ASER PakistanA citizen led initiative

National Launch

ASER 2012 Supporters & Partners

ASER PAKISTAN 2010-2015• Citizen led large scale national household

survey (3-16)

• Quality of education in rural and some urban areas (5-16)

• Seeks to provide evidence on learning and access gaps

• Influence National & Provincial policy and actions for RTE.

• Provides information for tracking trends and MDG/EFA Targets up to 2015

• Influence Goal Setting for Post-2015 Agenda

ASER Pakistan Assessment Tools Grade IIASER Assessment tools are prepared in following Categories• Reading

Urdu Sindhi Pashto

• Arithmetic abilities• English

ASER Survey Sheets

Section I: Scale of Survey

ASER Outreach over the last 3 years• 2010 – 32 districts• 2011 – 85 districts• 2012 – 142 districts

ASER 2012 – SAMPLE DISTRIBUTION

Children (3-16 Years) Schools

NationalDistricts Covered

Villages/ Blocks

House Hold

Female Male Total Mothers Gov. Pvt. Total

Rural 136 4,033 80,209 101,236 143,241 244,477 81,417 3,934 1,660 5,594

Urban 6 193 2,312 2,930 4,037 6,967 2,329 183 167 350Rural + Urban

142 4,226 82,521 104,166 147,278 251,444 83,746 4,117 1,827 5,944

Section II: Access (Schooling)

Pre-School Enrollment (3-5 Years) – Rural

Enrollment of children of 3 – 5

years 37% in 2012

Enrollment highest in Urban 55% compared to Rural 37%

% Children who attend different types of pre-schools

Age group

Govt.

Non-state providersOut-of-school

TotalPvt.

Madrasah

Others

3 6.0 2.9 0.3 0.1 90.7 100

4 21.2 10.3 0.6 0.3 67.6 100

5 45.5 15.4 0.9 0.4 37.8 100

3-5 26.2 10.0 0.6 0.3 62.9 100

Total 37.1 62.9 100

By type

70.5 27.0 1.7 0.7

Enrollment (6-16 years) – Rural 77% of 6-16 year olds in rural

districts are enrolled in schools 74% enrollment in Govt. schools 23% Rural children enrolled in

private/ non-state sector 23% of children are out-of-school

% Children in different types of schools% Out-of-

school

Total

Age groupGov

t.

Non-state providersNever

enrolledDrop-outPvt. Madrasah Others

6-10 58.7 18.4 2.0 0.5 18.8 1.6 100

11-13 58.4 17.0 2.5 0.4 16.0 5.7 100

14-16 51.6 15.2 2.0 0.3 18.5 12.3 100

6-16 57.2 17.4 2.1 0.4 18.1 4.7 100

Total 77.1 22.8 100

By type 74.1 22.6 2.7 0.61 4out of every

Children is Out-of-School

Never Enrolled still higher than dropout rate

Out-of-School children (6-16)

7%

17%16%

25%5%

16%34%

32%

Gendered Comparison: Out-of-School Children (6-16 years) There are more Girls out-of-school than boys

20112012

0

20

4010

1011 13

Out-of-school children by gender6 to 16 years

Boys Girls

Class Wise Enrollment - Rural

Enrollment decreases sharply as class level increases

1 2 3 4 5 6 7 8 9 100

10

20

30

40

18

4164

Class-wise enrollment2011 2012

Class

% C

hild

ren

Section III: Quality

Learning Levels – Urdu/Sindhi/Pashto

Language Learning levels for class 4 have improved by 5% since 2011

Class 3 Class 4 Class 5 Class 60

20

40

60

80

100

17

31

47 60

20 36

51

65

Children who can read story Urdu/Sindhi/Pashto

2011 2012

% C

hild

ren

Class 2 level text

49% of Class 5 students cannot read Class 2 story

Learning Levels (Class 5): Urdu/Sindhi/Pashto

36%

46%

43%

56%

65%

55%

67%

40%

Learning Levels - English

Language Learning levels for class 4 have improved by 9% since 2011

Class 2 level text

Almost 52% of the children may complete primary without learning how to read fluently in English at grade II competencies

Class 3 Class 4 Class 5 Class 60

20

40

60

80

100

13 25

41 56

19 34

48 63

Children who can read English sentences

2011 2012

% C

hild

ren

g

Learning Levels (Class 5): English

32%25%

61%

62%

58%

68%

47%

50%

Learning Levels - Arithmetic

Language Learning levels for class 4 & 5 have improved by 7% since 2011

Class 2 level

Almost 56% of the children may complete class 5 without learning how to do division at grade II/III competencies

Class 3 Class 4 Class 5 Class 60

20

40

60

80

100

10 22

37 52

15 29

44 58

Children who can do division2011 2012

% C

hild

ren

Learning Levels (Class 5): Arithmetic

44%

34%

42%

56%

56%

44%

27%

56%

Learning levels – Boys vs Girls (5-16 Years) Girls continue to lag behind boys in learning levels

Girls Boys0

20

40

60

80

100

3745

Learning levels by genderUrdu/Sindhi/Pashto

Who can read at least sentences

% C

hild

ren

Girls Boys0

20

40

60

80

100

40

48

Learning levels by gender English

Who can read at least words

% C

hild

ren

Girls Boys0

20

40

60

80

100

3544

Learning levels by gender Arithmetic

Who can at least do subtraction

% C

hild

rern

Girls are behind boys by 9% in basic Arithmetic

Learning levels – Public vs. Private Learning Levels are better in Private schools overall

Class 1: Can read at least small let-

ters

Class 3: Can read at least words

Class 5: Can read at least sentences

0

20

40

60

80

100

3243 43

5769 64

Learning levels by school typeEnglish

Government Private

% C

hil

dre

n

Class 1: Can recognize at

least numbers (10-99)

Class 3: Can at least do subtraction

Class 5: Can at least do division

0

20

40

60

80

100

32 35 4153 56 55

Learning levels by school typeArithmetic

Government Private

% C

hild

ren

Class 1: Can read at least letters

Class 3: Can read at least sentences

Class 5: Can read at least story

0

20

40

60

80

100

69

38

48

83

58 63

Learning levels by school type Urdu/Sindhi/Pashto

Government Private

% C

hild

ren

52% children in government and 37% children in private schools in class 5 cannot read class 2 Urdu/Sindhi/Pashto story.

57% of the children in Government schools and 36% of children in private schools cannot read English sentences.

Additional learning support – Paid Tuition Children in urban areas are more likely to take paid tuition

2011* 20120

20

40

60

80

100

7 6

24 25

Children attending paid tuition

Government schools Private schools

% C

hild

ren

Urban Rural

6% Government and 25% Private enrolled children take Paid tuition in Rural Areas

Learning levels – Out of School (Rural) Even out of school children were tested

8% of out-of-school children can recognize numbers from 1-10.

Beginner Letters Words Sentences Story 0

20

40

60

80

100

79

8 6 2 5

Learning levels: out-of-school children Urdu/Sindhi/Pashto

%C

hild

ren

Beginner Number recognition

1-9

Number recognition

10-99

Subtration Division0

20

40

60

80

100

79

8 7 3 4

Learning levels: out-of-school children Arithmetic

% C

hild

ren

Section IV: School Attendance & Facilities

Attendance - Students and Teachers1 in every 5 children in government schools was absent from school

Overall attendance is better in Private schools

Children Attendance (%) on the day of visit

Government schools Private schools

Primary Elementary High Others Overall Primary Elementary High Others Overall

Children attendance

79.1 84.3 85.5 79.0 82.4 85.5 86.2 86.8 82.5 86.2

Teacher attendance

87.3 86.2 88.0 84.4 87.0 85.9 88.3 87.7 86.0 87.6

13% and 14% teachers in private and government schools respectively were found to be absent

Multi-grade Classes

Around 50% government school children of class 2 sit with other

classes VS 28% in Private Schools

22% grade 8 students inPrivate schools sit with other classes vs.

17% grade 8 students inGovernment schools

Class 2 Class 80

20

40

60

80

100

50

1728

22

Multi grade teaching

Government Private

% S

ch

oo

ls

Basic Facilities – Improved but not Sufficient

50% of government primary schools do not have functional toilet facilities

39% primary government schools still do not have useable water38% primary government schools still do not have boundary walls

Section V: Other dimensions that influence teaching and learning

Mother tongue/ Home Language

• 41 different languages were used throughout Pakistan.• 5 common languages were;

• Pashto (27%), • Punjabi (19%), • Sindhi (16%), • Balochi (10%)• Siraiki 7%) and • 21% used other languages

Other Lanuages included : Urdu, Brahvi, Shina. Balti, Burushaski, Chitrali, Potwari, Gujrati, Khowar, Dhatki, Kashmiri, Bolari, English, Pahari, Rakhshani, Kutchi, Kohistani, Baltistan, Khetrani, Rachnavi, Wakhi, Rangri, Torwali, Yatgha, Myuti, Ridkhan, Mewati, Koli Muhajri, Hindko, Marathi, Marwari, Darkhan, Persion,)

Households’ preferred medium of instruction in school

• Each household surveyed was also asked their preferred medium of instruction for their children in schools.

• Forty-six percent of all the households surveyed preferred Urdu as the medium of instruction in schools.

• Home language was preferred by a major proportion of 37% of all households and 17% surveyed households preferred English.

The most preferred language for medium of instruction was Urdu

Medium of instruction in schoolsChildren in public schools reported:

• Urdu 61%, • Sindhi 18%, • English 14%, • Pashto 6%

Children in private schools reported:

• English 68%, • Urdu 26%, • Sindhi 4%, • Pashto 2%

Parental Education

Urban Rural

Rural: 78% mothers vs. 53% fathers did not complete primary education.

Urban: 45% Mothers vs. 28% Fathers did not complete primary education

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

How can ASER 2012 inform the planning, drafting, resourcing and implementation of 25-A?

ASER can help assess education with respect to :QualityAccessEquity

Planning according to district based assessment – generating District Report Cards (DRCs) linked to the Roadmap to Reforms and/or Sector Plans of the Provincial Governments .

Holding ASER Baithaks in ASER survey villages, parents, communities with parliamentarians and political holding ALL to account for ACTION!

Use of ASER data and teams for focusing on gender & the excluded groups

Forming District RTE Vigilante Committees mobilizing coalitions, teachers, youth, media and bar associations.

Action to RTE 25 A Implementation• Milestone achievement: “The Right to Free and Compulsory

Education Act 2012” - challenge is tracking implementation

• ASER data to help in drafting of RTE Acts & using ASER data for continued advocacy on Right to Education (RTE) 25 A

• Each province has district by district data for addressing gaps in access, quality, equity/gender and financing

• Continued Dialogues with Parliamentarians and Politicians in 2013 for elections, manifestoes and actionable steps that can be tracked

• Linking the ASER information to national data and GMR /UN Human Development Reports /others in the run up to 2015 & post 2015 debates

Thank Youwww.aserpakistna.org

ASER-Pakistan

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