ASER Pakistan A citizen led initiative National Launch

ASER Pakistan A 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 II ASER 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) National Rural Urban Rural + Urban Districts Covered 136 6 Villages/ Blocks 4, 033 193 House Hold 80, 209 2, 312 142 4, 226 82, 521 Female Male Schools Total Mothers Gov. Pvt. Total 101, 236 143, 241 2, 930 4, 037 244, 477 6, 967 81, 417 2, 329 3, 934 183 1, 660 167 5, 594 350 104, 166 147, 278 251, 444 83, 746 4, 117 1, 827 5, 944

Section II: Access (Schooling)

Pre-School Enrollment (3 -5 Years) – Rural % Children who attend different types of pre-schools Ø Enrollment of children of 3 – 5 years 37% in 2012 Ø Enrollment highest in Urban 55% compared to Rural 37% Non-state providers Age group Govt. Others Out-ofschool Total 3 0. 1 90. 7 100 10. 3 0. 6 0. 3 67. 6 100 45. 5 15. 4 0. 9 0. 4 37. 8 100 26. 2 10. 0 0. 6 0. 3 62. 9 100 Pvt. Madras ah 6. 0 2. 9 4 21. 2 5 3 -5 Total By type 37. 1 70. 5 27. 0 1. 7 0. 7

Enrollment (6 -16 years) – Rural Ø 77% of 6 -16 year olds in rural districts are enrolled in schools Ø 74% enrollment in Govt. schools Ø 26% Rural children enrolled in private/ non-state sector Ø 23% of children are out-of-school 1 out of every 4 Children is Out-of-School % Children in different types of schools % Out-ofschool Non-state providers Age group Govt. Pvt. Madrasah Never Drop. Others enrolled out Total 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 By type 77. 1 74. 1 22. 6 2. 7 22. 8 0. 6 Never Enrolled still higher than dropout rate 100

Out-of-School children (6 -16) 16% 25% 7% 5% 16% 34% 32% 17%

Gendered Comparison: Out-of-School Children (6 -16 years) Ø There are more Girls out-of-school than boys Out-of-school children by gender 6 to 16 years Boys 40 10 11 Girls 10 2011 2012 13

Class Wise Enrollment - Rural Ø Enrollment decreases sharply as class level increases Class-wise enrollment 2011 2012 % Children 40 30 20 18 10 16 0 4 1 2 3 4 5 Class 6 7 8 9 4 10

Section III: Quality

Learning Levels – Urdu/Sindhi/Pashto Class 2 level text Children who can read story Urdu/Sindhi/Pashto 2011 % Children 100 2012 65 80 51 60 40 20 60 47 31 20 0 36 17 Class 3 Class 4 Language Learning levels for class 4 have improved by Class 5 Class 6 5% since 2011 49% of Class 5 students cannot read Class 2 story

Learning Levels (Class 5): Urdu/Sindhi/Pashto 56% 43% 46% 36% 40% 65% 55% 67%

Learning Levels - English Class 2 level text Children who can read English sentences 2011 2012 % Children 100 80 63 48 60 40 34 19 20 0 13 Class 3 56 41 25 Class 4 Language Learning levels for class 4 have improved by Class 5 Class 6 9% since 2011 Almost 52% of the children may complete primary without learning how to read fluently in English at grade II competencies

Learning Levels (Class 5): English 68% 50% 47% 58% 62% g 61% 32% 25%

Learning Levels - Arithmetic Class 2 level Children who can do division 2011 2012 % Children 100 80 58 60 40 20 0 44 29 15 10 Class 3 52 37 22 Class 4 Language Learning levels for class 4 & 5 have improved by Class 5 Class 6 7% since 2011 Almost 56% of the children may complete class 5 without learning how to do division at grade II/III competencies

Learning Levels (Class 5): Arithmetic 44% 56% 42% 56% 34% 27% 44%

Learning levels – Boys vs Girls (5 -16 Years) Ø Girls continue to lag behind boys in learning levels Learning levels by gender English 100 37 45 60 40 % Children 80 100 80 40 60 40 20 20 0 0 Girls Boys Who can read at least sentences 48 Girls Boys Who can read at least words Girls are behind boys by Learning levels by gender Arithmetic 100 % Childrern Learning levels by gender Urdu/Sindhi/Pashto 80 35 44 60 40 20 0 Girls Boys Who can at least do subtraction 9% in basic Arithmetic

Learning levels – Public vs. Private Ø Learning Levels are better in Private schools overall Learning levels by school type Urdu/Sindhi/Pashto 80 69 83 60 58 48 63 38 40 Government 100 20 80 60 40 57 32 Private 69 64 43 43 20 0 0 Class 1: Can read at least letters Class 3: Can read at least sentences Class 1: Can read at Class 3: Can read at Class 5: Can read at least small letters least words least sentences Class 5: Can read at least story Ø 52% children in government and 37% children in private schools in class 5 cannot read class 2 Urdu/Sindhi/Pashto story. Ø 57% of the children in Government schools and 36% of children in private schools cannot read English sentences. Learning levels by school type Arithmetic Government 100 % Children 100 Private % Children Government Learning levels by school type English 80 60 40 Private 56 53 32 35 55 41 20 0 Class 1: Can Class 3: Can at least Class 5: Can at least recognize at least do subtraction do division numbers (10 -99)

Additional learning support – Paid Tuition Ø Children in urban areas are more likely to take paid tuition Rural Urban Children attending paid tuition Government schools Private schools % Children 100 80 60 40 20 24 7 25 6 0 2011* 2012 6% Government and 25% Private enrolled children take Paid tuition in Rural Areas

Learning levels – Out of School (Rural) Ø Even out of school children were tested Learning levels: out-of-school children Arithmetic Learning levels: out-of-school children Urdu/Sindhi/Pashto 100 80 % Children %Children 79 60 40 20 0 Beginner 8 6 2 5 Letters Words Sentences Story 80 79 60 40 8 20 0 Beginner 7 Number recognition 1 recognition -9 10 -99 3 4 Subtration Division 8% of out-of-school children can recognize numbers from 1 -10.

Section IV: School Attendance & Facilities

Attendance - Students and Teachers Ø 1 in every 5 children in government schools was absent from school ØOverall attendance is better in Private schools Children Attendance (%) on the day of visit Government schools Primary Elementary Private schools 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 Ø 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 Multi grade teaching Government 22% grade 8 students in 17% grade 8 students in Government schools 100 % Schools Private schools sit with other classes vs. Private 80 60 40 50 28 17 20 22 0 Class 2 Class 8

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 water 38% 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 schools Children 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 Ø Rural: 78% mothers vs. 53% fathers did not complete primary education. Ø Urban: 45% Mothers vs. 28% Fathers did not complete primary education Urban Rural

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

How can ASER 2012 inform the planning, drafting, resourcing and implementation of 25 -A? Ø ASER can help assess education with respect to : ØQuality ØAccess ØEquity ØPlanning according to district based assessment – generating District Report Cards (DRCs) linked to the Roadmap to Reforms and/or Sector Plans of the Provincial Governments. Ø Holding ASER Baithaks in ASER survey villages, parents, communities with parliamentarians and political holding ALL to account for ACTION! ØUse of ASER data and teams for focusing on gender & the excluded groups ØForming 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

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