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پاکستان انسٹیٹیوٹ آف ایجوکیشن قائم کر رہے ہیں - شفقت محمود - Roznama Dunya

ایشیا میں کورونا سے 80 کروڑ سے زائد بچوں کی تعلیم متاثر - 92 News

پاکستان انسٹیٹیوٹ آف ایجوکیشن کے قیام کا اعلان - Jehan Pakistan

کوویڈ 19سے تعلیم کو نقصانات کے حوالے سے محکمہ تعلیم کی رپورٹ جاری - کوویڈ 19سے تعلیم کو نقصانات کے حوالے سے محکمہ تعلیم کی رپورٹ جاری - Nawai Waqt News

اسلام آباد(نا مہ نگار)وفاقی وزیر تعلیم و پیشہ وارانہ تربیت ، قومی ورثہ اور ثقافت شفقت محمود نے کوویڈ 19کے تعلیم پر نقصانات کے حوالے سے رپورٹ کا اجرا کر دیا۔ رپورٹ کو ادارہ تعلیم و آگاہی اثر نے یونیسف کے تعاون سے مرتب کیا. رپورٹ کا مقصد اس بات کا جائزہ لینا ہے کہ تعلیم کا آئینی حق (آرٹیکل 25-A) اور تعلیم کے لیے پاکستان کا عزم ایس ڈی جی 4کوویڈ 19وبائی مرض سے کس حد تک متاثر ہوا ہے۔ رپورٹ میں اثر کے اسیسمنٹ ٹولز کا استعمال کرتے ہوئے سکولوں کی بندش کی وجہ سے تعلیم کے نقصانات کا اندازہ کیا گیا اور اس بات کی نشاندہی کی کہ والدین کی تعلیم, مالی حالات اور ٹیکنالوجی تک رسائی کا انڈیکس کس حد تک بچوں کے سیکھنے کے عمل کو جاری رکھنے کے قابل بناتا ہے۔ وفاقی وزیر شفقت محمود نے اپنے ورچوئل خطاب میں کہا کہ اس مطالعے نے ہماری توجہ سنجیدہ تعلیمی مسائل کی طرف مبذول کرائی ہے اور یہ پالیسی سازی میں ہماری مدد کرے گی۔ انہوں نے کہا کہ عالمی بینک کے مطالعے کے مطابق پاکستان میں تعلیمی انحطاط 75 فیصد ہے جو کہ ہمارے لیے حقیقی چیلنج ہے اور کوویڈ 19کی وبا نے صورتحال میں مزید اضافہ کیا. وفاقی وزارت تعلیم نے سکول بند ہونے کے صرف پندرہ دنوں میں ایک تعلیمی ٹی وی چینل 'ٹیلی سکول' شروع کیا اور رپورٹ کے مطابق اس چینل کو 32 فیصد بچوں نے دیکھا جوکہ اچھی شروعات تھی. انہوں نے کہا کہ وزارت تعلیم, علامہ اقبال اوپن یونیورسٹی کے ساتھ مل کر مواد کی ترقی اور ہائبرڈ سیکھنے کا ماحول بنانے پر کام کر رہی ہے اور تعلیمی ٹیکنالوجی متعارف کروا رہے ہیں جس کے لئے وزارت میں ماہرین کی خدمات حاصل کی جا رہی ہے. انہوں نے کہا کہ ٹیکنالوجی کو متعارف کرانے سے دیہی علاقوں کے سکولوں اور کم آمدنی والے تعلیمی اداروں کی تعلیمی سطح کو بہتر بنانے میں مدد ملے گی۔ وفاقی وزیر نے کہا کہ مختلف تنظیموں کو ضم کر کے وزارت کے ماتحت پاکستان انسٹیٹیوٹ آف ایجوکیشن قائم کر رہے ہیں جو کہ قومی سطح پر ڈیٹا اکٹھا کرنے ، تحقیق اور تشخیص کے طریقہ کار کے لیے جدید ترین تھنک ٹینک ہوگا۔ انہوں نے مزید کہا کہ ورلڈ بینک کے 250 ملین امریکی ڈالر کے تعاون سے وفاقی وزارت تعلیم، صوبوں کے ساتھ مل کر پسماندہ اضلاع کے لیے انفراسٹرکچر کو اپ گریڈ کرنے ، اسکول سے باہر کے بچوں پر توجہ دینے اور تعلیمی غربت کو کم کرنے کے لیے ایک پروجیکٹ شروع کرے گی۔ وفاقی وزیر نے کہا کہ وبائی امراض کے دوران امتحانات کا انعقاد ایک مشکل کام تھا لیکن بین الصوبائی وزرا تعلیم کانفرنس کے ذریعے اجتماعی فیصلے کرنے کی وجہ سے ہم نے اس مسئلے کو کامیابی سے حل کیا. شفقت محمود نے کہا کہ اگلے وزرا تعلیم کے اجلاس میں نقصانات کو پورا کرنے کے لیے اصلاحی کورسز متعارف کرانے پر بھی بات کی جائے گی۔ وفاقی وزیر نے اساتذہ کے تربیتی پروگرام ، وسیلہ التعیلم پروگرام اور حکومت کی طرف سے ملک بھر میں انٹرنیٹ رابطے کو بڑھانے پر بھی روشنی ڈالی۔ وفاقی وزیر شفقت محمود نے آئی ٹی اے اور اثر کا اس مفید مطالعے پر شکریہ ادا کیا اور یقین دلایا کہ وزارت اس رپورٹ کا بغور جائزہ لے گی اور اس کے نتائج کو وزارت کی پالیسی سازی میں شامل کیا جائے گا۔

Soure: https://www.nawaiwaqt.com.pk/E-Paper/islamabad/2021-10-21/page-10/detail-37

تعلیمی اداروں کے حوالے سے شفقت محمود کا انتہائی اہم بیان سامنے آگیا - BOL News

شفقت محمود

وفاقی وزیر تعلیم و پیشہ وارانہ تربیت ، قومی ورثہ اور ثقافت شفقت محمود نے کوویڈ 19 کے تعلیم پر نقصانات کے حوالے سے رپورٹ کا اجراء کر دیا۔

وفاقی وزیر تعلیم شفقت محمود کی جانب سے جاری کردہ رپورٹ کو ادارہ تعلیم و آگاہی اثر نے یونیسف کے تعاون سے مرتب کیا، رپورٹ کا مقصد اس بات کا جائزہ لینا ہے کہ تعلیم کا آئینی حق)  -25Aآرٹیکل( اور تعلیم کے لیے پاکستان کا عزم ایس ڈی جی 4 کوویڈ 19 وبائی مرض سے کس حد تک متاثر ہوا ہے۔

رپورٹ میں اثر کے اسیسمنٹ ٹولز کا استعمال کرتے ہوئے اسکولوں کی بندش کی وجہ سے تعلیم کے نقصانات کا اندازہ کیا گیا اور اس بات کی نشاندہی کی کہ والدین کی تعلیم, مالی حالات اور ٹیکنالوجی تک رسائی کا انڈیکس کس حد تک بچوں کے سیکھنے کے عمل کو جاری رکھنے کے قابل بناتا ہے۔

اس موقع پر وفاقی وزیر تعلیم شفقت محمود نے اپنے ورچوئل خطاب میں کہا کہ اس مطالعے نے ہماری توجہ سنجیدہ تعلیمی مسائل کی طرف مبذول کرائی ہے اور یہ پالیسی سازی میں ہماری مدد کرے گی۔

 وفاقی وزیر تعلیم نے کہا کہ عالمی بینک کے مطالعے کے مطابق پاکستان میں تعلیمی انحطاط 75 فیصد ہے جو کہ ہمارے لیے حقیقی چیلنج ہے اور کوویڈ 19 کی وباء نے صورتحال میں مزید اضافہ کیا، وفاقی وزارت تعلیم نے اسکول بند ہونے کے صرف پندرہ دنوں میں ایک تعلیمی ٹی وی چینل ‘ٹیلی اسکول’ شروع کیا اور رپورٹ کے مطابق اس چینل کو 32 فیصد بچوں نے دیکھا جوکہ اچھی شروعات تھی۔

شفقت محمودنے کہا کہ وزارت تعلیم, علامہ اقبال اوپن یونیورسٹی کے ساتھ مل کر مواد کی ترقی اور ہائبرڈ سیکھنے کا ماحول بنانے پر کام کر رہی ہے اور تعلیمی ٹیکنالوجی متعارف کروا رہے ہیں جس کے لئے وزارت میں ماہرین کی خدمات حاصل کی جا رہی ہے۔

 وفاقی وزیر تعلیم کا کہنا تھا کہ ٹیکنالوجی کو متعارف کرانے سے دیہی علاقوں کے اسکولوں اور کم آمدنی والے تعلیمی اداروں کی تعلیمی سطح کو بہتر بنانے میں مدد ملے گی۔

وفاقی وزیر تعلیم نے کہا کہ مختلف تنظیموں کو ضم کر کے وزارت کے ماتحت پاکستان انسٹیٹیوٹ آف ایجوکیشن قائم کر رہے ہیں جو کہ قومی سطح پر ڈیٹا اکٹھا کرنے ، تحقیق اور تشخیص کے طریقہ کار کے لیے جدید ترین تھنک ٹینک ہوگا۔

شفقت محمودنے کہا کہ ورلڈ بینک کے 250 ملین امریکی ڈالر کے تعاون سے وفاقی وزارت تعلیم، صوبوں کے ساتھ مل کر پسماندہ اضلاع کے لیے انفراسٹرکچر کو اپ گریڈ کرنے ، اسکول سے باہر کے بچوں پر توجہ دینے اور تعلیمی غربت کو کم کرنے کے لیے ایک پروجیکٹ شروع کرے گی۔

وفاقی وزیر تعلیم نے کہا کہ وبائی امراض کے دوران امتحانات کا انعقاد ایک مشکل کام تھا لیکن بین الصوبائی وزراء تعلیم کانفرنس کے ذریعے اجتماعی فیصلے کرنے کی وجہ سے ہم نے اس مسئلے کو کامیابی سے حل کیا۔

 شفقت محمود نے کہا کہ اگلے وزراء تعلیم کے اجلاس میں نقصانات کو پورا کرنے کے لیے اصلاحی کورسز متعارف کرانے پر بھی بات کی جائے گی۔

وفاقی وزیر شفقت محمود نے آئی ٹی اے اور اثر کا اس مفید مطالعے پر شکریہ ادا کیا اور یقین دلایا کہ وزارت اس رپورٹ کا

بغور جائزہ لے گی اور اس کے نتائج کو وزارت کی پالیسی سازی میں شامل کیا جائے گا۔

 

Soure: https://www.bolnews.com/urdu/latest/2021/10/339355/

 

وفاقی وزیر تعلیم شفقت محمود نے کوویڈ 19 کے تعلیم پر نقصانات کے حوالے سے رپورٹ کا اجراء کر دیا - APP News

اسلام آباد۔20اکتوبر (اے پی پی):وفاقی وزیر تعلیم و پیشہ وارانہ تربیت ، قومی ورثہ اور ثقافت شفقت محمود نے کوویڈ 19 کے تعلیم پر نقصانات کے حوالے سے رپورٹ کا اجراء کر دیا۔ رپورٹ کو ادارہ تعلیم و آگاہی اثر نے یونیسف کے تعاون سے مرتب کیا. رپورٹ کا مقصد اس بات کا جائزہ لینا ہے کہ تعلیم کا آئینی حق (آرٹیکل 25-A) اور تعلیم کے لیے پاکستان کا عزم ایس ڈی جی 4 کوویڈ 19 وبائی مرض سے کس حد تک متاثر ہوا ہے۔

رپورٹ میں اثر کے اسیسمنٹ ٹولز کا استعمال کرتے ہوئے سکولوں کی بندش کی وجہ سے تعلیم کے نقصانات کا اندازہ کیا گیا اور اس بات کی نشاندہی کی کہ والدین کی تعلیم, مالی حالات اور ٹیکنالوجی تک رسائی کا انڈیکس کس حد تک بچوں کے سیکھنے کے عمل کو جاری رکھنے کے قابل بناتا ہے۔

وفاقی وزیر شفقت محمود نے اپنے ورچوئل خطاب میں کہا کہ اس مطالعے نے ہماری توجہ سنجیدہ تعلیمی مسائل کی طرف مبذول کرائی ہے اور یہ پالیسی سازی میں ہماری مدد کرے گی۔ انہوں نے کہا کہ عالمی بینک کے مطالعے کے مطابق پاکستان میں تعلیمی انحطاط 75 فیصد ہے جو کہ ہمارے لیے حقیقی چیلنج ہے اور کوویڈ 19 کی وبا نے صورتحال میں مزید اضافہ کیا.

وفاقی وزارت تعلیم نے سکول بند ہونے کے صرف پندرہ دنوں میں ایک تعلیمی ٹی وی چینل ‘ٹیلی سکول’ شروع کیا اور رپورٹ کے مطابق اس چینل کو 32 فیصد بچوں نے دیکھا جوکہ اچھی شروعات تھی. انہوں نے کہا کہ وزارت تعلیم, علامہ اقبال اوپن یونیورسٹی کے ساتھ مل کر مواد کی ترقی اور ہائبرڈ سیکھنے کا ماحول بنانے پر کام کر رہی ہے اور تعلیمی ٹیکنالوجی متعارف کروا رہے ہیں جس کے لئے وزارت میں ماہرین کی خدمات حاصل کی جا رہی ہے. انہوں نے کہا کہ ٹیکنالوجی کو متعارف کرانے سے دیہی علاقوں کے سکولوں اور کم آمدنی والے تعلیمی اداروں کی تعلیمی سطح کو بہتر بنانے میں مدد ملے گی۔

وفاقی وزیر نے کہا کہ مختلف تنظیموں کو ضم کر کے وزارت کے ماتحت پاکستان انسٹیٹیوٹ آف ایجوکیشن قائم کر رہے ہیں جو کہ قومی سطح پر ڈیٹا اکٹھا کرنے ، تحقیق اور تشخیص کے طریقہ کار کے لیے جدید ترین تھنک ٹینک ہوگا۔ انہوں نے مزید کہا کہ ورلڈ بینک کے 250 ملین امریکی ڈالر کے تعاون سے وفاقی وزارت تعلیم، صوبوں کے ساتھ مل کر پسماندہ اضلاع کے لیے انفراسٹرکچر کو اپ گریڈ کرنے ، اسکول سے باہر کے بچوں پر توجہ دینے اور تعلیمی غربت کو کم کرنے کے لیے ایک پروجیکٹ شروع کرے گی۔

وفاقی وزیر نے کہا کہ وبائی امراض کے دوران امتحانات کا انعقاد ایک مشکل کام تھا لیکن بین الصوبائی وزراء تعلیم کانفرنس کے ذریعے اجتماعی فیصلے کرنے کی وجہ سے ہم نے اس مسئلے کو کامیابی سے حل کیا. شفقت محمود نے کہا کہ اگلے وزراء تعلیم کے اجلاس میں نقصانات کو پورا کرنے کے لیے اصلاحی کورسز متعارف کرانے پر بھی بات کی جائے گی۔

وفاقی وزیر نے اساتذہ کے تربیتی پروگرام ، وسیلہ التعیلم پروگرام اور حکومت کی طرف سے ملک بھر میں انٹرنیٹ رابطے کو بڑھانے پر بھی روشنی ڈالی۔ وفاقی وزیر شفقت محمود نے آئی ٹی اے اور اثر کا اس مفید مطالعے پر شکریہ ادا کیا اور یقین دلایا کہ وزارت اس رپورٹ کا بغور جائزہ لے گی اور اس کے نتائج کو وزارت کی پالیسی سازی میں شامل کیا جائے گا۔

Soure: https://urdu.app.com.pk/urdu/278596

 

Numbers don't add up for Pakistani school students - UCA News

A newspaper advertisement by Punjab Group of Colleges congratulating students on achieving perfect 1100/1100 scores in grade 10 exams. (Photo: Facebook)

A new joke is circulating among professionals, teachers and scholars since Lahore’s education board announced the results of grade 10 exams last week.

“707 students in Lahore board got 1100/1100 marks. And we thought aliens were unreal,” stated lawyer Yahya Tariq Cheema in a tweet.

Apparently, Punjab Group of Colleges thinks the perfect marks are real. The largest educational network in Pakistan proudly published photos of 80 students in a newspaper and congratulated them for landing their unblemished scores.

A newspaper advertisement by Punjab Group of Colleges congratulating students on achieving perfect 1100/1100 scores in grade 10 exams. (Photo: Facebook)

A new joke is circulating among professionals, teachers and scholars since Lahore’s education board announced the results of grade 10 exams last week.

“707 students in Lahore board got 1100/1100 marks. And we thought aliens were unreal,” stated lawyer Yahya Tariq Cheema in a tweet.

Apparently, Punjab Group of Colleges thinks the perfect marks are real. The largest educational network in Pakistan proudly published photos of 80 students in a newspaper and congratulated them for landing their unblemished scores.


That marks the first time in history that students were able to achieve a perfect score in languages and social sciences

Sadly, our country won’t come out of its deep economic and security crisis with Covid-related policies like the one notified by Punjab’s Higher Education Department in July.

The policy for promotion and examination of matriculation and intermediate students in Punjab allowed students to only appear in elective subjects. The same percentage was awarded in compulsory subjects with 5 percent additional marks. Those who failed in any subject were given 33 percent marks.

That marks the first time in history that students were able to achieve a perfect score in languages and social sciences. Scores will always vary in subjects involving creative thinking as we all have different experience of our own realities. It was wrong to handle such problems on a scientific basis. The promise of Article 25-A of the constitution is to provide free and compulsory education, not free grades.

According to the Pakistan Social and Living Standards Measurement district level survey 2019-20, the literacy rate of the population (10 years and above) has been stagnant at 60 percent for the past six years. The latest policy will have a spillover effect on an already neglected education sector.

Source: https://www.ucanews.com/news/numbers-dont-add-up-for-pakistani-school-students/94635#

Covid-19 laid bare gender, digital inequalities: report - The Express Tribune

The intermittent school closures and pandemic-induced restrictions have impacted nearly 40 million students from grade pre-primary to higher secondary while the enrolment at schools decreased by two per cent in 2021, a study released on Wednesday said.

Titled ‘Measuring learning losses due to Covid-19’, the wide-ranging study was inaugurated by Federal Education Minister Shafqat Mahmood and compiled by Idara-e-Taleem-o-Aagahi (ITA) in joint collaboration with UNICEF.

The report aims to assist the federal government in collecting gender-disaggregated and focused evidence as it scrambles for an effective response to the pandemic in terms of preventing learning losses.

Weighing in on the costs and benefits of the restrictions used to battle the coronavirus, the report regrets that the disruption in the educational practices impacted all public and private sector institutions after their closures in mid-March 2020, adding that it laid bare digital and gender inequities in the social structures.

“The massive disruptions caused by the Covid-19 pandemic severely affected the education and prospects of children, with school closures extending for more than a year in the context of an already weak education system,” the report regrets.

According to the report, based on the survey of 9,392 households, 25,448 children aged three to 16 and 21,589 children aged five to 16, enrolment for age group six-16 has dropped by 2% in the current year as compared to enrolment for the same age group in 2019.

The report also notes that during school closures many parents/caregivers stepped up to support their children’s learning. “Support from household members is reported at 64% by children as a very positive response.”

The study found that while 50 per cent of fathers were reported to have no education, 69 per cent of mothers were educated enough to teach their children. Similarly, while only two per cent of mothers were found to have completed undergraduate education, six per cent of fathers were college graduates.

Further, the report observed that while 40 per cent of children with smartphones in the home switched to e-learning, younger children received less time to access gadgets than older children. “Fifty-five per cent of children do not feel confident to study on their own if school closures reoccur.”

Gender disparity

The report points out that Pakistan’s longstanding gender-related inequities in education were broadly reflected in the surveyed children. For both age groups – three–five-year-olds and six–16-year-olds – enrolment for boys (58 per cent and 61 per cent) is significantly higher than for girls (42 per cent and 39 per cent).

Girls experienced greater learning losses than boys during the Covid-19 school closures across nearly all competencies and classes. This served to halt or even reverse an existing increasing trend in learning outcomes for girls who had, in some cases, outdid boys.

Dropouts

The report highlights that Covid-19 drove many households into financial hardships leading to an increase in dropouts from five to six per cent. While the overall enrolment status of children aged three to 16 shows that 1% of children dropped out during the Covid-19 pandemic, in terms of percentage change, this shows a 20 per cent increase in dropouts.

While welcoming the government’s active measures to remedy the pandemic’s fallout, the report recommends that policies and programmes must be devised to support the learning of all children and focus on young children and girls.

“The factors that lead to education inequities must be tackled, such as through social protection programmes for girls’ education and targeted support for children in the poorest households using low-tech and no-tech modalities,” it added.

On the occasion, Mahmood said that Covid-19 has exacerbated the already existing challenge of learning poverty.

“The learning losses study will help the government work towards improving the learning levels of children in coordination with provincial governments,” he said.

Soure: https://tribune.com.pk/story/2325713/covid-19-laid-bare-gender-digital-inequalities-report

Covid impacts 40 million school-going children: report - Daily Times

* Shafqat Mahmood says the study will help the govt work towards improving the learning levels of children in tandem with provincial govts

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Idara-e-Taleem-o-Aagahi (ITA), with the support of United Nations Children’s Fund (UNICEF), launched a report on learning losses post-COVID-19 on Wednesday virtually.

Federal Minister for Education and Professional Training Shafqat Mahmood was chief guest on the occasion. The launch, held virtually on Zoom, was also attended by Ellen Van Kalmthout, Chief of Education at UNICEF Pakistan; M Ali Kemal, Economic Policy Advisor at the SDG Support Unit, Ministry of Planning Development and Reform; Kim Bradford Smith, Education Team Leader at the Foreign, Commonwealth & Development Office (FCDO); and Dr Faisal Bari, Senior Research Fellow at IDEAS Pakistan and the Interim Dean of School of Education, Lahore University of Management Sciences (LUMS).

Officially launching the report, the education minister said that Covid-19 has exacerbated the already existing challenge of learning poverty. “The learning losses study will help the government work towards improving the learning levels of children in coordination with provincial governments. He added that the initiatives like PTV TeleSchool will continue besides providing distance, Ed-tech and remedial learning solutions while bridging the digital divide,” he said.

The study titled ‘Measuring Learning Losses due to Covid-19′ is the first step towards collecting gender disaggregated and focused evidence to assist government as they grapple with impactful response to this pandemic. The estimates reported are from a survey conducted across 16 rural districts of Pakistan, four in each province, using the ASER Pakistan tools. The survey covers a total of 9,392 households, 25,448 children aged 3-16 and 21,589 children aged 5-16 (43% girls and 57% boys), 457 government schools and 198 private schools.

According to the report, enrollment for age group 6-16 has dropped by 2% in 2021 compared to enrollment for the same age group in 2019. UNICEF Pakistan Education Chief Ellen Kalmthout said that the report is a big step forward to think upon what can be done to bring children back to school, especially post COVID-19 while also creating alternative learning pathways for children. “At the end, children do need schools. They can’t learn on their own.”

During school closures parents/caregivers stepped up to support their children’s learning. Support from household members is reported at 63% by children as a very positive response. About 32% children reported that their schools provided them with learning materials during the closure periods, whilst 58% reported that their school management/teachers/head-teachers never reached out to them. About 32% reported that they took some learning support from PTV TeleSchool programs and 40% of children who had smartphones available in their households reported that they used smartphones for continuing learning.

Speaking about this, Kemal added, “63% of the children are getting support from their families and over 22 million children are not going to school. Mothers’ education is very important as they teach kids in early years. The overall situation is bleak but we are looking for solutions for out of school children that should also include communities.”

The learning losses for children in grade 3 were significant. Class 3 children who can read an Urdu story drops from 19% in 2019 to 15% in 2021, who can read English sentences from 21% in 2019 to 8% in 2021 and who can solve 2-digit division from 17% to 10%. Smith from FCDO said that while the report demonstrates the need to reorient the education system; we need to focus on getting foundational learning right, address inequalities by focusing on the most marginalised and poorest, and therefore no/low tech options; and finally, invest in teachers’ ability to teach and in family support for better learning outcomes.

Similarly, Dr Bari said that the study rightly reports people with no access to technology but “we need to do more research on family support as parents who are engaged in jobs are not able to support the children.”

While the study reveals a gloomy picture of learning losses, programmes must be devised to support the learning of all children specially focusing on young children and girls, especially grade 3 for foundational literacy and numeracy (FLN). Education and digital inequities must be tackled through targeted social protection programmes (Ehsaas) for all children – poorest especially girls. Parents are active stakeholders in children’s education and households demonstrate resilience.

Ed-Tech should be expanded for its potential to provide solutions for improved interactive learning. Facilities in schools need urgent maintenance incorporating new standards for safe schools with non-pharmaceutical interventions (NPIs) to tackle such unforeseen pandemic in future.

Soure: https://dailytimes.com.pk/831744/covid-impacts-40-million-school-going-children-report/

Education minister launches Covid-19 Learning Losses Report - The Nation

ISLAMABAD - Federal Minister for Education, Professional Training (FE&PT) Shafqat Mahmood on Wednesday launched Covid-19 Learning Losses Report.

A statement issued by the ministry said that the report was conducted by Idara-e-Taleem-o-Agahi (ITA) with support from UNICEF.

The study aimed to assess the extent to which the constitutional right to education (Article 25-A) and Pakistan’s commitment to education SDG-4 got affected by Covid-19.

It evaluated learning losses incurred due to school closures using the ASER assessment tool and identified the extent to which factors like parental education and wealth index of households and access to technology enabled children to continue learning.

Federal Minister Shafqat Mahmood in his virtual address said that this study has drawn our attention towards serious educational issues and it will help us in our policymaking.

The minister said the learning poverty, which according to World Bank study, is 75 per cent in Pakistan is the real challenge for us and the Covid-19 pandemic has further exacerbated the situation.

However, the federal education ministry had started a dedicated TV channel ‘TeleSchool’ just in 15 days of the first school closure and according to this report, 32 percent children watching this channel is good initiation.

He went on saying, the ministry in collaboration with AIOU is working on content development and to create a hybrid learning environment, we are introducing education technology in the sector and hiring Ed Tech specialists in the ministry.

This will help to improve learning levels of rural areas schools and low income educational institutions.

The minister said, by merging different organisations i.e. AEPAM & NEAS under the ministry, we are establishing Pakistan Institute of Education (PIE) which will be state of the art think tank for data gathering, research and assessment mechanism at the national level.

With the support of World Bank 250 million USD, the federal education ministry alongwith the provinces will be launching a project for disadvantaged districts to upgrade their infrastructure, to focus on out-of-school children and to reduce the learning poverty, he added.

During the pandemic, to conduct the exams was an uphill task but due to collective decision making through IPEMC, we successfully tackled the issue, the minister underscored.

If we did not conduct the examinations, the issue of learning losses might have worsened in higher classes as well, he remarked. Shafqat Mahmood said, in next IPEMC, introducing remedial courses to cover the learning losses will also be discussed.

The minister also highlighted the teachers training program, Waseela-e-Taleem programme and enhancing the internet connectivity throughout the country by the government.

Federal Minister Shafqat Mahmood thanked the ITA and ASER to conduct this useful study and assured that, the ministry will closely examine the report and its findings will be incorporated in policy making by the ministry. 

Soure: https://nation.com.pk/21-Oct-2021/education-minister-launches-covid-19-learning-losses-report

Children’s education badly affected due to pandemic: survey - Dawn News

KARACHI: A report on losses students suffered because of the Covid-19 pandemic — Measuring Learning Losses due to Covid-19 — prepared by the Idara-e-Taleem-o-Aagahi (ITA) with the support of United Nations Children’s Fund (Unicef) was launched, virtually via Zoom, on Wednesday.

The study is the first step towards collecting gender disaggregated and focused evidence to assist the government as it grapples with impacts of the pandemic.

The estimates reported are from a survey conducted across 16 rural districts of Pakistan — four in each province — using the Annual Status of Education Report (ASER) Pakistan tools.

The survey covers a total of 9,392 households, 25,448 children aged 3-16 and 21,589 children aged 5-16 (43 per cent girls and 57pc boys), 457 government schools and 198 private schools.

According to the report, enrolment for the 6-16 age group has dropped by two per cent in 2021 as compared to enrolment for the same age group in 2019.

During the launch, Unicef Pakistan Education Chief Ellen Kalmthout said that the report was a big step forward to think upon what could be done to bring children back to school, especially post Covid-19 while also creating alternative learning pathways for children. “At the end, children do need schools. They can’t learn on their own.”

During school closures, parents/caregivers stepped up to support their children’s learning. Support from household members is reported at 63pc by children as a very positive response.

About 32pc children reported that their schools provided them with learning materials during the closure periods, while 58pc reported that their school management/teachers/head-teachers never reached out to them.

About 32pc reported that they took some learning support from Pakistan Television (PTV) TeleSchool programmes and 40pc of children who had smartphones available in their households reported that they used them for continuing learning.

Speaking about this, M Ali Kemal, the economic policy adviser at the SDG support unit, ministry of planning and development and reform, added that 63pc of the children were getting support from their families and over 22 million children were not going to school.

“The education of mothers is very important as they can teach their children in early years. The overall situation is bleak, but we are looking for solutions for out-of-school children that should also include communities,” he said.

The learning losses for children in grade three were significant. Class three children who can read an Urdu story dropped from 19pc in 2019 to 15pc in 2021, who can read English sentences from 21pc in 2019 to eight per cent in 2021 and who can solve two-digit division from 17pc to 10pc.

Kim Bradford Smith from Education Team Leader at the Foreign, Commonwealth and Development Office (FCDO) said: “While the report demonstrates the need to reorient the education system, we need to focus on getting foundational learning rights, address inequalities by focusing on the most marginalised and the poorest.

Similarly, Senior Research Fellow at IDEAS Pakistan and the Interim Dean of School of Education, Lahore University of Management Sciences, Dr Faisal Bari said that the study rightly reports people with no access to technology but there is a need to do more research on family support as parents who are engaged in jobs are not able to support their children.

It was concluded that while the study reveals a gloomy picture of learning losses, programmes must be devised to support the learning of all children specially focusing on young children and girls, especially grade three for foundational literacy and numeracy (FLN).

Education and digital inequities must be tackled through targeted social protection programmes (Ehsaas) for all children, especially girls. Parents are active stakeholders in children’s education and households demonstrate resilience. Ed-Tech (education technology) should be expanded for its potential to provide solutions for improved interactive learning. Facilities in schools need urgent maintenance incorporating new standards for safe schools with non-pharmaceutical interventions (NPIs) to tackle such unforeseen pandemic in future.

Federal Education Minister Shafqat Mahmood was the chief guest on the occasion. He said that Covid-19 had exacerbated the already existing challenge of learning poverty. “The learning losses study will help the government work towards improving the learning levels of children in coordination with provincial governments,” he said.

He added that initiatives such as PTV TeleSchool would continue besides providing distance, Ed-tech and remedial learning solutions to bridge the digital divide.

Published in Dawn, October 21st, 2021

Source:https://www.dawn.com/news/1653043/childrens-education-badly-affected-due-to-pandemic-survey

What a fall - Dawn News - ZUBEIDA MUSTAFA


TWO recent events should bring the inequity in education in Pakistan into the public discourse. If that does not happen, to blame will be those who benefit from the oppression of the weak. They are averse to talking about inequality and those who remain silent, tacitly become exploiters. One event was the release of the Annual Status of Education Report focusing on the unequal learning losses during the pandemic. The second is the formal inauguration of the Single National Curriculum (SNC) by the prime minister.

ASER sheds light on how the Covid-19 pandemic and the intermittent lockdowns have impacted severely on education in Pakistan. It confirms what the Federal Ministry of Education had conceded last year. The crisis has “magnified the risks and vulnerabilities of an already weak education system”.

School enrolment in Pakistan has gone down by two per cent and learning losses have been stupendous. According to ASER, 32 pc children between five and 16 years of age are now out of school. I would add that those who have dropped out due to the schools being closed for long stretches are unlikely to ever return to their classrooms. They are all poor and some have even joined the workforce to become juvenile breadwinners for their families.

Worse than the falling numbers are the falling learning outcomes. ASER compared the competency of students of grade 5 in 2021 with students of the same grade in 2019. It discovered tremendous losses in their language skills and also in their mathematical ability. The progress made in 2015-2019 had been reversed considerably in 2021. The percentage of children who could read a grade 2 level story in Urdu had increased from 15pc to 24pc between 2015-2019 but then dropped in 2021 to 22pc. Similarly, in arithmetic, where the percentage of students who could work out two-digit division sums increased in the same period from 9pc to 20pc, only to drop to 16pc in 2021. In the English competency test, the results were stagnant at 23pc. This performance is disappointing.

Learning losses have been stupendous due to Covid-19.

ASER analyses the factors responsible for this situation. Poverty and low learning outcomes go hand in hand. Unfortunately, lack of access to remote learning technology; no assistance from schools; lack of educational capacity in parents to provide meaningful support to the child; and children’s limited self-learning potential are the lot of the indigent.

For over a decade ASER has rendered great service to the nation by recording the poor performance of our schools especially where the children of the underprivileged study. A disquieting aspect is the enormous disparity between high- and low-income classes.

While 34.4pc children from the highest income quartile were able to read full Urdu sentences, only 17.53pc belonging to the lowest quartile could do so. Similar gaps in learning outcomes were observed in English reading and arithmetic. During the school closures, the gaps in learning outcomes as well as shortcomings in school infrastructure have been exacerbated due to the growing disparity between private and government schools. Only the poorest of the poor are enrolled in public-sector schools and they constitute the majority.

 

It is this inequity that must now be talked about. Without addressing this issue we can be certain, as the Nobel laureate Amartya Sen warns, poverty can never be eliminated. Sen regards good basic education for the working classes, especially for women, essential for growth and development of a country. Hence the need for all education to be equally good for all. Social justice demands equal opportunities for all children which is possible only if such gaps as identified by ASER are removed. Sen believes that only the state can ensure that equality.

The SNC was proclaimed to be the solution of this problem by the PTI. It is now obvious that the PTI’s understanding of the issues is misplaced. The SNC does not level the playing field for all. It only tries to make the content of education uniform all over the country and do away with all diversity in the name of unity. Sindh has chosen to stay out of this scheme but not for reasons of the inequity it fosters. The disparities persist.

This situation is dangerous. Education in Pakistan has been robbed of its credibility, though those affected by it do not realise it as yet.

Our public sector education is producing ‘neem hakeems’ who are dubbed khatra-i-jan (half educated physicians posing a threat to life). This realisation will dawn on the youth sooner or later, given their social media derived awareness. They will then feel cheated. Thus will emerge a generation of frustrated and angry men and women.

How will this problem be addressed then? It is an explosion waiting to happen. The youth will know that they have been led up the garden path to be cheated of the reward they had been promised.

Then why this silence?

www.zubeidamustafa.com

Source: https://www.dawn.com/news/amp/1642888

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