DOCSLIB.ORG

Alif Ailaan Pakistan District Education Rankings 2014

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Alif Ailaan Pakistan District Education Rankings 2014 Alif Ailaan Pakistan District Education Rankings 2014 2 Table of Contents Foreword ...................................................................................................... Error! Bookmark not defined. Table of Contents .............................................................................................................................................. 3 Introduction ........................................................................................................................................................ 4 The Education Score ......................................................................................................................................... 5 Mapping change since last year ................................................................................................................... 5 Scope ............................................................................................................................................................... 5 Education Score............................................................................................................................................. 6 Access ......................................................................................................................................................... 6 Attainment ................................................................................................................................................. 7 Achievement .............................................................................................................................................. 8 Gender Parity ............................................................................................................................................ 9 Calculating the Education Score ............................................................................................................. 9 An education score based on middle school data .................................................................................. 17 School Infrastructure Score ....................................................................................................................... 26 School infrastructure score based on middle school data ..................................................................... 33 Limitations ........................................................................................................................................................ 41 Conclusions ....................................................................................................................................................... 43 3 Introduction The Alif Ailaan District Education Rankings (2013)1 were the first attempt to assess the standard of education (both educational outcomes and infrastructure) in Pakistan by comparing the relative performance of different regions. Those rankings were based on multiple indicators drawn from publicly available data gathered by the Pakistan Bureau of Statistics (PBS), the Academy for Education Planning and Management (AEPAM) and the Idara-e-Taleem-o-Aagahi (ITA). The goals of the rankings were: . To produce a comprehensive measure of education standards for Pakistan, covering all the major policy areas: access, quality of education, gender parity and school infrastructure. To use this measure for the comparison of different parts of the country to determine their relative performance and to encourage healthy competition between districts and between provinces. To create awareness about the importance of data and evidence in in determining the state of education and education policy making. To provide an avenue for the usage of publicly available data and to encourage improved and expanded data collection by state and non-state organizations. For our second iteration of the rankings of districts, agencies, provinces and territories we have approached the task in two ways. First, we have produced the 2014 rankings using the same methodology as the 2013 rankings with the inclusion of newly available data. This has allowed us to compare the performance of regions in the country with their performance in the previous year and chart progress and/or deterioration in education standards. Second, recognizing that any one way of calculating the performance of districts and provinces has limitations, we have asked ourselves: what would the result be if we expand the scope and vary the method of the rankings? As a follow up exercise, we have therefore also compiled a ranking using a modified methodology by expanding the scope of the rankings from just primary schools to middle and secondary schools. We have produced two alternative rankings using middle school data. 1 Alif Ailaan District Rankings (2013) http://d3n8a8pro7vhmx.cloudfront.net/themes/510b66738d57d935ba000001/attachments/original/1368771306/Alif_Ailaan_Pak_Dist_Education_ Ranking_2013_Report.pdf?1368771306 4 The Education Score Mapping change since last year The main rankings in this study have been developed using data on two types of education indicators. The education score is an index based on 4 sets of educational outcome indicators: access, attainment, achievement and gender parity. The school score is the second index based on five indicators which highlight the quality of physical infrastructure and the availability of facilities: electricity, drinking water, toilets, boundary walls and the satisfactory condition of school buildings. Scope As was the case in the last rankings, one of our main endeavours has been to incorporate data on each and every district and agency in Pakistan. There are a total of 146 districts and agencies2 in Pakistan, covering the provinces of Balochistan, Khyber Pakhtunkhwa (KP), Punjab and Sindh; and the territories of Azad Jammu and Kashmir (AJK), the Federally Administered Tribal Areas (FATA), Gilgit-Baltistan (GB) and the Islamabad Capital Territory (ICT). Unfortunately some data is not available for all districts. In some cases, data collection has been hampered for years due to security concerns and in some cases newly created districts do not have the necessary data available.3 The rankings nevertheless take into account the majority of Pakistan’s districts. The education score ranking covers a total of 143 districts, while the school score ranking includes data on 145 districts. Compared to last year (140 and 144, respectively) this is an improvement suggesting the data coverage of all regions of Pakistan has improved. As was the case in the first ranking report, the main ranking this year also focuses on primary schooling. It does this by looking at enrollment in primary schools, achievement scores at 5th grade level, survival till 5th grade, gender parity in primary enrollment and survival till 5th grade and literacy for citizens over the age of 10 (the age when primary school is supposed to end). 2 Two new districts in Balochistan will take the number up to 148 for next year 3 Only limited data is available for North and South Waziristan Agencies in FATA and Sujawal is a new district carved out of Thatta District and no new data is available 5 As highlighted earlier, data for the rankings is sourced from three national datasets: the Annual Status of Education Report (ASER), the National Education Management Information System (NEMIS) and the Pakistan Social and Living Standards Measurement Survey (PSLM). If data for a particular district is not available from one of the sources, then we have used the previous iteration of the same data set (Table 1). Table 1: Data Sources for the Rankings Data Set Organization Type Years Indicators Pakistan Social and Government Living Standards Pakistan Bureau of Enrollment Rates, collected survey 2012-13 Measurement Survey Statistics (PBS) Literacy rates of households (PSLM) National Education Academy for Government Size of enrolment, Management Education Planning collected census 2012-13, Survival rates, School Information System and Management of government 2011-12 infrastructure (NEMIS) (AEPAM) schools information Not for profit, Annual Status of Enrollment Rates, Idara-e-Taleem-o- non-governmental Education Report 2013, 2012 Student Achievement Aagahi (ITA) survey of (ASER) Scores households Calculating the Education Score The methodological basis for the rankings initially came from the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Education For All Development Index (EDI),4 which includes indicators for access, attainment, literacy and gender parity. The Alif Ailaan education score is a version of this index. It is a composite score based on four sets of indicators related to access, attainment, achievement and gender balance (see Table 2). The method by which the scores are calculated is discussed below. Access Access to primary schooling is captured by gross enrollment rate (GER) for 6 to 10 year olds at the district level. The GER is calculated as the total number of students enrolled in primary school divided by the total number of children aged 6-10 years (primary-school-going age) in the district. The GER of children aged 6-10 is taken from the annual PSLM report 2012-13. Where district data 4 UNESCO 2012, Education for All Global Monitoring Report, available at http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/gmr2012-report-edi.pdf. 6 is not available in the PSLM (as in the case of Azad Jammu and Kashmir, the Federally Administered Tribal Areas, and Gilgit-Baltistan),
Load more

Recommended publications
  • Balochistan Education Program End-Line Evaluation Report
    Mmm 2 3 APR j Balochistan Education Program End-Line Evaluation Report Submitted to Save the Children Netherlands by Dr. Sarah Tirmazi March 10. 2015 Acronyms ADE Associate Diploma in Education ADEO Assistant District Education Officer AJK Azad Jammu and Kashmir Alif Ailaan An education research non-government organization (NGO) ASER Annual Status of Education Report BEP Balochistan Education Program BEMIS Balochistan Education Management Information System BESP Balochistan Education Sector Plan BoC Bureau of Curriculum CC Child Club C&W Construction and Works Department CFHE Child Focused Health Education Chowkidar Guard CRM Child Rights Movement DAC Development Assistance Committee DBDM Data Based Decision Making DDEO Deputy District Education Officer DDR Disaster Risk Reduction DEO District Education Officer or Office DEMIS District Education Management Information System ECC Early Childhood Care ECD Early Childhood Development ECE Early Childhood Education ED-LINKS Links to Learning; Education Support to Pakistan (USAID) EKN Embassy of the Kingdom of Netherlands ELM Education Leadership and Management EMIS Education Management Information Systems FATA Federally Administered Tribal Areas FGD Focus Group Discussion GB Gilgit-Baltistan GER Gross enrolment ratio GGMS Government Girls Middle School GoB Government of Balochistan HDI Human Development Index H&H Health and Hygiene ICT Islamabad Capitol Territory ICTD Information and Communication Technologies for Development IDO Innovative Development Organization IDSP Institute for Development
    [Show full text]
  • State of Education in Sindh: Budgetary Analysis (FY 2010-11 to FY 2014-15)
    December 2015 State of Education in Sindh: Budgetary Analysis (FY 2010-11 to FY 2014-15) Author: Dr. Shahid Habib Disclaimer Manzil Pakistan is a Karachi based think tank dedicated to developing and advocating public policy that contributes to the growth and development of Pakistan. It is registered as a Trust, no. 158 (16/5/2013). Reproduction and dissemination of any information in this report cannot be done without acknowledging Manzil Pakistan as the source. The views and opinions expressed in this report are those of the authors and based on the review of primary and secondary research. All inadvertent errors in the report are those of the authors. EXECUTIVE SUMMARY Education at all levels can shape the world of tomorrow, equipping individuals and societies with the skills, perspectives, knowledge and values to live and work in a sustainable manner. Therefore, quality education plays a vital role in the sustainable development as well as nation building. In nutshell, we can say, “no nation can survive without modern and quality education”. The UN Convention on the Rights of the Child (1989) guarantees the right of education for all children without any discrimination. Pakistan is a member to the international accord, Universal Primary Education (UPE) and under EFA 2015 frameworks Pakistan has been assigned a target to achieve 100 percent primary school enrollment rate within 2015. Beside this, the Millennium Development Goals (MDGs) of the United Nation Development Program also focuses on education for all and both federal & provincial governments have a responsibility to achieve education related MDGs targets by 2015. The 1973 Constitution of Pakistan also guarantees the open access and free education to every member of the state.
    [Show full text]
  • Unheard Voices: Engaging Youth of Gilgit-Baltistan
    January 2015 Unheard voices: engaging youth of Gilgit-Baltistan Logo using multiply on layers Syed Waqas Ali and Taqi Akhunzada Logo drawn as seperate elements with overlaps coloured seperately Contents Executive summary 3 Introduction 5 Background and recent political history 6 1974-2009: Journey towards democratic rule 6 Gilgit-Baltistan Empowerment and Self-Governance Order 2009 7 Methodology 8 Participants 8 Questions of identity 9 Desire for provincial status 9 Counter-narrative 9 Relationship with Azad Jammu and Kashmir 10 Governance 11 How young people view the current set-up 12 Democratic deficit 12 Views on local politics and political engagement 13 Sectarianism 14 Young people’s concerns 14 Possible ways to defuse tensions 15 Education 16 Quality issues 16 Infrastructure and access 16 Further and higher education 17 Role of Aga Khan Educational Services 17 Overall perspectives on education 18 Economic issues 18 Young people’s perspectives 18 Cross LoC links and economic integration 20 Tourism potential 20 Community development 21 Conclusion 22 Cover photo: Gilgit-Baltistan, Pakistan © Naseer Kazmi 2 • Conciliation Resources Map of Jammu and Kashmir region © Kashmir Study Group Executive summary This research seeks to explore the sociopolitical This research explored attitudes to identity, and economic factors affecting the young people governance (including the latest political of Gilgit-Baltistan in the context of its undefined settlement established through the Gilgit-Baltistan status and the conflict over Jammu and Kashmir. Empowerment and Self-Governance Order 2009), This paper aims to highlight the largely unheard sectarianism, education and economic development voices of young people of Gilgit-Baltistan. It is based and opportunities.
    [Show full text]
  • Alif Ailaan Update
    Alif Ailaan Update February 2014 February at Alif Ailaan • Celebrating one year of Alif Ailaan • It’s In Our Hands: a campaign to highlight the stories of Pakistan’s education heroes • Expanding our reach in Sindh: building bipartisan political consensus for education reform • Deepening our ties in Balochistan: encouraging local government to take ownership of education • Endorsing the Meesaq-e-Ilm, a charter for teaching in Pakistan • Working with parents and communities on the ground 2 2 It’s In Our Hands One year of Alif Ailaan For the past year Alif Ailaan has talked about the urgency of Pakistan’s national education crisis and we have been successful in highlighting that there is a problem. To mark our first anniversary we want to inject a message of hope and purpose into the national education discourse. It’s In Our Hands is a coordinated media campaign to showcase the successes of Pakistan’s education heroes. 3 3 It’s In Our Hands Stories selected from all over Pakistan We selected 31 stories that encompass a wide range of successes, are scalable and replicable, represent public- and private-sector initiatives, and highlight exemplary individual contributions. Sham Baba – Swat . Adam Foundation . NAMAL – Mianwali . ASER . DIL Network . PCE . Sheikh Ijaz – MPA . Master Ayub PML-N . RSPN . Roshan Pakistan . Ilm Ideas – Resources for deaf children . EDO – DG Khan . HEC . Rasoolpur - Rajanpur . Insaan Dost . The Citizens . SOS Children’s Foundation (TCF) Village . Minhaj Education . Alif Laila Book Bus Society Society . Humaira Bachal’s . Umer Saif’s E- Street School Learning Project . Spelling Bee . Archdiocese . Ida Rieu .
    [Show full text]
  • Why Can't Pakistani Children Read?
    Why Can’t Pakistani Children Read? The Inside Story of Education Reform Efforts Gone Wrong by Nadia Naviwala Available From: ASIA PROGRAM Woodrow Wilson International Center for Scholars One Woodrow Wilson Plaza 1300 Pennsylvania Avenue NW Washington, D.C. 20004-3027 www.wilsoncenter.org Cover image: Girls sit outside at a government school in Peshawar because there is not enough space in the classrooms. When a teacher is asked, “Is there anyone who says we don’t want our daughters to study?” she says, “No, they all come. Parents want their daughters to go to school.” According to an analysis by Adam Smith International, government secondary schools for girls in Khyber-Pakhtunkhwa province, the province that Nobel laureate Malala Yousufzai is from, are enrolled at capacity. Photo by Nadia Naviwala. All photos appearing in this report were taken by Nadia Naviwala. Preface In Pakistan, millions of children are not in school. And yet, millions more are in school, where they must suffer through the effects of a broken education system. Even after many years of being in school, most of these children struggle to read and learn. After decades of building schools and enrolling children in them, the international community has been forced to confront the reality that schools in Pakistan—and elsewhere—are not delivering education, or even literacy. The Wilson Center’s Asia Program, recognizing the immense challenge that Pakistan’s education crisis poses to the country’s development, has focused on this issue for many years. Its products include a book in 2005, a major conference in 2014, and an in-depth report by Nadia Naviwala called Pakistan’s Education Crisis: The Real Story.
    [Show full text]
  • Girls' Education In
    Girls’ education in SINDH 6.4 children in Sindh MILLION are out of school1. in Sindh There are MORE THAN 4.8 HALF MILLION 38,132 primary schools of out-of-school are missing out on children are middle or secondary and just 291 higher GIRLS2. education3. secondary schools4. Of all boys and girls aged 5–16 in Sindh5: 34% 25% are able to read a sentence BOYS GIRLS in Urdu and Sindhi. 26% 19% are able to read words BOYS GIRLS in English. 32% 24% are able to do BOYS GIRLS subtraction in arithmetic. Overview Though Sindh’s Education Sector Plan (ESP) commits to improving equity, access, quality, accountability and financing in the province, there has been little progress for girls. While the total education budget in Sindh increased by 39% between 2014–15 and 2017–18, there has not been a significant accompanying increase in school enrolment numbers. Lack of secondary schools means dropout rates remain high. Most of Sindh’s education budget is currently allocated to recurring expenses such as teachers’ salaries, which leaves little room for capital investment in infrastructure. Financial inefficiency and governance issues mean funds are not released on time and often remain unused at the district and school level. For the year 2015–2016, Rs. 134 billion of the allocated Rs. 148 billion were spent. We are calling on the Sindh The benefits of educating all girls for 12 years: government to: • Reform education sector policies to • Doubling the percentage of students finishing rectify the balance between secondary school could cut the risk of conflict in half.
    [Show full text]
  • Teach for All Welcomes Teach for Pakistan As Its 47Th Network Partner
    For immediate release Teach For All Welcomes Teach For Pakistan as its 47th Network Partner ISLAMABAD, 26 February 2018—Teach For Pakistan announced today that it has joined the Teach For All global network, becoming its 47th partner. As an independent nonprofit organization, Teach For Pakistan’s mission is to recruit, train, and support outstanding Pakistani university graduates and young professionals to commit to teach for a minimum of two years in under-served schools and communities, and become leaders in the effort to expand educational opportunity for children throughout the country. Teach For All is a global network of 47 independent, locally led and governed partner organizations and a global organization that works to accelerate the progress of the network. Teach For All’s core purpose is to ensure all children have the opportunity to fulfill their potential—both to shape better futures for themselves and the world they will inherit. Teach For Pakistan is a game changer in making progress towards addressing the unique educational challenges in the country where, according to the Alif Ailaan Education Report 2015, one in two children in grade five are unable to read at or compute at grade level. Ms. Khadija Baktiar, CEO and Co-Founder, expressed her confidence stating, “Teach For Pakistan is excited to be joining Teach For All as a partner. I believe this partnership will enable us to realize our vision for a Pakistan where our country’s most promising young leaders are arriving to ensure that no child is held back by their socio-economic background.” The program commences with the 2018-20 cohort of Fellows who will begin teaching in public schools in the federal capital Islamabad, this fall.
    [Show full text]
  • A Critical Study of Primary Education Situation in Ajk State
    ISSN: 1300 – 915X IOJPE www.iojpe.org International Online Journal of Primary Education 2016, volume 5, issue 1 A CRITICAL STUDY OF PRIMARY EDUCATION SITUATION IN AJK STATE Muhammad Sabil FAROOQ Department of Sociology, Nankai University, 94 Weijin Road, Tianjin, P.R. China 300071 [email protected] Dr. Yuan Tong KAI PhD Professor Department of Sociology Nankai University Tianjin, P.R China [email protected] Abstract AJK (Azad Jammu & Kashmir) government is a small administrative unit under overall sovereignty of Pakistan. It has a total area of 13297 sq kilometers with a population of about 3.8 million. This study critically examines the problems of primary education system in AJK State specifically in govt. primary schools in Pakistan administrative Kashmir, a part of former princely state called Azad Jammu & Kashmir. For this purpose a significant review of on hand literature was passed out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, and quality curriculum and teachers motivation.
    [Show full text]
  • Pakistan Country Gender Assessment—Volume 2 of 2: Sector Analyses and Case Studies
    Pakistan Country Gender Assessment Volume 2 of 2: Sector Analyses and Case Studies There are several areas where development efforts may further Pakistan’s progress toward gender equality and women’s empowerment. This publication focuses on selected key sectors of ADB’s current operations in Pakistan: energy, transport, urban and rural development, social protection, and finance while drawing attention to other equally important thematic areas such as education, population, health and nutrition, and reconstruction in post conflict and natural disaster situations. In this publication, sector-specific gender issues, lessons learned from selected development assistance projects, and entry points or practical tips for gender mainstreaming through policy and program development, capacity building, and research are presented for guidance of sector experts who aim to realize gender inclusive outcomes. Pakistan Country Gender Assessment—Volume 2 of 2: Sector Analyses and Case Studies and Case Studies 2: Sector Analyses 2 of Country Gender Assessment—Volume Pakistan About the Asian Development Bank ADB’s vision is an Asia and Pacific region free of poverty. Its mission is to help its developing member countries reduce poverty and improve the quality of life of their people. Despite the region’s many successes, it remains home to a large share of the world’s poor. ADB is committed to reducing poverty through inclusive economic growth, environmentally sustainable growth, and regional integration. Based in Manila, ADB is owned by 67 members, including
    [Show full text]
  • National Human Development Report
    Pakistan National Human Development Report Unleashing the Potential of a Young Pakistan The front cover of this report represents a vi- sual exercise depicting Pakistan’s youth as a 100 young people. Our wheel of many colours represents the multiple dimensions of what it means to be young in Pakistan today. Based on national data as well as results of our own sur- veys, the Wheel presents a collage of informa- tion on Pakistan’s young people (details in Chap- ter 2). This tapestry shows the diversity as well as vibrance of our youth, while also highlighting the inequities and hurdles they face as young Pakistanis. We chose the Wheel as this Report’s motif and cover art, because it represents not only the basis of our hopes for the future, but also our concerns. Diagram inspired by Jack Hagley’s ‘The world as100 people’. Pakistan National Human Development Report 2017* Unleashing the Potential of a Young Pakistan *NOTE: The data (including national statistics, survey results and consultations) in this report was mostly completed in 2016. Published for the United Nations Development Programme (UNDP) Human Development Reports: In 1990, Dr. Mahbub ul Haq produced the first Human Develop- ment Report, introducing a new concept of human development focusing on expanding people’s opportunities and choices, and measuring a country’s development progress though the richness of human life rather than simply the wealth of its economy. The report featured a Human Devel- opment Index (HDI) created to assess the people’s capabilities. The HDI measures achievements in key dimensions of human development: individuals enabled to live long and healthy lives, to be knowledgeable, and have a decent standard of living.
    [Show full text]
  • ALIF AILAAN UPDATE May 2015
    ALIF AILAAN UPDATE May 2015 May at Alif Ailaan • Alif Ailaan Pakistan District Education Rankings 2015 – Highlighting disparities between districts and provinces • Budget Campaign: pushing for an increase in the education budget to 4% of the GDP • Budget advocacy with politicians and activists • Training workshops with education activists • Supporting the role of data in education reform • Rallying Local Body election candidates for education • Budget and Enrolment Advocacy on the ground • Social media report Alif Ailaan Pakistan District Education Rankings 2015 Launch of our third annual District Education Rankings report Alif Ailaan launched its “Alif Ailaan Pakistan District Education Rankings 2015” on 7 May 2015 in Islamabad. This is the third edition of our groundbreaking study, first published in May 2013, addressing the state of education across Pakistan’s 148 districts. Many renowned individuals including politicians, journalists, civil society members, activists, students, teachers and researchers attended the launch event. Close to 450 participants joined us at the venue while almost 150 people watched the event online. Top, left to right: Minister for Defence, Water and Power Khawaja Asif, Minister for Education Baligh-ur-Rahman, MNA and Chairperson BISP Marvi Memon Bottom, left to right: PPP Senator Osman Saifullah Khan, ANP Leader Afrasiab Khan Khattak, PTI MNA Shafqat Mehmood Alif Ailaan Pakistan District Education Rankings 2015 • Politicians from all major political parties shared their thoughts with the audience • Leading personalities from academia and the civil society joined the panel for additional insight and analysis on the Alif Ailaan District Education Rankings 2015 Alif Ailaan Pakistan District Education Rankings 2015 In addition to the highly successful attendance by politicians from across all of Pakistan’s major political parties, there was a great turn out amongst the audience.
    [Show full text]
  • The Barriers in Promotion of Female Education in District Poonch-Azad Jammu Kashmir, Pakistan
    Middle-East Journal of Scientific Research 25 (4): 891-896, 2017 ISSN 1990-9233 © IDOSI Publications, 2017 DOI: 10.5829/idosi.mejsr.2017.891.896 The Barriers in Promotion of Female Education in District Poonch-Azad Jammu Kashmir, Pakistan Rashida Khanum and Shahida Sajjad Federal Urdu University of Arts, Science and Technology, Block 9, Gulshan-e-Iqbal, Karachi, Pakistan Abstract: This was an exploratory research carried out to identify the barriers in promotion of female education and the provision of facilities for the female education in District Poonch of Azad Jammu Kashmir. Using convenient sampling method, 400 leaders with equal number of males and females from 13 Union Councils of District Poonch were interviewed to find out their perception about barriers in promotion of female education. Statistical Package for Social Sciences was used for data analysis and the hypotheses were tested through Chi square method. The study revealed that old customs and traditions are the main barriers in female education in District Poonch. The study concluded that although there is an improvement in female education in District Poonch but the progress is very slow. The barriers identified, need to be addressed to improve the quality of life of girls and women. The people need to have a paradigm shift if they want to boost up the economy of the country and to flourish the quality of their lives. Key words: Old Customs and Traditions Poverty Negative Attitude Of Parents INTRODUCTION The importance of education for female can be viewed form different perspectives e.g. the participation Education plays an important and central role in of educated girls and women for the uplift of economy of developing human society.
    [Show full text]