The recent publication of a report evaluating the family of citizen led assessments has led to a number of blogs that are looking closely at the learnings from these efforts and trying to understand the implications of what has been achieved and what has not
The contribution of citizen led learning assessments (CLLA) in which community organisations conduct simple reading and/or math evaluations has rightly been celebrated. A new Results for Development Report(R4D) provides insight into their strengths, limitations and most importantly makes practical pointers on how they can be improved.
There is a strange gap in India — a gap for young people between the ages of 14 and 18. The Right to Education (RTE) Act guarantees free and compulsory education up to the age of 14. The Juvenile Justice Act, 2000 for the care and protection of children (Section 26) prohibits the employment of children below the age of 18. Rough calculations suggest that today, the 14-18 population is close to 100 million. So, how are we as a country dealing with those who are over 14 but still below 18? What do we expect of them?
In January, I was honored to be present as the Pratham family celebrated the 10th anniversary of its Annual Status of Education Report (ASER). I learned that ASER means impact in Hindi. Having followed its progress closely over the years, I can only confirm that ASER is fulfilling the vision and promise of its name.
Pratham started in Mumbai about 20 years ago. Then and now, our vision has been to ensure that every child is in school and learning well. Then it was Mumbai. Now it is India. We work directly with communities and schools, and also in partnership with governments and others in the pursuit of this vision.
It was the late summer of 2006 when I had my first ASER exercise to deliver. Working with Pratham had made me aware of those weaker students who get left behind in a classroom and of the importance of learning assessments. The ASER quest to figure out the learning levels of children fuelled my interest in travelling to reach places with varied landscapes and cultures.
Experience has shown that simply being in school does not automatically translate into learning for students. As we enter this new phase of global goal setting for education, UNESCO, through its Institute for Statistics, has initiated a very timely online consultation about indicators that might be used to monitor learning around the world.
It is the tenth year of ASER – where did the time go? As usual, we’ve all been in the office, trying to beat the January release deadline. But this year, because of the tenth year anniversary, there is more excitement, more frenetic activity and, of course, more work, to bring out not 1, not 2, but 3 reports!
Think of the map of India. Think of how it normally looks – dots for towns, bigger circles for big cities, dotted lines demarcating districts and solid lines outlining states. From about the middle of November if you looked closely at the map of India and then closed your eyes for a few seconds you would be able to see an amazing movement: people moving from place to place, jumping across the dotted lines of districts, solid lines of states,
The first ASER National Workshop was held in Bhopal in October of 2005. It doesn’t seem that long ago, but here we are 10 years later for our 10th Workshop in Aurangabad. In 2005, I remember that Pratham teams from all over the country came. There were about 50 people and of course, our office was not large enough to house everyone.
Historias del blog
- A medio camino de 2017: ¿vaso medio lleno o medio vacío? Aspectos destacados de la 5ª reunión del Comité directivo de PAL Network
- Los niños rohingya de Karachi
- Alumnos escolarizados que no aprenden
- Nuevos modelos de alfabetización en el Día Internacional de la Alfabetización 2017: códigos renovados para el s. XXI