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The State of Maths & Science in Schools

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The State of Maths & Science in Schools Volume II of III: The State of Maths & Science in Schools II of III: Volume POWERING PAKISTAN FOR THE 21ST CENTURY CENTURY THE 21ST FOR POWERING PAKISTAN 1 POWERING PAKISTAN FOR THE 21ST CENTURY Volume II of III: The State of Maths & Science in Schools Pakistan Alliance for Maths and Science January 2017 Citation Pakistan Alliance for Maths and Science .2017. Powering Pakistan for the 21st Century; Vol II of III: The State of Maths and Science in Schools. Islamabad. Pakistan Alliance for Maths and Science. vi-58 pp. ISBN: 978-969-23194-0-9 1 How we measure maths and science education 1 National Educational Assessment System (NEAS) 2 Contents Punjab Examinations Commission (PEC) 3 Standardised Achievement Test (SAT) 3 Annual State of Education Report (ASER) 4 Learning outcomes data: Incomplete and incoherent 4 2 What we invest in maths and science education 7 Acknowledgments v About Powering Pakistan for the 21st Century ix 3 4 The state of science 21 Science scores in NEAS 21 Science scores in PEC 24 Science scores in SAT 25 Why is the state of maths and The state of maths 11 6 science education the way it is 35 Maths scores in ASER 11 The political economy of maths and Maths scores in NEAS 12 science education 36 Structural and systemic challenges 40 Maths scores in PEC 16 The quality of our schools 46 Maths scores in SAT 18 5 Teachers 47 Return on Investment 29 The challenge of content 50 iv Acknowledgments Bismillah irr Rahman irr Raheem. The Alliance is especially grateful to the community of scientists and mathematicians that have generously contributed their time to the process of preparing this document, the previous volume and the upcoming final volume. Their feedback and consistent engagement has not only informed our analyses, but also shaped the overall structure for this effort. The Alliance owes its thanks to the contribution of the Pakistan Innovation Foundation in particular, that designed and led the analysis of the data from NEAS, PEC and SAT, and helped establish the framework for examining the issues. Dr Pervez Hoodbhoy suggested an analysis of examinations, and a small sample of such an analysis has been included, and shows in stark terms, the limitations of the assessments system in the country. Dr Irfan Muzaffar correctly identified the need for a greater focus in the analysis on maths and science itself. An effort to do so has been made. Noreen Fatima of NFDezine has been instrumental both in proofreading both Volumes I and II and in designing and laying out the document. The document would not have been possible without the efforts of Zainab Iqbal, Maliha Umer, Zohair Zaidi, Salman Naveed Khan, Afreina Noor, Ghulam Hussain Soomro, and Aleena Khan of Alif Ailaan and Ayesha Tariq, Nida Athar, and Bisma Hayat of the Pakistan Innovation Foundation. Finally, we would like to thank the following individuals for their various v contributions to the conceptualisation, writing, editing Dr Saadat Siddiqi, Khwarizmi Science Society, Lahore Dr Jameel-un Nabi, GIK Institute of Engineering and review of this document: Sciences & Technology, Topi Dr Sabieh Anwar, Lahore University of Management Dr Faisal Khan, CECOS University, Peshawar Sciences (LUMS), Lahore Dr Shaukat Hameed Khan, COMSTECH, Islamabad Dr Iqbal Bhanger, University of Karachi, Karachi Dr Ali Cheema, Lahore University of Management Dr Monazza Aslam, University of London, UK Sciences (LUMS), Lahore Abbas Rashid, Society for Advancement of Zubeida Mustafa, Independent Journalist Education (SAHE), Lahore Dr Saleem Ali, University of Delaware, USA Shamyl Bin Mansoor, School of Electrical Dr Kulsoom Ghias, Aga Khan University, Karachi Dr Faisal Bari, Institute of Development and Engineering and Computer Science (SEECS), Economic Alternatives (IDEAS), Lahore National University of Sciences and Technology Dr Manzoor H. Soomro, ECO Science Foundation, (NUST), Islamabad Islamabad Umbreen Arif, World Bank, Islamabad Dr Ali Sarosh, College of Aeronautical Engineering, Dr Mukhtar Ahmed, Higher Education Commission Major General Ghulam Qamar, National Defence PAF Academy, Risalpur (HEC), Islamabad University, Islamabad Dr Fakhar ul Inam, COMSATS Institute of Information Dr Mahmood ul Hasan Butt, Higher Education Colonel Dr Qaim Raza Jaffry, National Defence Technology, Islamabad Commission (HEC), Islamabad University, Islamabad Dr Irfan Chaudhary, University of Engineering and Baela Raza Jamil, Idara-Taleem-o-Aagahi (ITA), Dr Nazir Mahmood, Islamabad Technology, Lahore Lahore Dr Haris Aziz, University of New South Wales and Dr Ishtiaq Ali, COMSATS Institute of Information Sami Khan Sadozai, Islamabad Data61 - CSIRO, Australia Technology, Islamabad Abdullah Alam, Institute for Social and Policy Dr Gulfaraz Ahmed, Former Federal Secretary, Dr Asad Zaman, Pakistan Institute of Development of Sciences (I-SAPS), Islamabad Ministry of Petroleum & Natural Resources, Economics (PIDE), Islamabad Islamabad Dr Nighat Perveen, UAE Brig. (Rtd) Muhammad Amin, Balochistan University Nisar Ahmed Siddiqui, Sukkur Institute of Business Rizwan Mehboob, Advisor to PM on Climate Change, of Engineering & Technology, Khuzdar Administration, Sukkur Islamabad Dr Khurshid Hasanain, COMSTECH, Islamabad Hasan Akhtar Rizvi, LEAD Pakistan, Islamabad vi vii viii About Powering Pakistan for the 21st Century Powering Pakistan for the 21st Century is a three-volume document compiled by researchers and education activists mobilised by the Pakistan Alliance for Maths and Science (PAMS), “POWERING PAKISTAN under the patronage of a range of government and non-government organisations. FOR THE 21ST The purpose of the Powering Pakistan for the 21st Century document is to highlight the CENTURY” importance of maths and science education in Pakistan’s classrooms, especially those in government schools, where the least privileged of this country’s children study. Volume I is titled “How Volume I was titled ‘How Maths and Science Power Nations’. The Prime Minister of Pakistan Maths and Science launched this volume on 27 January, 2016. In it we presented the case that maths and Power Nations” science are essential informants of a nation’s progress and prosperity. Volume II is titled, “The Volume II is titled, ‘The State of Maths and Science in Schools’. In this volume we present a State of Maths and summary of the effort being invested in maths and science education, and the results being achieved with those investments. We will also explore why the state of maths and science Science in Schools” education is as it is, and how the status quo has come about. Volume III is titled, “A Volume III is titled, ‘A Roadmap for Maths and Science Education’. In this volume, we will Roadmap for Maths and present a series of ideas and recommendations that can help Pakistan, as a state and as a society, re-orient public policy and private investment decisions, to serve a brighter, more Science Education” prosperous and more secure future. ix In this volume we examine the state of maths and science tests. If maths and science learning of our science education in our schools by assessing students was to be assessed on TIMSS and PISA test scores data. We also explore and present the frameworks, we are likely to find that it is at the rock underlying factors that impact maths and science bottom compared with other nations participating This volume takes learning among children. The report argues that in these assessments. We also draw comparisons the conversation most Pakistani children only have access to between the per capita GDP of these countries forward by inadequate quality of maths and science education and Pakistan’s. This builds on the argument about identifying that results from a range of factors. These factors the significance of maths and science in terms the degree to need to be addressed in order for Pakistani children of economic gains made under the ‘Hanushek to have access to internationally acceptable Distinction’ in Volume I. which Pakistan standards of maths and science education. In Section 1 we present an overview of major data is providing an The report also acknowledges the significant sources used in this document to ascertain the state adequate maths improvements made in the education sector of maths and science education in the country. We including the adoption of merit-based recruitment and science also identify some major challenges relating to data of teachers and increases in budgets that could education for its regimes that preclude effective policymaking and contribute towards better learning reflected by implementation. children improved maths and science test scores. In Section 2 we discuss education budgets and In this section, we set the benchmarks for maths the need to determine the level of existing financial and science achievement that can be used to investment governments make annually in maths measure Pakistan’s performance. We use PISA and science. We propose a framework to parse and TIMSS scores to identify top-performing total current and development budgets to determine countries in internationally recognised maths and the share allocated towards maths and science x education in the country. section into five subsections covering political economy related challenges, structural and systemic challenges, In Sections 3 and 4, we present maths and science recruitment, education and career development of learning achievements among students at primary and teachers, challenges pertaining to the content of what “The Hanushek secondary levels. We use test scores data from various
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