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Only 32.3pc children of class 2-3 in Pakistan can perform numeracy tasks: ICAN report

At least 32.3% children of class 2-3, 77.3% children of class 4-6 and 95.5% children of class 7-8 in Pakistan can do a set of foundational numeracy tasks aligned to Sustainable Development Goal SDG 4.1.1 (a), according to International Common Assessment of Numeracy (ICAN) report released by People’s Action for Learning (PAL) Network on July 9, 2020.

The report was launched virtually by Dr. Silvia Montoya, Director UNESCO Institute for Statistics. The launch event also saw a panel discussion with Dr. Montoya; Dr. Rukmini Banerji, CEO Pratham Education Foundation, India; Dr. James Otieno Jowi, Principal Education Officer, East African Community; Dr. Sylvia Schmelkes, Academic Vice-President, Universidad Iberoamericana, Mexico; and Mr. Boureima Allaye Toure, Chairperson National Council of Civil Society Organizations, Mali which was moderated by Ms. Baela Raza Jamil, CEO Idara-e-Taleem-o-Aagahi (ITA), Pakistan.

The ICAN tool was administered as part of a household survey in one rural district in each of the 13 countries who are a part of PAL Network, including Pakistan, Kenya, Bangladesh, India, Mali, Mexico, Mozambique, Nepal, Nicaragua, Nigeria, Senegal, Tanzania and Uganda.

In Pakistan, ICAN was conducted by ITA that also conducts the Annual Status of Education Report (ASER) survey. ASER Pakistan, with support from its global South-South Alliance, the PAL Network, tested the common set of numeracy items under ICAN in Toba Tek Singh district of Punjab. ICAN is an assessment of foundational numeracy using common items and provides data on early grade/lower primary learning. It further highlights gaps in foundational numeracy even for older children. Assessment domains were decided based on discussions with international assessment stakeholders and global partners.

While ASER Tools are based on basic numeracy skills adapted from grade 2-3 level curriculum, with tasks including number recognition, addition and division problems, ICAN tools are a step ahead with tasks ranging from number knowledge to geometry, measurement and data display.

In Toba Tek Singh, the survey reached a total of 60 randomly selected rural communities, 1,198 households and assessed 1,616 children in the age group of 5 to 16 years. Children were asked to do a variety of numeracy tasks. All tasks were done one-on-one with children in their homes.

According to the report, Pakistan lags only behind Bangladesh in the South Asian region in the minimum proficiency level of students of class 2-3, demonstrating skills in number sense and computation, shape recognition and spatial orientation, with a score of 32.3% and 53.0% respectively. In Nepal, 19.8% children of class 2-3 could perform foundational numeracy tasks while in India, only 10.4% children of the same grades could do the tasks aligned to SDG 4.1.1 (a). The indicator measures the percentage of children in primary education and at the end of secondary education reaching at least a minimum proficiency level in reading and mathematics.

Findings from ICAN 2020 further show that 80.7% children of age 6-16 are enrolled in government schools in Pakistan, 16% are in private schools and 0.2% are in other religious or community schools. Only 3% children of the same age group were found out of school.

Toba Tek Singh was observed to have better household facilities with 88.1% of households having walls of permanent material, 91.7% households with toilet, 99.2% electricity, 86.1% mobile phones and 70.5% households having televisions. However, most households lacked the facilities of computer (18.3%) and extra reading material (24.4%).

The ICAN study has established that children’s minimum proficiency levels (MPLs) globally in reading and mathematics remain low while confirming that despite efforts to bring children in the Global South to school, their minimum proficiency levels have not improved over the years. Irrespective of the location of the study across the three continents, the data suggests that intensive efforts will be required to ensure that children achieve at least the minimum levels of numeracy expected as part of the SDG 4 goal for education.

“The compelling need for generating robustness to capture globally agreed minimum proficiency levels for both language and numeracy has finally led the PAL Network to reach a global milestone. ICAN, tested in 13 countries including Pakistan is a testimony to the guts of our Network. Conducted with children 5-16 years old, across 60 villages of Toba Tek Singh (Punjab), ICAN could not have had a beer first home landing,” Baela Raza Jamil, CEO ITA who is also leading the ASER Pakistan, notes in the report.

“We at ITA are privileged to be part of a global community of practice that is committed to not just measurement but more importantly learning improvement initiatives on the ground,” she stated.

 

Source: https://www.pakistangulfeconomist.com/2020/07/27/press-releases-32-33-20/

 

نظام تعلیم میں ٹیکنالوجی کے استعمال کو فروغ دے رہے ہیں، وفاقی وزیر تعلیم

 

اسلام آباد: وفاقی وزیر تعلیم و پیشہ ورانہ تربیت شفقت محمود نے کہا ہے کہ کوویڈ 19وبا کے دوران تعلیمی اداروں کی بندش سے روائتی تعلیمی نظام میں جوخلل پڑا ہے اس نے ہمیں بھرپور طریقے سے ڈیجیٹل ٹیکنالوجی کو اپنانے پر مجبور کیا ہے،

ایجوکیشن مانیٹرنگ (جیم) 2020 رپورٹ کے اجرا  کے موقعے پر ان کا کہنا تھا کہ موجودہ حکومت وبا سے پیدا ہونے والے خلا کو دور کرنے کے لئے انتھک کوششیں کر رہی ہے اور نظام تعلیم میں ٹیکنالوجی کے بہترین استعمال کو فروغ دے رہی ہے۔

انہوں نے مزید کہا کہ گلوبل ایجوکیشن مانیٹرنگ (جیم) 2020 رپورٹ کے اجرا سے نیشنل تعلیمی پالیسی مرتب کرنے میں مدد ملے گی۔

گلوبل ایجوکیشن مانیٹرنگ رپورٹ 2020’آل مینز آل’ کا اجرا وزارت تعلیم و پیشہ ورانہ تربیت ، ادارہ تعلیم و آگہی، ڈی ایف آئی ڈی اور یو نیسکو کے تعاون سے منگل کو کیا گیا ۔

یو نیسکو پاکستان کی نمائندہ پیٹر یسیا میک فلپس کا کہنا تھا کہ جیم رپورٹ دنیا بھر میں بہتر ڈیٹا اکٹھا کرنے اور اس کے استعمال پر زور دیتی ہے اور یہ بات حوصلہ افزا ہے کہ پاکستان میں ڈیٹا کلیکشن کی روایت پڑ چکی ہے۔ انہوں نے کہا کہ ٹرانس جینڈرز کی حیثیت کو تسلیم کرنا اور معذور افراد کے لئے الگ سے کوٹہ مختص کرنا اور انہیں تعلیم فراہم کرنا سنگ میل کی حیثیت رکھتا ہے۔

سی ای او اداری تعلیم و آگہی بیلا رضا نے کہا کہ ابھی بھی ہمیں تعلیمی سیکٹر میں محنت کی ضرورت ہے ، زیادہ سے زیادہ بچے بچیوں کو تعلیم فراہم کرنا ضروری ہے، ہمیں ہر بچے کو اس کا حق دینا ہے چاہے وہ جس بھی رنگ، نسل، مذہب سے تعلق رکھتا ہو۔ تعلیمی بہتری کے لئے رولز اینڈ ڈس ایبلیٹی ایکٹ 2014  کے تحت معذور بچوں کے داخلے میں انہیں رعایت دی جانا ، تحریری امتحان نہ لینا ، عمر کی حد میں رعایت، فیس کمی اور بہتر ماحول فراہمی کو یقینی بنانا ہو گا۔

Source: https://twnews.co.uk/pk-news/nzm-t-lym-myn-ttykhnlwjy-khy-st-ml-khw-frwg-dy-rhy-hyn-wfqy-wzyr-t-lym

 

 

کرونا نے تعلیم میں ڈیجیٹل ٹیکنالوجی اپنانے پر مجبور کیا۔ شفقت محمود

نظام تعلیم میں ٹیکنالوجی کے استعمال کو فروغ دے رہے ہیں، وفاقی وزیر تعلیم

اسلام آباد: وفاقی وزیر تعلیم و پیشہ ورانہ تربیت شفقت محمود نے کہا ہے کہ کوویڈ 19وبا کے دوران تعلیمی اداروں کی بندش سے روائتی تعلیمی نظام میں جوخلل پڑا ہے اس نے ہمیں بھرپور طریقے سے ڈیجیٹل ٹیکنالوجی کو اپنانے پر مجبور کیا ہے،

ایجوکیشن مانیٹرنگ (جیم) 2020 رپورٹ کے اجرا  کے موقعے پر ان کا کہنا تھا کہ موجودہ حکومت وبا سے پیدا ہونے والے خلا کو دور کرنے کے لئے انتھک کوششیں کر رہی ہے اور نظام تعلیم میں ٹیکنالوجی کے بہترین استعمال کو فروغ دے رہی ہے۔

انہوں نے مزید کہا کہ گلوبل ایجوکیشن مانیٹرنگ (جیم) 2020 رپورٹ کے اجرا سے نیشنل تعلیمی پالیسی مرتب کرنے میں مدد ملے گی۔

گلوبل ایجوکیشن مانیٹرنگ رپورٹ 2020’آل مینز آل’ کا اجرا وزارت تعلیم و پیشہ ورانہ تربیت ، ادارہ تعلیم و آگہی، ڈی ایف
آئی ڈی اور یو نیسکو کے تعاون سے منگل کو کیا گیا ۔

یو نیسکو پاکستان کی نمائندہ پیٹر یسیا میک فلپس کا کہنا تھا کہ جیم رپورٹ دنیا بھر میں بہتر ڈیٹا اکٹھا کرنے اور اس کے استعمال پر زور دیتی ہے اور یہ بات حوصلہ افزا ہے کہ پاکستان میں ڈیٹا کلیکشن کی روایت پڑ چکی ہے۔ انہوں نے کہا کہ ٹرانس جینڈرز کی حیثیت کو تسلیم کرنا اور معذور افراد کے لئے الگ سے کوٹہ مختص کرنا اور انہیں تعلیم فراہم کرنا سنگ میل کی حیثیت رکھتا ہے۔

 

سی ای او اداری تعلیم و آگہی بیلا رضا نے کہا کہ ابھی بھی ہمیں تعلیمی سیکٹر میں محنت کی ضرورت ہے ، زیادہ سے زیادہ بچے بچیوں کو تعلیم فراہم کرنا ضروری ہے، ہمیں ہر بچے کو اس کا حق دینا ہے چاہے وہ جس بھی رنگ، نسل، مذہب سے تعلق رکھتا ہو۔ تعلیمی بہتری کے لئے رولز اینڈ ڈس ایبلیٹی ایکٹ 2014  کے تحت معذور بچوں کے داخلے میں انہیں رعایت دی جانا ، تحریری امتحان نہ لینا ، عمر کی حد میں رعایت، فیس کمی اور بہتر ماحول فراہمی کو یقینی بنانا ہو گا۔

Source: https://www.express.pk/story/2063319/1/

 

اسلام آباد: وزیرِ تعلیم شفقت محمود گلوبل ایجوکیشن ما نیٹرنگ رپورٹ کے اجرا پر اجلاس کی صدارت کرتے ہوئے

Federal Minister for Education and Professional Training, Shafqat Mahmood addressing during the virtual launch of Global Education Monitoring Report 2020 by Idara-e-Taleem-o-Agahi. APP

Efforts afoot to reduce educational gaps, promote inclusion of using technology: Shafqat

ISLAMABAD: Federal Minister for Education and Professional Training Shafqat Mahmood Tuesday said the government is making conscious efforts to reduce the educational gaps and promote inclusion of using technology.

He was speaking as chief guest at the 2020, Global Education Monitoring (GEM) Report on inclusion and education, All means ALL, launched here at the Ministry of Federal Education and Professional Training.

Idara-e-Taleem-o-Aagahi (ITA) organized and co-hosted the national virtual launch of the UNESCO’s 2020, GEM Report along with Ministry for Federal Education and Professional Training, UNESCO Pakistan and Department for International Development (DFID).

The event called on all stakeholders to concentrate on those being left behind and move towards inclusion in education, particularly after COVID-19.

The education minister said the school closures following COVID-19 has disrupted the education system but it has allowed us to focus more on digital technologies.

He added that the findings from the 2020, GEM Report are beneficial and will help the government in formulating the education policy.

GEM Report Senior Analyst Anna Cristina D'Addio gave a presentation on the 2020, GEM Report and shared the key findings from the report.

The online event featured an interactive high-level panel that discussed the key messages and recommendations in the report.

“The GEM Report reminds us of the continued disparities in education, particularly in ensuring access of quality education to all, which is the foundation of inclusion,” UNESCO Pakistan Country Representative Patricia McPhillips said in her opening remarks.

“The GEM Report emphasizes the global need for better data collection and subsequent use,” she said, adding that it is encouraging to note that Pakistan’s inclusion-oriented data collection initiative is highlighted in the report as a best practice.

Recognizing the Transgender Persons (Protection of Rights) Act 2018 and introduction of admission quotas to Disability Act 2014, she said that these are important milestones for ensuring inclusive education.

Speaking at the event, DFID Pakistan Country Director Annabel Gerry said, “This report comes at a critical moment, where the coronavirus pandemic has added to the hidden emergency of exclusion from education.”

Since 2011, over 10 million children in primary school have benefited from UK support to government of Pakistan’s education reforms, of which 4.7 million are girls.

But significant inequalities remain by region, socioeconomic status, disability, religion and gender.

“I hope this report will catalyze the will and resources to realize inclusive and equitable quality education in Pakistan. No country can ever reach its full potential unless every one of its citizens can reach their full potential.

This is why we put inclusion at the heart of everything we do,” she added. Other panelists included Planning Commission of Pakistan’s Member Social Sector Dr Shabnum Sarfraz, Institute of Development and Economic Alternatives (IDEAS) Director and LUMS School of Education Interim Dean Dr Faisal Bari and Special Talent Exchange Program (STEP) Executive Director Muhammad Atif Sheikh.

ITA CEO Baela Raza Jamil called upon all the stakeholders to commit to the rights of all children regardless of their background, gender or ability.

The report provides an in-depth analysis of key factors for exclusion of learners in education systems worldwide including background, identity and ability and urges the countries to focus on those left behind as schools reopen so as to foster more resilient and equal societies.

The 2020, GEM Report notes that Pakistan is using positive, innovative approaches to transition to inclusion.

The country is testing a ‘third gender’ option in data collection tools while Pakistan’s Transgender Persons (Protection of Rights) Act 2018, prohibits discrimination in education and establishes their right to education and a 3% quota for transgender children in mainstream public and private education institutions.

Moreover, in 2019, Pakistan’s Government Rules and Disability Act 2014 introduced admission quotas for students with disabilities at all education levels.

Tertiary education institutions were asked to exempt candidates with disabilities from admission tests, relax age limits, provide fee concessions and offer appropriate examination modalities.

The 2020, GEM Report notes that 258 million children and youth were entirely excluded from education, with poverty as the main obstacle to access.

The Profiles Enhancing Education Reviews (PEER) introduced by GEM Report shows that many countries still practice education segregation, which reinforces stereotyping, discrimination and alienation.

Education Acts for all four provinces in Pakistan mention children with disabilities/special needs and lay down mechanism for educating CWDs in separate schooling system based on the National Policy for Persons with Disabilities 2002. But education policies vary in emphasis on inclusion.

In Punjab, under the 2012 inclusive education policy framework, students with mild and moderate disabilities are admitted to mainstream primary and lower secondary schools whose teachers are trained by master trainers of the Department of Special Education.

The report states that fewer than 10% of countries have laws that help ensure full inclusion in education while exclusion can be very blatant in some laws.

The Annual Status of Education Report (ASER) Pakistan survey, led by ITA, has included Washington Group’s Child Functioning Module to estimate the disability prevalence and educational status of children with disabilities in some regions of the country.

Source: https://www.brecorder.com/news/40008334

 

Govt. focusing on inclusive education

Conscious effort being made to promote inclusive education using technology: minister

https://i.dawn.com/primary/2020/07/5f210cd1cfc47.jpg

ISLAMABAD: Minister for Federal Education Shafqat Mahmood said on Tuesday that the government is making a conscious effort to bridge educational gaps and promote inclusion using technology.

Speaking at the launch of the 2020 Global Education Monitoring (GEM) Report on Inclusion and Education,All Means All, he said that school closures following the coronavirus pandemic disrupted the education system but “it has allowed us to focus more on digital technologies.”

He added that the findings of the report would be beneficial in helping the government formulate an education policy.

Idara-e-Taleem-o-Aagahi (ITA) organised and co-hosted the national virtual launch of the Unesco’s 2020 GEM Report along with Ministry for Federal Education and Professional Training, Unesco Pakistan and the Department for International Development (DFID).

GEM Report Senior Analyst Anna Cristina D’Addio gave a presentation on the 2020 GEM Report and shared its key findings.

2020 report on inclusion and education launched with high-level virtual discussion

The event featured an interactive high-level panel that discussed the key messages and recommendations in the report.

“The GEM Report reminds us of the continued disparities in education, particularly in ensuring access of quality education to all, which is the foundation of inclusion,” Unesco Country Representative Patricia McPhillips said in her opening remarks.

Speaking at the event, DFID Country Director Annabel Gerry said: “This report comes at a critical moment, where the coronavirus pandemic has added to the hidden emergency of exclusion from education.”

Other panelists included Planning Commission of Pakistan Member Social Sector Dr Shabnum Sarfraz, Institute of Development and Economic Alternatives (IDEAS) director and LUMS School of Education interim dean Dr Faisal Bari and Special Talent Exchange Program (STEP) Executive Director Mohammad Atif Sheikh.

ITA CEO Baela Raza Jamil, while moderating the discussion, said that there is much to do to set actions right for inclusive education in Pakistan. She called on all stakeholders to commit to the rights of all children regardless of their background, gender or ability.

The 2020 GEM Report notes that 258 million children and youth were entirely excluded from education, with poverty as the main obstacle to access.

Hardly any poor rural women in Pakistan complete secondary school despite a target for universal secondary completion by 2030. Moreover, the gap in the probability of boys receiving more household resources for education was 13 percentage points for five to nine year olds and 24 points for 10-14 year olds. Parents can thus help or hinder inclusion.

The report also covered several other important issues such as the need for a separate schooling system for children with disabilities based on the National Policy for Persons with Disabilities 2002.

The report also states that fewer than 10pc of countries have laws that help ensure full inclusion in education while exclusion can be very blatant in some laws. Although Article 16 of the Convention on the Elimination of All Forms of Discrimination Against Women prohibits forced and child marriage, girls can get married at the age of 16 in most provinces in Pakistan.

Published in Dawn, July 29th, 2020

Source: https://www.dawn.com/news/1571663/conscious-effort-being-made-to-promote-inclusive-education-using-technology-minister

Pakistani second graders second in foundational numeracy in South Asia

Only 32.3% of children in class 2-3 in Pakistan can do a set of foundational numeracy tasks aligned with Sustainable Development Goal 4, according to an International Common Assessment of Numeracy report released on July 9. But this is better than other countries in South Asia.

The report was launched virtually by UNESCO Institute of Statistics Director Dr Silvia Montoya. The ICAN tool was used on children in one rural district in each of the 13 countries part of the PAL Network–Pakistan, Kenya, Bangladesh, India, Mali, Mexico, Mozambique, Nepal, Nicaragua, Nigeria, Senegal, Tanzania and Uganda.

The report noted that 77.3% children of class 4-6 and 95.5% children of class 7-8 were able to perform the tasks. It surveyed children in Punjab’s Toba Tek Singh.

 

The ICAN is an assessment of foundational numeracy using common items and provides data on lower primary learning. It highlights gaps in foundational numeracy even for older children.

In Toba Tek Singh, 60 randomly selected rural communities were surveyed and 1,616 children in the age group of five to 16 years were assessed. The children were asked to do a variety of numeracy tasks at home.

According to the report, Pakistan lags only behind Bangladesh in the South Asian region in the minimum proficiency level of students of class 2-3, demonstrating skills in number sense and computation, shape recognition and spatial orientation, with a score of 32.3% and 53.0% respectively.

In Nepal, 19.8% children of class 2-3 could perform foundational numeracy tasks while in India, only 10.4% children of the same grades could do the tasks.

Findings from ICAN 2020 show that 80.7% children of age six to 16 are enrolled in government schools in Pakistan, 16% are in private schools and 0.2% are in other religious or community schools. Only 3% children of the same age group were found out of school.

Toba Tek Singh was observed to have better household facilities with 88.1% of households having walls of permanent material, 91.7% households with toilet, 99.2% electricity, 86.1% mobile phones and 70.5% households having televisions. However, most households lacked the facilities of computer (18.3%) and extra reading material (24.4%).

The ICAN study has established that children’s minimum proficiency levels globally in reading and mathematics remain low. It also noted that despite efforts to bring children in this region to school, their minimum proficiency levels have not improved over the years.

“The compelling need for generating robustness to capture globally agreed minimum proficiency levels for both language and numeracy has finally led the PAL Network to reach a global milestone,” said Baela Raza Jamil, the CEO of Idara-e-Taleem-o-Aagahi who is also leading ASER Pakistan.

“ICAN, tested in 13 countries including Pakistan, is a testimony to the guts of our network. Conducted with children five to 16 years old, across 60 villages of Toba Tek Singh (Punjab), ICAN could not have had a better first home landing,” she said.

https://www.samaa.tv/education/2020/07/pakistani-second-graders-second-in-foundational-numeracy-in-south-asia/

Over 32% children of class 2-3 in Pakistan can perform numeracy tasks: ICAN Report

ISLAMABAD, Pakistan: At least 32.3% children of class 2-3, 77.3% children of class 4-6, and 95.5% children of class 7-8 in Pakistan can do a set of foundational numeracy tasks aligned to Sustainable Development Goal SDG4.1.1 (a).

This was revealed in the International Common Assessment of Numeracy (ICAN) report released by People’s Action for Learning (PAL) Network.

According to the report, Pakistan lags only behind Bangladesh in the South Asian region in the minimum proficiency level of students of class 2-3, demonstrating skills in number sense and computation, shape recognition and spatial orientation, with a score of 32.3% and 53.0% respectively.

In Nepal, 19.8% children of class 2-3 could perform foundational numeracy tasks while in India, only 10.4% children of the same grades could do the tasks aligned to SDG 4.1.1 (a).

The indicator measures the percentage of children in primary education and at the end of secondary education reaching at least a minimum proficiency level in reading and mathematics.

The report was launched virtually by Dr. Silvia Montoya, Director UNESCO Institute for Statistics.

PAKISTAN LAGS ONLY BEHIND BANGLADESH IN SOUTH ASIAN REGION IN MINIMUM PROFICIENCY LEVEL OF STUDENTS

The launch event also saw a panel discussion with Dr. Montoya; Dr. Rukmini Banerji, CEO Pratham Education Foundation, India; Dr. James Otieno Jowi, Principal Education Officer, East African Community; Dr. Sylvia Schmelkes, Academic Vice-President, Universidad Iberoamericana, Mexico; and Mr. Boureima Allaye Toure, Chairperson National Council of Civil Society Organizations, Mali which was moderated by Baela Raza Jamil, CEO Idara-e-Taleem-o-Aagahi (ITA), Pakistan.

The ICAN tool was administered as part of a household survey in one rural district in each of the 13 countries who are a part of PAL Network, including Pakistan, Kenya, Bangladesh, India, Mali, Mexico, Mozambique, Nepal, Nicaragua, Nigeria, Senegal, Tanzania, and Uganda.

In Pakistan, ICAN was conducted by ITA that also conducts the Annual Status of Education Report (ASER) survey. ASER Pakistan, with support from its global South-South Alliance, the PAL Network, tested the common set of numeracy items under ICAN in Toba Tek Singh district of Punjab.

ICAN is an assessment of foundational numeracy using common items and provides data on early grade/lower primary learning.

It further highlights gaps in foundational numeracy even for older children. Assessment domains were decided based on discussions with international assessment stakeholders and global partners.

While ASER Tools are based on basic numeracy skills adapted from grade 2-3 level curriculum, with tasks including number recognition, addition, and division problems, ICAN tools are a step ahead with tasks ranging from number knowledge to geometry, measurement, and data display.

In Toba Tek Singh, the survey reached a total of 60 randomly selected rural communities, 1,198 households, and assessed 1,616 children in the age group of 5 to 16 years. Children were asked to do a variety of numeracy tasks. All tasks were done one-on-one with children in their homes.

Findings from ICAN 2020 further show that 80.7% children of age 6-16 are enrolled in government schools in Pakistan, 16% are in private schools and 0.2% are in other religious or community schools.

Only 3% children of the same age group were found out of school. Toba Tek Singh was observed to have better household facilities with 88.1% of households having walls of permanent material, 91.7% households with toilet, 99.2% electricity, 86.1% mobile phones and 70.5% households having televisions.

However, most households lacked the facilities of computer (18.3%) and extra reading material (24.4%).

The ICAN study has established that children’s minimum proficiency levels (MPLs) globally in reading and mathematics remain low while confirming that despite efforts to bring children in the Global South to school, their minimum proficiency levels have not improved over the years.

Irrespective of the location of the study across the three continents, the data suggests that intensive efforts will be required to ensure that children achieve at least the minimum levels of numeracy expected as part of the SDG 4 goal for education.

“The compelling need for generating robustness to capture globally agreed minimum proficiency levels for both language and numeracy has finally led the PAL Network to reach a global milestone. ICAN, tested in 13 countries including Pakistan is a testimony to the guts of our Network. Conducted with children 5-16 years old, across 60 villages of Toba Tek Singh (Punjab), ICAN could not have had a beer first home landing,” Baela Raza Jamil, CEO ITA who is also leading the ASER Pakistan, notes in the report.

“We at ITA are privileged to be part of a global community of practice that is committed to not just measurement but more importantly learning improvement initiatives on the ground,” she stated.

https://dnd.com.pk/over-32-children-of-class-2-3-in-pakistan-can-perform-numeracy-tasks-ican-report/193568

ICAN 2020 assesses numeracy level of children in Pakistan

ICAN 2020 Assesses Numeracy Level of Children in Pakistan

PESHAWAR: Protesting the growing incidents of sexual abuse, murder and underage marriage of children, women members of the Khyber Pakhtunkhwa Assembly from the treasury and opposition benches flayed the provincial government for what they called delaying legislation to punish child marriages and domestic violence against women.

During a session chaired by Speaker Mushtaq Ahmad Ghani, they condemned the marriage of a 12-year-old girl with disability with a teenager and her death due to the alleged torture by in-laws in Samer Bagh area of Lower Dir district.

The women MPAs said an 11-year-old girl was married in Torghar district, while a teenage girl was raped in Charsadda district.

Nighat Yasmin Orakzai of the opposition Pakistan Peoples Party and Maliha Ali Asghar Khan and Sumaira Shams of the ruling Pakistan Tehreek-i-Insaf raised the incidents of early marriages, death of minor girl and rape case in the assembly.

Speaker seeks police report on ‘killing’ of Dir child bride, Torghar early marriage, rape of Charsadda girl

 

Speaking on a point of order, Ms Orakzai said an underage girl with disability was married to a 13-year-old boy in Samer Bagh area and she was allegedly tortured to death 13 days later.

She said marks of violence were found on the girl’s body.

The lawmaker said the rape of a minor girl by three people had also been reported in Charsadda district.

Speaking on the same point of order, Maliha Asghar said a 11-year-old girl was subjected to forced marriage in Torghar district.

She complained that the provincial assembly hadn’t made laws to check early marriages and domestic violence against women.

“KP has yet to legislate about early marriages and domestic violence though Punjab and Sindh have already passed laws to stop domestic violence against women,” she said.

Ms Sumera demanded ‘aggressive’ legislation to check early marriages and violence against women and urged the government to direct the police to produce report about those incidents and ensure punishment of culprits.

Law minister Sultan Mohammad Khan informed the house that a proposed law regarding domestic violence against women had been referred to the house’s Select Committee, while the Child Marriage Restraint Bill would be presented before the cabinet in next meeting.

Speaker Ghani directed the police to submit report about three incidents to the assembly’s secretariat by 11am on Tuesday.

Also, the lawmakers began debate on an adjournment motion tabled by Ahmad Kundi of the PPP regarding Khyber Pakhtunkhwa’s failure to utilise its water share granted under the 1991 Water Accord.

Mr Kundi said the province was unable to utilise its three million cubic feet water annually due to the non-existence of infrastructure and that the two other provinces had been using the unutilised water without payment for the last 30 years.

He said the cost of one million cubic feet water was Rs2 billion.

“KP can utilise its share with the construction of the Chashma Right Bank Canal,” he said.

The opposition lawmaker claimed that the vital project had been removed from the federal Public Sector Development Programme.

He said the former military ruler, retired General Pervez Musharraf, had included the Chashma Right Bank Canal from KP, Rani Canal from Sindh, Greater Thall Canal from Punjab and Kachi Canal from Balochistan in the PSDP in 2000.

Mr Kundi said the Chashma Right Canal had been put on the back-burner though the other three canals had been built.

He said over 300,000 acres of land could be irrigated if the Chashma Right Bank Canal was built and that could make the province self-sufficient in food.

The MPA said instead of building such vital scheme, the provincial government went for the Peshawar Bus Rapid Transit project, which had no utility.

He asked the government to claim the rights of KP and convene a meeting of the Council of Common Interest for the purpose.

Mr Kundi asked the speaker to constitute a committee on the issue.

Other members of the opposition supported the adjournment motion.

The house also passed the Khyber Pakhtunkhwa Control of Narcotics Substances (Second Amendment) Act, 2020. The session was adjourned until 3pm on Tuesday.

Published in Dawn, July 14th, 2020

Source: https://www.dawn.com/news/1568900

 

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