Data for better education, a brighter future for students

Data for better education, a brighter future for students

Learning outcomes data in the Annual Status of Education Report (ASER) 2023 is, unarguably, cause for concern, but rather than lament / cry , ASER, complemented by other data, must be used for corrective action

 Annual Status of Education Report (ASER) 2023 

1 the Annual Status of Education Report (ASER) 2023 was released in mid-January this year. 

 2 the headlines is the foundational skills of 14-18 year olds.

 3 what we should do ? 

As much as the learning outcomes data is concerning, practitioners and policymakers must dig deeper into the data to actionable insights for improving education and overall outcomes for India’s adolescents and youth.

On foundational learning trajectories

about ASER and its use 

1 First, the ASER 2023  survey was carried out in 28 rural districts

across 26 States of the country. While the sample is not nationally representative,

 2 it is still representative of the district level and indicative of broader trends of the activities, abilities (including digital abilities), and aspirations of 14-18 year olds. 

3 The report shows that, overall, 26% of 14-18 year olds cannot read a standard two level text in their regional language.

Concern

1 An 18-year-old in 2023 would have been a 13-year-old in 2018, and most probably a standard seven or eight student. In 2018, around 32% of standard seven and 27% of standard eight children could not read a standard two level text.

 2 Foundational learning 

are typically flat and become flatter in the upper grades, which means that unless children acquire foundational skills in the primary grades, they are extremely unlikely to acquire them in later grades, in the absence of focused interventions.

 Should we really be surprised then that one in four 14-18-year olds cannot read fluently?

But how do we correct the collective failures of the past ? 

1 ASER provides data on the distribution of 14-18 year olds as well as the percentage of children with basic reading skills, by where they are enrolled. 

 2 57% of the 14-18 year olds surveyed who do not possess basic reading skills are enrolled in standard 10 or below, while another 28% of these children are not enrolled in school, college or a vocational institution.

3 9th and 10th attendance in rural India was as low as 60% 

Though ASER does not capture school attendance in secondary grades, the National Sample Survey Office (NSSO) 75th round did so in 2017-18, recording that in the secondary grades (standards nine and 10) attendance in rural India was as low as 60%. 

4 what we should do ? 

14-18 year olds who are unable to read fluently, even those who are enrolled in school may not be attending school. 

Focusing on school-based reading improvement programmes without investing in encouraging and empowering these children to return to school and to reading may not yield transformative results.

ASER 2022 

1 this provides further insights into where these children are on the ladder in terms of acquiring abilities to read with fluency and comprehension.

 2 standard 8th who could not read 2th level text fluently in 2022, almost half could read a standard one level text (i.e., a simple paragraph).

 3 Recognising letters or decoding simple words is not the major challenge most face. 

4 They need guidance, practice, and lots of encouragement and motivation to read.

The availability of reading materials and books is a crucial factor in developing reading habits and abilities

1 ASER 2022, and later the State of Elementary Education in Rural India Report, brought out by Sambodhi and the Development Intelligence Unit,

 clearly indicate that only a small fraction of rural households has reading materials, other than school textbooks.

2  Community libraries can create rich, vibrant spaces that foster reading, creativity and critical thinking. But just setting up libraries is not the solution.

Children and careers

ASER 2023 aspirations and thought ,  future processes of the 14-18 year 

1 More than 60% of the surveyed children want to obtain at least a college education, with a higher percentage of girls aspiring for a college education (65%) when compared to boys (59%).

2  When asked about their job aspirations, one in five said they had really not thought about it. 

• joining the police or the defence forces was the most prominent among career options for boys, 

• while becoming a teacher or doctor emerged as the most prominent career option for girls.

 3 Developing aspirations is important but youth need

• the support, 
• mentorship and 
• inspiration to evaluate these aspirations, 
• identifying alternative better-suited prospects if available, and 
• undertaking preparations and measures needed to fulfil the aspirations.

 

4 almost half of the surveyed 14-18 year olds who have work aspirations -  do not know anyone else working in that profession, whether at home, community, school or even a public figure.

ASER 2023 survey, 14-18 year olds and vocational education

 1 In Sitapur and Dhamtari (in Uttar Pradesh and Chhattisgarh, respectively) vocational education was marred by negative perceptions of being the route that people choose when they are unable to bag white collar jobs. 

2 However, discussions in Solan (Himachal Pradesh) offered a refreshing perspective.

vocational courses such as tourism and hotel management were introduced in schools in  9th and the result was seen in the perspectives of students towards these trades, which gained aspirational value.

 3 On-the-job training, certification at the end of the course and readily available information on career prospects encouraged students to aspire for related professions.

Technology use

 access of youth to smartphones, as highlighted by ASER 2023

1 teens use smartphones primarily for entertainment and social media and less for educational purposes. 

2 Youth will use smartphones for what they find interesting and what aligns with their motivations.

3 digital technology can equip youth with the foundations of their aspired professions and also bridge connections with relevant professionals. 

For example, 

while in school or college, youth who wish to become nurses can undertake online foundational courses on nursing and related subjects, or even relevant short modules such as administering first aid.

 All this requires committed collaborations among ed-tech agencies, industries and professional groups.

 But schools and colleges must take the lead and do more to understand and cultivate youth’s aspirations and guide them to the right platforms and avenues.

Data, and not just ASER data

 when designed and collected with rigour and the right intent, highlight problems but also have crucial pointers for action.

 What is needed is to move beyond the immediate instinct to lament over the problem and dig deeper to discern where to act, how to act and who must act.

Source the hindu