El Proyecto Medición Independiente de Aprendizajes (MIA) forma parte de la Red de Mediciones Ciudadanas PAL.
In June, we shared findings from an evaluation of citizen-led assessments we commissioned from Results for Development. Since the report’s publication, which showed how engaging citizens in large scale, household-based assessments of children’s learning can help focus education debates on learning, a number of colleagues have shared their own perspectives on the evaluation
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.
As a new set of education goals are drafted, improving quality and learning is likely to be more central to the post-2015 global development agenda. One important question to ask is – how can we measure the learning progress of all children? Ten years ago, citizens in India started using basic reading and arithmetic tools at home to systematically assess for themselves what their children are able to do.
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.
Annual Status of Education Report (ASER) for 2014 was released by the ASER Centre mid-January. This is their tenth report which in their own words “a way summary of what we have observed over the tenures of UPA I and II. It is also a baseline for the new government and what it has to deal with.”
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.
The 10th edition of the Annual Status of Education Report (ASER) by Pratham, released last week, shows that over the last decade, basic learning levels for children in elementary school in India have remained low. Only about half of Class V children in rural India can read a simple Class II level text, and a similar proportion can do a two-digit subtraction problem with borrowing.
The bell has rung. Civil society leaders from India, Pakistan, Senegal, Mali, Nigeria, Mexico, Uganda, Kenya, and Tanzania have come together, with optimism and conviction, asking others to join a movement to ensure that all children learn the fundamental, life-changing skills of reading and arithmetic.
Historias del blog
- INDIA: EXPANSIÓN MASIVA EN LA ESCUELA, DEMASIADO POCO APRENDIZAJE , ¿Y AHORA QUÉ?
- Mis esperanzas y aspiraciones como Becaria de Investigación de la Red PAL 2018
- ¿En qué se diferencia ASER 2017 de las encuestas ASER anteriores? Un ensayo fotográfico
- El 12º Informe anual sobre el estado de la educación (ASER 2017: Más allá de lo básico)