La quinta reunión del Comité directivo de People’s Action for Learning Network (PAL Network) se celebró en Nairobi (Kenia) el 24 y 25 de agosto de 2017.
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
Pratham is one of India’s largest non-governmental organisations working in education. Annually since 2005, Pratham has been facilitating the ASER survey that provides information on schooling and basic learning from all rural districts in India. Since inception ASER has been highlighting the poor levels of reading and arithmetic skills of children aged 5 to 16. To address this problem, in 2007 Pratham launched the Read India program to demonstrate what could be done to improve children’s basic learning on scale.
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.
We are now 10 years into ASER, and real sense of momentum is building within me. I want to thank all the partner organisations and supporters in Bihar who have helped to make ASER a reality. Stories can inspire action and there are two such stories I want to share with all of you. One story made me very happy and hopeful while the other made me feel sad but, at the same time, taught me to accept some realities of working in the social sector.
On January 14, 2015, eminent panelists Madhav Chavan from Pratham Education Foundation, Lant Pritchett from Harvard Kennedy School, Ruth Levine from Hewlett Foundation and Aaron Benavot from UNESCO sat down to talk about the spread, promise and challenges of the ASER approach in tackling the learning crisis in India and outside.
A new report demonstrates the connection between maternal and child education, finding that mothers’ literacy programs boost their children’s math scores and their own sense of empowerment. The international community is on track to reach the Millennium Development Goal of achieving universal primary education by 2015. Currently, over 90 percent of primary school age children are enrolled in school worldwide. Unfortunately, the quality of children’s education in the developing world has not grown in line with enrollment rates.
Absolute silence reigned over the cavernous hall in MoMA – New York’s Museum of Modern Art – which plays host to the Kravis Prize award ceremony. A mass of people waited to listen. Everything seemed to happen in slow motion as Henry Kravis made his comments, handed me the check and stepped off the dais. Now it was my turn. It was only at that moment, as I stood facing crowd, that the enormity and the significance of the award hit me. I was here representing Pratham, a vast network of young leaders throughout India who unselfishly strive to provide the country’s children with high quality education.