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Large Scale Household Based, Citizen Led
AssessmentsA Forum for Inclusion, Social Capital and Social
Accountability
BAELA RAZA JAMILHUMA ZIA
Participation at CIES Supported by: Open Society Foundation (OSF)
Comparative and International Education Society (CIES)10th to 15th March 2014
www.aserpakistan.org
Introduction
Challenges of Learning & Access greatest in Sub Saharan Africa & some E9 countries.
E9 countries account for over half of the world's population and 70% of the world's illiterate adults ~ India, Pakistan, Mexico, Nigeria, China, Brazil, Egypt, Indonesia & Bangladesh.
Globally, 250 million or quarter
of a billion lack basic reading and writing skills.
The education Millennium Development Goal (in spite of progress) will not be met.
www.aserpakistan.org
Some more stats…
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The Need for
Large Scale
Citizen Led
Assessments
Education is an important engine for economic, societal and personal growth.
Governments have adhoc arrangements for primary & middle level assessments consistency & transparency is required.
Governments /providers/donors input driven not focused on whether children are ‘learning’
CSOs are coming together to strengthen learning & teaching based on evidence that is country wide & accessible to ALL.
Lively & growing education research community to interrogate learning outcomes & pedagogies that work.
www.aserpakistan.org
Citizens Response To Learning Challenges
India 2005
Pakistan 2006-8
Uwezo2009
Mali2012
Senegal2012
Mexico2014
A South-South Initiative
Conceptualized as a Citizens’ Social MovementLeading from the Front with Bold & Distributed Leadership
Model
www.aserpakistan.org
www.aserpakistan.org
Building
capacity to conduct survey
Building capacity to disseminate
results
Improved Extra Ordinary People
Volunteers need to have at least 12 years of education
Call for citizens to come together!
Transforming ordinary into extra-ordinary people
BUILDING CAPABILITIES FOR ACTION
EACH COUNTRY HAS ITS OWN MODEL
www.aserpakistan.org
The JUBA family spreading globally
South Asia
East Africa
Mexico
Nigeria Senegal
Mali
Nigeria is exploring options to join the JUBA family in 2014
•Kenya•Uganda•Tanzania
•India•Pakistan
www.aserpakistan.org
International Large Scale Assessments in Education
School Based Assessments lead to exclusion – DO NOT account for absent students, never enrolled & dropped out children!!!
Assessment Institutes Scope Duration ScalePISA (Program for International Student Assessment)
15-year old students enrolled in schools at grade 7 or above
Every 3 years 74 Countries (2010)
PIRLS (Progress in International Reading Literacy Study)
Students enrolled in schools at grade 4
Every 5 years 59 Countries (2011)
TIMSS (Trends in International Mathematics and Science Study)
Students enrolled in schools at grades 4 and 8, and 11 or 12
Every 4 years 77 Countries (2011)
EGRA (Early Grade Reading Assessment)
Students enrolled in schools at grades 1, 2, 3, or 4
Varies by Country 60 plus countries since 2006.
EGMA (Early Grade Mathematic Assessment)
Students enrolled in schools at grades 1, 2, 3, or 4
Varies by Country 22 countries since 2009.
SACMEQ (The Southern and Eastern African Consortium for Monitoring Educational Quality)
Students enrolled in schools at grade 6
1995, 2000-4, 2006-11, and 2012-14
16 countries
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The NEED for Household Based Assessments
A Forum for Inclusion
• Household based learning assessment is inclusive - it ensures ALL children are included.
• ASER Pakistan 2013 in some provinces, child absenteeism may be as high as 35% (Sindh, Pakistan)
• In-school assessment is great when all children are in schools; in many countries this is not the case.
www.aserpakistan.org
Mobilizing Citizens: Scale & Size
Countries Households Children Assessed (5-18
years)
Volunteers Mobilized
1. India 300,000 600,000 + 30,000 +
2. Pakistan 87,044 263,990 10,000 +
3. Kenya 90,820 153,900 9,360
4. Tanzania 55,191 104,568 7,560
5. Uganda 34,667 81,650 4,800
6. Mali (pilot) 75,000 23,149 375
7. Senegal (pilot)
5,000 15,000 216
Designed for 30-60 volunteers per district –Majority young people –engaged in a BIG cause!
• Provision of Dataset on:
• Learning Outcomes
• Access• School
Facilities
Objective
• Trainings• Field Survey• Data
Collection • Finalizing
Reports:• National• Provincial• District
• Policy Briefs• District
Report Cards
Evidence• Report
Launches• National,
Provincial, District
• Policy Dialogues• Regional /Local
• Village Gatherings
• CSO Coalition Meetings
• Media Training • Mass
Dissemination• Poster ( target/
actions based)
Advocacy
• Informs RTE • High Level
Endorsements• Provided Baseline
for provincial Sector Reforms/Plans
• Influenced political agenda/ campaigns
• Media Campaigns for transforming education
• Triggered Research
• Demand from research institutions
Impact
Civil Society and Social Capital Formation
IMPLEMENTATION CYCLE
The Rigor & Stages of Mobilization
www.aserpakistan.org
Seeking Stakeholders Attention:Building Social Capital
• Politicians• Parliamentarians• Bureaucrats • Judiciary & Judicial
Academies • Academia / Think tanks
Decision Makers
• Children• Parents / Community• Teachers/ Associations• Youth• Media
Decision Makers
www.aserpakistan.org
What is Social Capital?
Robert Putnam emphasized the relation between democracy and civil society.
“…social capital refers to connections among individuals – social networks and the norms of reciprocity and trustworthiness that arise from them. In that sense social capital is closely related to what some have called “civic virtue”
The importance of a strong and active civil society to the consolidation of democracy’.
(Putnam 2000: 19)
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What is Social Accountability
United Nations Development Program (2010) defines social accountability as:
“A form of accountability which emerges from actions by citizens and civil society organization (CSOs) aimed at holding the state to account, as well as efforts by government and other actors (media, private sector, donors) to support these
actions.”
www.aserpakistan.org
Civil Society Takes Action
Citizens mobilized through a unique and simple methodology to Gather large scale evidence – from households,
children and schools in the neighborhoods Analyze Publicize & Take Action
Citizens build social capital through informed voice!
Children’s Learning
School
Househol
d
www.aserpakistan.org
CSOs Promoting Social AccountabilityThrough Rigorous Annual Actions
Participation of citizens and civil society crucial for improving sustained access to quality education.
Social accountability of the JUBA kind operationalizes and strengthen relationships between citizens (the users of education services), policy-makers and service providers.
Social accountability backed by evidence on learning leads to improved information for action about citizens’ rights , responsibility. transparency, governance
JUBA works for creating a public good and public service in the public domain to provide information for actions on Right to Education (RTE)
www.aserpakistan.org
JUBA Family Creating Social Capital for Social Accountability
Survey Design
ToT at National &
Sub-national levels
Survey & Assessmen
t
Dissemination
Community Gathering
Engaging Parliamentarians
Youth Groups – Ambassadors for
Learning
Consultations with Education &
Literacy Dept.
Research Groups, Think Tanks,
Academia
MEDIA
Creating Social Capital
Lead
ing
to S
ocia
l A
ccou
nta
bil
ity
www.aserpakistan.org
“Creation of social capital begins with a shared goal of improving the learning levels of children
and holding all the stakeholders of education accountable.”
Collecting evidence of learning levels of children
Communicating findings
Mobilizing resources for improved learning
Community mobilization for social accountability
www.aserpakistan.org
Collecting
evidence of
learning levels
of childre
n
•Seek evidence-based engagement to transform conditions of exclusion and learning challenges at the household, community, school, and college level.
Communicatin
g findings
•Communities across the country who commit to rethinking their conditions, values and structures for change.
Mobilizing
resources for
improved
learning
•Collaborating with partners across networks (national, regional & global) to influence
•Progress through synergistic collaboration & actions
Community
mobilization for
social accountability
•Engages inspiring leaders as communicators of ideas, learning solutions, change, practice and accountability.
www.aserpakistan.org
Learning for All in the Post-2015 Development Agenda
Education is Learning For capabilities and entitlements
Learning as a Core Education
Goal
Twin crises of learning & OOSC has enormous costs.
Challenge to draw attention to education/learning as capabilities and entitlements for health, economic growth, happiness, safer, stable societies- and well being in the 21st century.
www.aserpakistan.org
Evidence Based Citizen Led Assessments for Action, Research & Policy Influence
Large scale annual citizen led nationwide citizens’ audit of learning generate an enormous energy and synergy.
As an evaluation of citizens, parents & government performance.
Bring educational issues to the forefront by involving all stakeholders from local to global.
Provide large scale data sets for research and policy communities.
Influence actions – village - district – state national and global agendas.
www.aserpakistan.org
JUBA : a passport to jobs! Challenges & Next Steps
Most projects in reading/learning in their official JDs ask for “ASER experience” !
Rigor of processes, tools and reporting. Formidable scale - from a citizens’ call for
action to formal procurement of partnerships
Documentation to capture the ‘unintended impact’ the value addition beyond the plans.
Second generation tools focus from lower primary to upper and post primary
We are in this TOGETHER too!!
www.aserpakistan.org
THANK YOU…!