The Journey from SAFED to ASER

The Journey from SAFED to ASER

South Asia Forum for Education Development(SAFED)

• SAFED - outcome of a regional conference on “Local Governance, Texts and Contexts: Perspectives from South Asia” February 1-2, 2006

• SAFED registered in April, 2008

• An information sharing, research and good practice gateway across South Asia

• Member Countries:Afghanistan, Bangladesh, Bhutan, Burma, India, Maldives, Myanmar, Pakistan and Sri Lanka

3

SAFED’s Areas of Focus• Policy and Curriculum Reforms• Quality: Teaching and Support Systems;

Assessing Learning Levels• Up scaling Girls’ Education• Education for Sustainable Development• Human Rights, Peace and Citizenship

Education• Education in EmergenciesEmbedded in linkages with : higher education, gender and partnerships 4

Assessment Survey of Education Report

ASER Pakistana citizens’ initiative

5

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.

ASER PAKISTAN

The Annual Status of Education Report - ASER Pakistan is the largest annual survey of rural children done by the citizens of Pakistan every year since 2008-09. ASER is facilitated by SAFED and is carried out by a local organization in rural districts in Pakistan. In 2010, ASER was conducted in 32 districts, over 900 villages and 19000 households, and surveyed almost 54000 children. From start to finish, ASER takes about 100 days and the report is ready by mid January. ASER asks children whether they are enrolled in school. ASER also asks children to read a simple text and do some very basic arithmetic tasks.

ASER Pakistan 2008, 2010-2015

• ASER Pakistan 2010 preceded by

•ASER Pakistan 2008-09 11 Districts (Pilot)

•ASER Pakistan 2010-15• ASER Pakistan 2010-15 32 Districts (Completed)•ASER Pakistan 2011 70 -75 Districts•ASER Pakistan 2012-15 138 Districts all districts

ASER PAKISTAN• Goal:

To undertake ASER Pakistan for five consecutive years 2011-2015, a rigorous tracking of learning outcomes led by citizens themselves for 3-16 years children

• Objectives To get reliable estimates of the status of children’s schooling and basic

learning (reading and arithmetic level) at the district level; and, To measure the change in these basic learning and school statistics from

last year To share the results for action regionally and internationally to the global

reporting and campaigns for quality education for all. To leverage the results for appropriate education interventions with in-

school and out of school children in Pakistan. To build capacity for citizen led initiatives to improve understanding and

options of: where, what and how well students learn

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

ASER ‘S LEARNING ASSESSMENT – TOOLS

Reading Tools:• Reading tools have been developed in three languages - Urdu, Pashto and Sindhi. Children can choose to be

tested in a language of their own choice. Therefore, the ASER team has a set of tools in any basic language that the child is likely to know. There are four levels used in tools for assessing reading which are as following

• Alphabets/grade 1 level text• Words/grade 1 level text• Easy Paragraph/Class 1 level text• Simple Story/Class 2 level text English Language Tools: (Reading & Comprehension)• Reading: • There are four levels used in tools for assessing reading

– Capital alphabets – Small alphabets – Simple words /grade 1 level text– Easy sentences /Class 2 level text

• Meanings– There are two levels used in tools for assessing comprehension which are as following– Meaning of words: (after the child has been marked at “word” level)– Meaning of sentences: (after the child has been marked at “sentence” level)

ASER ‘S LEARNING ASSESSMENT – TOOLS

• Arithmetic Tools:• There are four categories used in the arithmetic tool for assessing basic numeracy skills of

children. These include:• Number recognition 1 to 9: • Number recognition 11 to 99:• Subtraction: • Division:• • Mothers’ literacy tool • Mothers are ONLY be asked to read the SENTENCES• • Other Tools • Household Survey Form • Village Map• School Survey Form • a) Government School: Attendance teachers/students; Facilities and Grants • b) Private School: Attendance teachers/students; Facilities and Grants

CHARACTERISTICS OF ASER PAKISTAN • In ASER, every year, we will retain 20 villages from the previous year and 10 new villages will be added.

Ten villages will also be randomly dropped each year from the previous year’s list, and 10 more villages will be added from the population census village directory. The 10 new villages will also be chosen using PPS. 20 old villages and the 10 new villages give us a “rotating panel” of villages, for more precise estimates of changes.

• ASER will be carried out in an inclusive campaign mode as a national movement by citizens.• SAFED involves ordinary citizens in the process of data collection and survey empowering them with an

accessible tool for evidence gathering & action • ASER Associates (2 per district) will be selected each year to be trained in the practice, theory and

research skills of ASER through a formal modular training lasting 40-50 days. • Workshops will be held at the national, provincial and district levels to train surveyors with necessary

skills. • Survey undertaken within 6 weeks and results sent to the central secretariat for ASER Pakistan for

consolidation and launch co-planned with ASER Centre India • A communication strategy will be finalized for the ASER findings and dissemination – support and skills

will be mobilized from ASER Centre India • Reports generated and final national and disaggregated reports and policy briefs prepared for the launch..

shared with the global monitoring report team in UNESCO to reflect this data not just coming with validity at the national levels but also regionally and globally (ASER Inida, ASER or UWEZO 2009)

• NEAS/PEC other assessment initiatives will be kept in the loop, informing them about ASER Pakistan and activity seeking synergies

How is ASER different from Other Assessment Initiatives in Pakistan?

National Education Assessment System

Punjab Examination Commission

Annual Status of Education Report

NEAS established in late 90s. A country-wide institutional presence – 9 outposts to build assessment capacity at provincial and federal levels for measuring learning outcomes, inform policy and improve quality.

NEAS /its provincial centres conducted 3 rounds of subject-based assessments

NEAS is a sample-based national assessment for grades 4th and grade 8th in four subjects: Language, Mathematics, Science, and Social Studies.

(www.neas.gov.pk).

PEC is a provincial initiative of the government of Punjab.

Established in 2006 to address the Quality Challenge.

PEC is an autonomous body to administer examinations for grades 5 and 8 in all subjects of both public and private schools. It is mandatory for the public sector and assisted private schools to appear in PEC exams.

To date three rounds of assessments have been held in 2006, 2007 and 2009

(www.pec.edu.pk).

ASER Pakistan 2008 a household based citizens led survey to measure reading, comprehension and numeracy skills for children between the ages of 3-16.

Launched in 2005 by Pratham, NGO/India). Conducted consecutively each year (2005 -2009) across all districts with a rural focus – ASER Centre

Compared to govt. administered NEAS and PEC, ASER Pakistan is a household based rural survey examining generic skills of numeracy and literacy for Grades I & Grade II. www.safedafed.orgwww.pratham.org www.aser.org

15

ASER Pakistan 2008 - Rural

FINDINGS

16

In-School& Out of School Children - Types of Schools

17

Age Group

Pre-Schooling

(%)

Schooling Status (Class 1 - on ward) (%) Out of School (%)

Total (%)Governm

ent Private Madrassah Others Drop-

outNever

Enrolled

3-4 29 10 7 1 1 0 52 100

5-9 7 62 20 1 1 1 9 100

10-12 0 72 18 1 1 4 5 100

13-14 0 66 17 1 0 10 6 100

15-16 0 62 14 1 0 17 6 100

3-16 5.7 60.7 17.3 0.6 0.7 3.8 11.2 100

85 15 100

76.5 21.8 0.8 0.8In-School : 85% Out of school: 15%Govt. Schools: 76.5% Private Schools: 22% Madrassah/Others : 1.6%

Out of School Children by Gender

18

Of the out of school children surveyed (15%) in the age group 3-16 years. 11.2% of all children never enrolled in any type of schools.3.8 % of all the children (1408) are drop outs.54.6% of out of school children (2,503) are females.

Learning Ability of the Age Group 03-16 Years

19

Reading: • 16,737 children were tested on their reading

abilities. • 31.9% were able to read the story text or level

- II text • 15.2% were able to read Para text. or level - I

text • 16.1% of the children were able to read words • 14.8% were able to read letter and• 22% were categorized as beginners or can’t

read.

Arithmetic: • 16,737 children were tested on their arithmetic

abilities.• 25.5% were able to do division correctly (3 digits

divided by single digits with carry)• 17.7% were able to do subtraction correctly (2 digits

subtraction with Carry)• 20.5% of the children were able to recognize

numbers from 11-99• 13.8% were able to recognize numbers from 1-9

and• 22.5% of the children were categorized as beginner

or can’t even recognize numbers

Beginning / Nothing

Letter Word Para Story0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

22.0%14.8% 16.1% 15.2%

31.9%

% Children Who Can Read

Beginning / Nothing 1-9 11-99 Subtraction Division0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

22.5%

13.8%

20.5%17.7%

25.5%

% Children Who Can Do

AttendanceSchool with

Std 1-5 Std 1-8 Others AverageChildren attendance 79% 72% 72% 74%Teachers Attendance

75% 82% 76% 78%

PTR 49 39 29 39%

20

• Teachers Attendance is over all 78% Primary level 75%;

Elementary : 82%• Children’s Attendance overall : 74%

Primary level 79%; Elementary level 72%

Facilities: Provision and Use

21

58 % Male and 42% female

ASER Pakistan 2010

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 Others Never

EnrolledDrop-out

6-10 57.9 24.0 0.8 0.8 14.2 2.4 10011-13 58.5 21.3 0.8 0.3 11.8 7.2 10014-16 50.0 17.0 0.5 0.2 15.2 17.0 1006-16 56.4 21.9 0.8 0.6 13.8 6.6 100Total 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)


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%


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


49%

10%

31%

10%

Access - Children (6-16 years)Mele Female

80%

20%


62% 50%

38%50%

Access - Children (6-10 Years) - PIE

Male Female

Access – Children (6-16 Years)Gender Gaps

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

50.4%

45.0% 43.9%

53.9% 54.3%50.4%

57.6%

49.1%

34.2%

23.4%21.0%

31.4%

39.4%

44.2%

39.3%

30.5%

SchoolingMale Female

PunjabSin

dh

Baloch

istan

KPKGilg

itAJK

Islamab

ad

National

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

7.2%

15.5%

19.4%

6.6%

3.3% 3.1%2.3%

10.2%

8.2%

16.1%15.7%

8.1%

3.0%2.3% 0.8%

10.2%

Out of SchoolMale Female

Access – Children (6-10 Years)Gender Gaps


50%

8%

34%

9%

Access - Children (6-10 years)

Mele Female

83%

17%


60%48%

40%52%

Access - Children (6-10 years) - Pie

Mele Female


Sr # Districts Schooling Out of School

1 Islamabad 99% 1%

2 AJK 97% 3%

3 Gilgit 95% 5%

4 Punjab 92% 8%

5 KPK 89% 11%

6 Sindh 72% 28%

7 Balochistan 67% 33% National 83% 17%

Islamabad

AJK

Gilgit

Punjab

KPK

Sindh

Balochistan

0% 20% 40% 60% 80% 100%

99%

97%

95%

92%

89%

72%

67%

1%

3%

5%

8%

11%

28%

33%

Access - Children (6-10 Years)Out of School Schooling


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%


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)


Class-wise Enrollment

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

1 2 3 4 5 6 7 8 9 100%

5%

10%

15%

20%

25%

16.7%15.2% 14.0%

11.8% 12.0%

8.6%7.1% 6.5%

4.9%3.3%

Classwise Enrollment

Class

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

Beginne

r

Numbe

r Rec

ognit

ion 1-9

Numbe

r Rec

ognit

ion 10-

99

Subtra

tion

Divisio

n0%

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 Levels- LanguageGender Gaps

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

9.1% 11.8% 13.6%8.1% 8.6% 6.6% 7.7% 9.8%

7.1%6.7% 7.4%

5.9% 7.8%5.2%

6.3% 6.8%

Language (Urdu) - Letter

Male Female

0%

10%

20%

30%

40%

50%

9.4% 12.5%19.5%

10.8% 10.0% 10.2% 11.4% 11.7%

7.1%7.2%

9.2%

5.8%5.9%

9.3% 7.7% 7.5%

Language (Urdu) - Words

Male Female

Learning Levels- LanguageGender Gaps

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

9.0% 8.3% 9.3% 10.2% 7.9%10.6% 10.0% 9.2%

6.0%4.5% 3.2%

5.8%5.8%

8.5%6.9% 5.5%

Language (Urdu) - SentencesMale Female

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

22.6%

13.6% 12.2%

28.5% 27.6%24.7% 26.2%

20.7%

16.2%

6.8%

5.3%

17.0% 19.0% 22.7%

15.4%

13.6%

Language (Urdu) - Story Male Female

Learning Levels- EnglishGender Gaps

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

6.4% 9.3% 9.8%5.3% 3.0% 4.8% 5.1% 6.8%

4.4%

5.7% 4.5%

3.7%2.4%

3.8% 2.9%4.3%

English - Capital Letter

Male Female

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

9.9% 7.8%11.1% 10.7% 10.0% 7.5% 8.5% 9.6%

7.5%

4.2%

4.4%9.4%

7.4%6.7% 7.1% 6.3%

English - Small LetterMale Female

Learning Levels- EnglishGender Gaps

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

14.7%11.5% 13.7% 14.1% 14.1% 13.9%

18.3%14.0%

9.7%

5.4%6.2%

9.4% 9.2%10.9%

11.5%

8.6%

English - WordsMale Female

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

19.3%

10.9% 13.5%

28.8% 28.4% 25.7% 24.6%19.5%

13.4%

5.7%5.2%

15.0%

20.3% 24.0%

15.2%

12.4%

English - SentenceMale Female

Learning Levels- ArithmeticGender Gaps

0%

10%

20%

30%

40%

50%

7.5% 12.0% 14.5%8.4% 5.8% 6.2% 6.2% 9.2%

6.6%

8.1% 8.0%

5.8%4.6% 5.1% 4.5%

6.7%

Arithmetic - Number 1-9

Male Female

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

14.2% 12.9%17.5%

12.6% 14.6% 12.4% 15.3% 14.1%

10.3%6.8%

8.0%

8.2%11.5%

9.9%

11.9%9.1%

Arithmetic - Number 10-99

Male Female

Learning Levels- ArithmeticGender Gaps

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

12.3% 8.8% 10.2% 13.7% 14.0% 12.9% 16.5% 11.8%

8.4%

4.8% 4.2%

8.2% 8.9% 11.6%9.3%

7.4%

Arithmetic - SubtractionMale Female

Punjab

Sindh

Baloch

istan

KPKGilg

itAJK

Islam

abad

Nation

al0%

10%

20%

30%

40%

50%

16.2%9.3% 10.2%

23.3% 19.8% 20.8% 18.5% 15.5%

10.5%

4.1% 4.4%

12.9%13.7%

19.0%

10.9%9.5%

Arithmetic - DivisionMale Female

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 75.8 78.6

42.5

22.7 24.2 21.4

Water Facility

Useable Not Useable

in P

erce

ntag

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 FacilityUseable Not Useable

in P

erce

ntag

e (%

)

Toilet FacilityP

rimar

y (1

-5)

Ele

men

tary

(1-8

)

Hig

h (1

-10)

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 FacilityUseable Not Useable

in P

erce

ntag

e (%

)

Prim

ary

(1-5

)

Ele

men

tary

(1-8

)

Hig

h (1

-10)

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 FacilityUseable Not Useable

in P

erce

ntag

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%

Mother’s Education and Child Development (Lahore)

beginner

letter

word

sentence

story

0 5 10 15 20 25 30 35 40 45 50

Child reading level (aged 3-16) by mother's education

Mother has more than primary education

mother has some/all primary

Mother has no education

% children aged 13-16

beginner

Number1-9

Numbers11-99

subtraction

division

0 5 10 15 20 25 30 35

Child mathematics level (aged 3-16) by mother's education

Mother has more than primary education

mother has some/all primary

Mother has no education

% children aged 13-16

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

Weblinks For All Advocacy Needs

• Kindly look up the website for updates and quick access district wise and overall http://www.safedafed.org/aser/home.html

• For media coverage look up . http://www.safedafed.org/aser/news_aser.html

http://www.safedafed.org/aser/home.html

http://www.safedafed.org/aser/news_aser.html

http://www.safedafed.org/aser/news_aser.html

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 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

END

Documents

The Journey from SAFED to ASER