Because the target age group for Pratham’s Annual Status of Education Report (ASER) comprises children in the elementary school age group, ASER normally collects information only about sampled children’s school enrollment and basic learning abilities.
ASER 2017: ‘Beyond Basics’ was released in New Delhi on 16th January 2018. This is the twelfth annual report. Every year since 2005, the Annual Status of Education Report (ASER) has reported on children’s schooling status and their ability to do basic reading and arithmetic tasks.
Meet Bharti. Bharti is 11 years old and she loves to play with her friends. Her best friends are Neha and Pratima. Bharti and her friends are in Grade 5. They go to school in a village in the Kuldabad region of Maharashtra, India.
From 14th to 18th November, 20 participants from 12 countries convened at Pratham’s PACE Centre in Aurangabad, India for a week-long workshop that focused on Pratham’s ‘Teaching at the Right Level’ (TaRL) model.
In a crowded classroom in Kohima, Nagaland, close to 70 young people are listening intently as ASER Centre trainers walk them through the 2017 ‘Beyond Basics’ procedures. About 20 are PhD scholars and the rest are Masters level students in the Department of Education, Nagaland University.
After years of work, ASER Beyond Basics is now live. The tools are finalized, the partnerships settled, and the survey booklets printed. The ASER Centre office in Delhi is nearly empty.
In 2016, as many as 96.5% of rural elementary government schools in India had toilets, but more than one in four toilets (27.79%) were dysfunctional or locked, according to data collected for the Annual Status of Education Report (ASER), a citizen-led survey on the status of elementary education in rural India. About 68.7% of schools had working toilet facilities for students.
Since 2015 there have been intensive efforts to design metrics intended to measure and track countries’ progress towards the 17 agreed on Sustainable Development Goals and their respective targets. But is this the kind of evidence that will help countries plan action on the ground to meet these ambitious objectives? Not necessarily.
Leading academic and researcher, Dr. Rukmini Banerji, recently wrote a blog post, When Schooling Doesn’t Mean Learning, that was published in the Stanford Social Innovation Review. The post talks about ASER (Annual Status of Education Report), a citizen-led assessment that measures children’s learning levels, and how the assessment has challenged the idea that being in school guarantees an education.
The first-grade classroom was tucked away in the back of the school. Thanks to the cold, the little children were dressed in bright blue track suits instead of the school uniform that the older children were wearing. It had been raining continuously from the morning. The children could not leave the classroom. They were peering through the windows curious about the visitors.