ASER PAKISTAN

• ASER - The Annual Status of Education Report (ASER) is a survey of the quality of education. ASER seeks to fill a gap in educational data by looking to provide a reliable set of data at the national level, that is comprehensive and, at the same time, easy to understand. The survey’s stated objectives are three fold: To get reliable estimates of the status of children’s schooling

and basic learning (reading and arithmetic level) To measure the change in these basic learning and school

statistics from last year To interpret these results and use them to affect policy

decisions at various levels.

Scale & Scope of Survey

Coverage : In all five provinces i.e. in Sindh, Balochistan, Punjab, Pakhton Khawa, Gilgit Baltistan, FATA and AJK.

Only rural areas will be sampled.

Phase I : Year I 2010 – 30 districts across Pakistan

Phase II: Year II 2011 – 70 districts across Pakistan

Phase III : Years III, IV , V all districts across Pakistan (138 districts)

Sample: 600 households per district. Two-stage sample, stratified in the first stage. Obtained by selecting 30 villages per district & 20 households per village.

  Villages will be selected randomly using the village directory of the latest Census. The Probability Proportional to Size Sampling (PPS) technique will be adopted as an appropriate one when the sampling units are of different sizes.

Focus on nuances between public and private . In each village profile of 1 govt. and 1 private school collected and gender

ASER Pakistan – the Architecture

District Level30 Villages per district

National Level SAFED Team

Collaborating Partner Organizations (Master Trainers MT) & Voluntaries

Voluntary Surveyors (VSs)(CBOs, NGOs, Colleges, Universities)

Provincial Level2008: 11 District s2010: 32 Districts2011: 70 Districts

2012-15 = All Districts

Chief Collaborating Partners(CCP)

External Collaborator(ASER India, PCE)

Village Level20 Houses per Village

58 % Male and 42% female

Access – Children (6-16 Years)School Enrollment and Out of School Children

First time Use of Age Band 6-10 years according to NEP 2009

%Children In Different Types Of Schools % Out of School

TotalAge Group

Govt. Pvt. Madrasah OthersNever

EnrolledDrop-out

6-10 57.9 24.0 0.8 0.8 14.2 2.4 100

11-13 58.5 21.3 0.8 0.3 11.8 7.2 100

14-16 50.0 17.0 0.5 0.2 15.2 17.0 100

6-16 56.4 21.9 0.8 0.6 13.8 6.6 100

Total 79.6 20.4 100

By Type70.9 27.5 0.9 0.7

15%

32%

35%

6%

5%3%

15%

Over all = 20%

Out of School Children(Age 6-16 years)

Access – Children (6-16 Years)School Enrollment and Out of School Children

Islamabad AJK Gilgit KPK Punjab Sindh Balochistan0%

10%20%30%40%50%60%70%80%90%

100% 97% 95% 94%85% 85%

68% 65%

3% 5% 6%15% 15%

32% 35%

Access – Children (6-16 Years)School Enrollment and Out of School Children

Schooling Out of School

Enrollment and Out of School Children (Age 6-16 years)

Boys Girls Boys GirlsGovt School Pvt School

0%

14%

28%

42%

56%

70%

62.2%

37.8%

59.2%40.8%

Enrollment by Gender and Type of Insti-tution

6-10 11-13 14-16 0%

2%

4%

6%

8%

4.4%

2.2%

3.6%

4.7%

2.5%3.0%

Out of School Children by Gender

Boys Girls

Age-GroupProportionately More Girls in Private

Schools .. Households do pay for Girls’ Education!

Echoing trends of GMR..slightly more Girls are out of school than boys …

up to age 13

Access – Children (6-16 years)Gender Gaps

Schooling Out of School

62% 50%

38%50%

Access - Children (6-16 Years) - PIE

Male Female

Schooling Out of School

49%

10%

31%

10%

Access - Children (6-16 years)Male Female

80%

20%

Access – Children (6-10 Years)Gender Gaps

Schooling Out of School

50%

8%

34%

9%

Access - Children (6-10 years)

Male Female

83%

17%

Schooling Out of School

60%48%

40%52%

Access - Children (6-10 years) PIE

Male Female

Access – Children (3-5 Years)School Enrollment and Out of School Children

Age Group Govt. Private Madrasah Others

Out of school

(%)Total

3 7.0 5.2 0.0 0.1 87.7 100

4 21.9 15.9 0.4 0.5 61.4 100

5 43.9 23.0 0.5 0.8 31.7 100

3-5 27.6 16.2 0.4 0.5 55.3 100

Total 44.7 55.3 100

By Type 61.7 36.3 0.8 1.2  

EFA/NPA 2001-2015 target = 50% enrollment by 2015 In PAKISTAN it is QUALITY as key challenges with hardly any teachers/ Training on ECE or infrastructure in govt. schools - encouraging early drop outs !

The EFA National Plan of Action Target 50% by 2015 .. Are we almost there ? But what is the quality of access and learning ?

Children in Pre School (Age 3-5 years)

Over all = 45%

33%

31%

48% 64%

73%68%

52%

Access – Children (3-5 Years)School Enrollment and Out of School Children

AJK Islamabad Gilgit Punjab KPK Sindh Balochistan0%

10%

20%

30%

40%

50%

60%

70%

80% 73%68%

64%

52% 48%

33% 31%

27%32%

36%

48% 52%

67% 69%

Access – Children (3-5 Years)

Schooling Out of School

Class-wise EnrollmentGender GAP

Diminishing return .. Disappearing children adding to the out of school stock

1 2 3 4 5 6 7 8 9 10

9.8%9.0%

8.3%7.2% 7.6%

5.5%4.4% 4.2%

3.3%2.2%

6.9%6.2% 5.7%

4.6% 4.4%

3.0% 2.6% 2.3%1.6% 1.1%

16.7%

15.2%14.0%

11.8% 12.0%

8.6%

7.1%6.5%

4.9%

3.3%

Boys Girls Total

Private Tuition by School Type

School/ Class 1 2 3 4 5 6 7 8 9 10

Govt. 6.6% 7.1% 8.0% 9.3% 10.8% 10.7% 11.7% 16.4% 21.8% 17.9%

Pvt. 20.8% 26.1% 25.3% 28.6% 28.9% 28.6% 26.2% 29.7% 31.5% 26.7%

Government Private Total0%

5%

10%

15%

20%

25%

9.7%

25.3%

14.3%

Children Attending Paid Tuition (%)

Female Male Total0%

5%

10%

15%

20%

25%

14.2%

14.3%14.3%

Children Attending Paid Tuition (%) - Gender wise

22%

5%

6%

12%

9%28%

9%

Over all = 14%

Paid Tuition(Govt. & Private Schools)

Learning Levels

Beginner Letters Words Sentences Story 0%

15%

30%

45%

60%

15.3% 16.6%19.2%

14.6%

34.3%

Reading Levels - (Urdu / Sindhi)

0%

15%

30%

45%

60%

18.3%

11.2%15.9%

22.6%

32.0%

Learning Levels English

Begin

ner

Numbe

r Rec

ogni

tion

1-9

Numbe

r Rec

ogni

tion

10-9

9

Subtra

tion

Divisio

n

0%

15%

30%

45%

60%

16.5% 16.0%23.2% 19.2% 25.0%

Arithmetic Levels

Learning Levels(Government and Private)

not controlled for differences in learning

Class 1: can Read at least Letters

Class 3: can Read at least Sentences

Class 5: can Read at least Story

0%

15%

30%

45%

60%

22%33%

42%37%

50%56%

Reading Levels in Govt. and Pvt. Schools in Dif-ferent Classes

Government Private

Class 1: can Read at least Small Let-

ters

Class 3: can Read at least Word

Class 5: can Read at least Sentences

0%

15%

30%

45%

60%

20%

34% 30%

45%57% 53%

English Reading Levels in Govt. and Pvt. Schools in Different Classes

Government Private

Class 1: can recog-nize at least Numbers

(10-99)

Class 3: can at least do subtraction

Class 5: can at least do division

0%

15%

30%

45%

60%

19%25% 26%

40% 42% 40%

Arithmetic Levels in Govt. and Pvt. Schools in Dif-ferent Classes

Government Private

Learning Levels- Gender Gaps

0%

15%

30%

45%

60%

33.4%36.9%

Reading Levels (Language)

0%

15%

30%

45%

60%

34.4%38.1%

Reading Levels (English)

0%

15%

30%

45%

60%

29.5% 33.6%

Arithmetic Levels by Gender

Learning LevelsOut of School Children - Opportunity for Second Chance

Programs

Beginner

Letters

Words

Sentences

Story

0% 10% 20% 30% 40% 50% 60%

39%

12%

14%

10%

24%

Reading Levels (Urdu/Sindhi)Out of school Children (5-16 Years)

Beginner

Capital Letters

Small Letters

Words

Sentences

0% 10% 20% 30% 40% 50% 60%

47%

8%

10%

16%

20%

Learning Levels EnglishOut of school Children (5-16 Years)

Beginner

Number Recognition 1-9

Number Recognition 10-99

Subtration

Division

0% 10% 20% 30% 40% 50% 60%

40%

12%

17%

13%

18%

Arithmetic LevelsOut of school Children (5-16 Years)

Children in schools when not learning well are at risk of dropping out throughout the school cycle.. Adding to the pool of OOSC!

Attendance

Government School

Private School

85% 90%

Children At-tendance

Government School

Private School

87% 90%

Teachers' At-tendance

Water Facility

Primary (1-5)

Elementary (1-8)

High (1-10) Other

Government School

0

10

20

30

40

50

60

70

80

57.5

77.3 75.878.6

42.5

22.7 24.221.4

Water Facility- Government Schools

Useable Not Useable

in P

erc

en

tag

e (

%)

Primary (1-5)

Elementary (1-8)

High (1-10) Other

Private School

0

10

20

30

40

50

60

70

80

9079.9 82

86.9

71.4

20.1 1813.1

28.6

Water Facility – Private Schools

Useable Not Useable

in

Per

cen

tag

e (%

)

Toilet Facility

Pri

ma

ry (

1-5

)

Ele

me

nta

ry (

1-8

)

Hig

h (

1-1

0)

Oth

er

Government School

0

10

20

30

40

50

60

70

45.3

65.261.1 59.5

54.7

34.838.9 40.5

Toilet Facility-Government SchoolsUseable Not Useable

in P

erc

en

tag

e (

%)

Pri

ma

ry (

1-5

)

Ele

me

nta

ry (

1-8

)

Hig

h (

1-1

0)

Oth

er

Private School

0

10

20

30

40

50

60

70

80

90

68.7

84.5 86.981

31.3

15.5 13.119

Toilet Facility – Private Schools

Useable Not Useable

in P

erc

en

tag

e (

%)

School Grants

School FundsGrants received by school

Government School Private SchoolPrimary

(1-5)Elementary

(1-8)High

(1-10)Other Primary

(1-5)Elementary

(1-8)High (1-10)

Other

No. of school received any grant

317 85 37 21 2 2 2 -

Average amount of Grant

61700 78700 182800 93450 75000 612500 744625 -

Mothers' Literacy

Literate32.3%

Illiterate67.7%

Upcoming Policy Briefs Comparisons Across Provinces

• Gender • ECE • Enrollment trends by gender • Education provision; Public ; private ; madrassahs and others • Learning Levels by Gender • Learning Levels by Public and Private • Learning Gaps Public & Private controlling for differences – regressions • Tuitions – public and private • Out of School Children – policy implications • Governance - Attendance of Students & Teachers – Public and Private • Facilities in Public and Private Schools • Mothers Education /Literacy

Advocacy & ASER Pakistan

• A key objective of ASER Pakistan 2010 is Advocacy for influencing Policies and resourcing of education at multiple levels– Village Level – District Level – Provincial level – National Level – International

Multi-Level Advocacy- Policy Data

• Village /Local - People are demanding this. How did we do/When will we know • District Govt./ media, constituencies and • Provincial Govt/Parliamentary committees/media/ roundtables• National All of Provincial and Development Partners

Launch at the Planning Commission 2011 Influence /Reports Economic Survey/ PSLMs/NEASRound Tables pre and post ASER e.g. learning and tuitions –

Mark Bray’s Book on Shadow Education just released in Urdu

• International - – This is being undertaken at two levels – UKFIET has accepted an abstract on Citizens Led Initiatives in Educational Governance for the 11th

UKFIET INTERNATIONAL CONFERENCE ON EDUCATION AND DEVELOPMENT 13-15 Sept 2011: Global Challenges for Education: Economics, Environment and Emergency, Oxford, UK (Elaborated below).

– Influencing the Global Monitoring Report Teams UNESCO and FTI teams to include sections on citizen led initiatives on quality education to report on ASER Pakistan/ASER India and UWEZO East Africa

• Currently ITA/SAFED does not have funding for the UK FIET conference – needs mobilization

Institutional Strengthening of ASER Pakistan

• Agreeing on critical skills for ASER Pakistan at the level of: a) Institutional Strengthening of parent and partner institutions for 2010-2015 and b) technical core team members to be called ASER Associates, ideally there should be at least two per district.

• A continuous formal engagement with ASER Centre India for upgrading skills and raising key questions /concerns for strengthening of the ASER Core Team in Pakistan

• Defining and preparing a list of ASER Core Team members as ASER Associates Pakistan.

• Like ASER Centre India there needs to be an ASER Centre Pakistan

• Capacity Building Trainings by Dr. Monazza Aslam - STATA – A Statistical Data Analysis Tool , Training by Dr. Monazza Aslam on .. August 2011

Partnerships for ASER Pakistan 2011

• Rs. 300,000 per district including training; survey and basic dissemination

• ASER 2011 and onwards in a consortium mode many supporters can do this by district

• In 2011 establishment of ASER Centre Pakistan to train 2 ASER associates per district through certification across Pakistan - 60 day training and 40 days implementation - multiplying capacity

• A citizen led sequel 16 weeks CHALO PARHO BARHO to improve literacy and numeracy levels classes 1-5- Sept- Jan each year to be measured by ASER. Rs. 100 per learner

• Second Chance Learners Program in the design phase for catching up and reintegrating drop outs

• OPEN CALL FOR PARTNERS Need Partners and Many Players

Challenges/ Issues

• Sustainability of Programme uptill 2015

• ASER Centre Pakistan - Scaling up of ASER

• Funding with Local Partners – Limited Culture

• Skilled work force at Field level with Local partners

• Technical experts without funding in ASER Pakistan Secretariat at

SAFED. • Rigorous Policy Advocacy

• Data Center Managment -Engagement of Individual Researcher on ASER DATA

Contact – ASER 2011

Please Contact :

ASER Pakistan 2008 and 2010 Full reports can be downloaded from our website: www.safedafed.org/aser

LAHORE ISLAMABAD

Mr. Imtiaz A NizamiEmail: safedafed@gmail.com

042-33517005-7 Cell # 0333-4047200

www.safedafed.org

Mr. Waqas Bajwa Email: Bajwa.0@gmail.com

051-2824838, 9244159 Cell # 0333-5137994

www.safedafed.org

END