El Proyecto Medición Independiente de Aprendizajes (MIA) forma parte de la Red de Mediciones Ciudadanas PAL.
Después de años de trabajo, ASER Beyond Basics está ahora vivo. Las herramientas están finalizadas, las asociaciones acordadas y los folletos de la encuesta impresos. La oficina del Centro ASER en Delhi está casi vacía.
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!