primary level, over 40% children are enrolled in private schools.

SCHOOL ENROLLMENT IS BECOMING INCREASINGLY PRIVATE

2010 2012 2014 2016 2018 2020

56.3

43.931.9

41.8

54.2

66.2

% Children enrolled in different type of schools (age 6-14)

Govt Pvt

Selected Indicators% Schools with:

HARYANA INDIA

2013 2014 2014

Usable water provision 73.5 76.2 75.6

Usable Toilet 80.2 81.8 65.2

Usable girls toilet 77.6 79.6 55.7

Mid-day meal 95.4 91.7 85.1

Schools meeting PTR 43.3 46.0 49.3

Overall, school facilities and infrastructure are improving each year in Haryana.

For almost all indicators in 2014, Haryana indicators are better than the all India figures.

Haryana HP PNJ India0

20

40

60

80

10085.8

76.585.3 85.0

% Teachers present (average), Schools with Std 1-4/5 (ASER 2014)

SCHOOL FACILITIES ARE IMPROVING

In ASER 2014, one government school with primary sections was visited in the sampled village on a random day in the Sept-Nov period.Teacher attendance in Haryana is over 85%.

In the past three years, reading levels have improved

2012 2013 201450

60

70

80

59.863.1 68.1

% Children in Std V who can read a Std II level text (and more)

But even in 2014, approximately 1/3rd of all children in Std V cannot read text which three grade levels below.

Without acquiring the basic ability to read, how will these children “catch up”?

READING LEVELS IMPROVING, BUT STILL NOT SATISFACTORY

2012 2013 201440

50

60

70

80

60.6

60.7

66.9

% Children in Std II who can read words (and more)

Improving trends visible in reading skills in early grades also in the last few years.

While there has been improvement in reading levels, about one in three children in these classes cannot read at required levels.

Ideally by the end of Std II all children should be able to read easy sentences (Std I/II level)

It is important to reach these children early so that additional learning support can be provided in order to ensure that children achieve grade level reading ability.

2012 2013 201440

50

60

70

80

54.662.1 64.1

% Children in Std III who can read a Std I level text (and more)

READING IN EARLY PRIMARY GRADES

While children’s ability to do basic operations has improved, the levels are still a matter of concern. In 2014, half of all children enrolled in Std V cannot do division and subtraction.

Without mastering basics, how will children cope with curriculum in higher grades?

2011 2012 2013 201430

40

50

60

50.2

42.9

48.9

51.8

% Children in Std V who can do division

ARITHMETIC LEVELS ARE LOW & STUCK

Children are expected to be able to do 2 digit subtraction problems by the end of Std II (according to state textbooks).

In Haryana, private schools are able to deliver this skill to almost 3/4th of all children in Std III.

But the situation in government schools is a matter of great concern. After three years of school only 1/4th of all children can do the same skill.

Once children “fall behind”, it becomes increasingly difficult for them to catch up.

The differences between government school children and private school children in learning levels has implications for equity.

ARITHMETIC LEVELS IN EARLY YEARS

Govt Private 0

10

20

30

40

50

60

70

80

11.8

52.3

24

74.7

% Children in Std II and III who can do 2 digit subtraction ASER 2014

Std II Std III

2009 20140

20

40

60

80

43.6 50.5

34.8 23.6

57.674.8

% Children in Std V who can read sentences in English

All children Government schoolPrivate school

Of those who can read sentences, % children in Std V who can tell the

meaning of sentences (ASER 2014)

All children 67.5

Government school 50.6

Private school 72.2

More Std V children in 2014 were able to read simple sentences in English than in 2009. However, about 1/3rd of those who could read English sentences were unable to explain the meaning. Is it enough to speak English without comprehension? Government school children’s English levels are dropping over time.

MORE CHILDREN CAN READ ENGLISH But not all can understand

In 2014, fewer Std V children in government schools could read a Std II level text or solve a simple division sum compared to 2010. Despite increasing private school enrollment in the state, government schools offer the only option for schooling to the poorest of the poor. Immediate attention and action required to ensure that levels in government schools do not continue to decline. Inability to do so shall pose serious questions on the government’s commitment to providing quality education to all.

2010 2011 2012 2013 20140

30

60

90

% Children in Std V who can do division, ASER 2010-2014

Private Govt

2010 2011 2012 2013 20140

30

60

90

% Children in Std V who can read Std II level text, ASER 2010-2014

Private Govt

EQUITY: GAPS INCREASING BETWEEN GOVERNMENT & PRIVATE

Compared to the neighbhouring states of Punjab and Himachal Pradesh, learning levels in Haryana are lower especially if we consider reading and arithmetic ability of children enrolled in government schools.

What can government schools in Haryana do in order to increase student learning?

2009 2012 20140

10

20

30

40

50

60

70

% Children in Std III (government schools) who can at least read

words

HR PNJ HP

2011 2012 2013 20140

10

20

30

40

50

60

70

% Children in Std III (government schools) who can at least do sub-

traction

HR PNJ HP

% Children in Std V who can read a Std II text or more,

(all children) ASER 2014

HP 75.2

HR 68.1

PNJ 66.5

India 48.1

HARYANA & OTHER STATES

• With high enrollment and improving school facilities, the focus needs to shift to OUTCOMES.

• Low rate of PTR reveals a shortage of teachers. Adequate number of qualified and committed teachers will form the backbone of public education system.

• The high student- teacher attendance needs to be leveraged to improve learning levels across the state.

SUMMARY

• Basics in reading and math are very low, even after spending a number of years in school.

• Children who are still having difficulty with basic reading and arithmetic need immediate support and time. They could be grouped accordingly to their learning levels for instruction rather than by grade and age, at least for some part of the school day. This would ensure adequate attention to children at the lower end of the learning pyramid.

• Government school system needs to be overhauled to provide quality education as the government can ensure a wide education provisioning.

SUMMARY

For more information, contact: ASER Centre/PrathamB 4/54 Safdarjang Enclave New Delhi 110029Phone: 011 2671 6084 www.asercentre.org contact@asercentre.org