Comments on Haq's Musings: Inquiry-based Learning For Pakistani Children

Here's a report on the state of education in Sindh province:

Around 94 per cent of grade III students in Sindh cannot read sentences in English, Urdu or Sindhi after being taught in grade II, according to the Annual Status of Education Report 20ll (ASER) Sindh, which was launched on Monday.

The report highlighted the major differences between children, from five to 16 years, in 17 rural areas of Sindh with that of Karachi district.

For example, the enrolment rate of children, between three to five years, was found to be only 38% in rural Sindh while 69% in Karachi.

In the age group of six to 16 years, only 29% of the children were enrolled in schools in rural areas while in Karachi it was 71%.

Around 25% were not attending school at the right age – six to 10 years, in the rural areas. In Karachi, only five per cent did not attend school. In the 17 districts which were surveyed, around 90% attended government schools, 10% private schools and less than one per cent went to madrassahs. It was just the opposite for Karachi – 27% attended public-sector schools while the majority studied in private schools. Kashmore had the most alarming figures – around 45% children in the district did not go to school.

The report also surveyed the studying habits of children. It revealed that private-school students took more tuitions than those studying in public-sector. Around 18% children in rural Sindh, studying in private schools, took tuitions as compared to only 2.6% who went to government schools. The report also stated that there were more girls in government schools in Karachi (63%) while there were more boys in private schools (52%).

The good news

Not all of the facts in the report were alarming. According to it, Karachi had the highest literacy rate for mothers – 82%, as compared to Lahore and Peshawar.

The criticism

The educationists present at the launch criticised the government vehemently for its ‘non-serious attitude.’ However, they put forward some recommendations about how to use the information in the ASER report to good use.

Dr Thomas Christie, the director of the Aga Khan University (AKU) Education Baord, said that the report should also have included the number of languages exposed to children and if they were multilingual.

The director of AKU Institutes for Education D4evelopment, Dr Muhammad Memon, said that questions like why were the head teachers not able to do their jobs effectively and why did they get benefits when they did not even go to schools, needed to be answered as well.

He suggested that the process by which the teachers were selected and how they were prepared should also be examined.

Economist and former advisor to the chief minister, Kaiser Bengali, said that he had presented a charter of school reforms to the chief minister but it never made it to the cabinet. He also shared some features of his proposal, saying that there were 49,000 schools in the province while there was a need for only 15,000. “The principals in government schools should have full authority and should take action against teachers who don’t turn up.” Bengali suggested that the teachers should be relived from election duties.

http://tribune.com.pk/story/336050/what-is-your-child-learning-in-school-94-per-cent-children-in-grade-iii-cant-read/

http://www.aserpakistan.safedafed.org/

Here's an Op Ed by HEC Chair Javaid Laghari pu...

2012-01-16T22:07:20.243-08:00

Here's an Op Ed by HEC Chair Javaid Laghari published in The Express Tribune:

There has been a quiet revolution in the last two years, particularly in improved quality, access and relevance, which are the cornerstones of the Higher Education Commission (HEC).

Quality is a ‘process’ and cannot be improved overnight by dialling ‘Q’. Quality enhancement cells have been established in 81 universities which will monitor and ‘own’ quality and report to the HEC’s QA (Quality Assurance) division. Six accreditation councils, including in business and computing, have been established, and these will accredit professional programmes. An institutional performance evaluation (IPE) process has begun, and by next year, the universities will be given a scorecard on good governance. For the first time ever, universities and programmes are being ranked as per international standards, and the results will be published by the end of the year. A two-day orientation of newly-appointed vice-chancellors (VCs), facilitated by two British VCs and one American university president, was organised — also for the first time — to inculcate leadership and to improve quality in governing higher educational institutes.

Accessibility to university education among the population is now 7.8 per cent, and not 5.1 per cent as implied by Dr Tahir, and we are well on our way to reaching 10 per cent by 2015 as per the education policy, despite a 10 per cent cut in higher education funding. Pakistan spends 1.7 per cent of its GDP on education, and only six other countries in the world spend less. Of this, 0.22 per cent is spent on higher education and not 0.3 per cent as the article incorrectly states. Under these circumstances, the HEC has done wonders!

What the writer fails to mention is the new emphasis on ‘knowledge exchange’. Ten offices of research, innovation and commercialisation (ORIC) have been established this year, and 20 more are in the pipeline to bridge the gap between university research and industry. With a 30 per cent increase in research publications and PhD dissertations in the last two years, a focus on relevant research and a new programme to establish incubators and technology parks, the Pakistani higher education sector is on its way to become an economic powerhouse in the next two years.

This is the soft and quiet revolution taking place at our universities which is already becoming visible and changing the lives of millions of youth who are the beneficiaries of higher education in Pakistan.

http://tribune.com.pk/story/290255/a-quiet-revolution-in-higher-education/

Here's an interesting excerpt of a World Bank blog on cell phone use in education in Pakistan:

In Pakistan, some innovative folks are exploring how basic text messaging (SMS) can be used in the education sector to the benefit of people with even very low end mobile phones, leveraging the increasing high teledensities found in communities across the country.

What's happening in Pakistan in this regard? A lot, it turns out, although admittedly only in pockets and at a rather modest scale to date. The country is perhaps not unique in what is being explored (most everything being tried there is being tried in various other places as well), but that doesn't mean it isn't quite interesting. For example:

In February, almost 150 third year students at Asghar Mall College in Rawalapindi (note: 'third year' in this context would be the rough equivalent of the first year at university in, for example, the United States) for whom authorities had mobile phone numbers on file began participating on a voluntary basis in a daily vocabulary quiz exercise delivered by SMS. These young men -- from middle to lower middle class backgrounds -- are sent a simple multiple choice question. Texts are addressed to each student individually, using the equivalent of a 'mail merge' function that will be familiar to anyone who has had to send out 'blast' emails or faxes). They reply via SMS, and then receive an automated response, based on their answer. In this response, their answer is repeated, a notation is made about whether the answer given was correct or not, and the correct answer is incorporated into a sample sentence.
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One thing perhaps that is worth mentioning here is that, for some of these students, who have been educated in a system where very large, lecture-based classes are the norm, this may be the first time they have received 'personalized' feedback of any sort from their instructors.

The team in Pakistan is asking all sorts of interesting questions as part of their work. How can the potential impact of each message be maximized, especially given that these messages constitute just one small part of a large stream of messages -- cricket scores, notes from friends and family, jokes, news items, scripture passages and horoscope advice -- that students receive every day? What is best learned or reinforced through such interactions? What are the most effective ways to sequence and scaffold such messages over time?

In the process, much user-related information is being collected, helping to answer some basic questions for which there are not yet good, reliable data:

How many young students have phones?

How many can afford to participate in education-related activities via mobile phone -- and are willing to do so?
(Related to this: Are there ways to subsidize SMS traffic for various populations? And what if people actual respond to the SMS quizzes -- can this sort of thing at scale?)

Vocabulary-building and grammar quizzes are just two potential applications possible as part of this sort of SMS-based interaction; opportunities for quizzes in various academic areas are easily imagined. This could be great for test preparation, for example -- a potentially fertile market for private firms in Pakistan. Indeed, project proponents hope to use this as a way to help to stimulate private sector activity and innovation in this area, especially for young entrepreneurs, given what have turned out to be very low piloting costs.

http://blogs.worldbank.org/edutech/sms-education-pakistan

http://blogs.worldbank.org/edutech/sms-pakistan-2

Here's a story published in Fast Company about an "Education Revolution" in Pakistan:

TED Fellow, social entrepreneur and filmmaker Sharmeen Obaid-Chinoy is on a mission to foment Pakistan's education revolution.

The province of Sindh, where Obaid-Chinoy is based, decided less than two months ago to completely revamp public school textbooks, and the government enlisted Obaid-Chinoy to help. "There needs to be an overhaul," Obaid-Chinoy tells Fast Company. "Textbooks are outdated and I've been working with the government on how to encourage critical thinking and move away from rote memorization....It's tough, because the mindset is not there. The teachers are essentially products of the same system. We have to break the culture, which takes a long time."

Sindh's teachers now spend extensive time in professional training with education experts to try and reform the instruction of English, math, and social studies. "We're really making this a movement for education for social change," Obaid-Chinoy says.

"People are excited by it. Everyone's getting into it, rolling up their sleeves. We're trying to bridge the divide between the public and private school systems," which, she says, is at the heart of Pakistan's education challenges. The poorer schools are under-resourced and are often recruiting grounds for young terrorists. By improving the public education system, the less-fortunate children have a better shot at a solid future, away from terrorist groups, and local leaders hope to accomplish improvements by focusing on textbooks and teacher trainings.

"Pakistan also feels it needs to catch up with the rest of the world in terms of education and that was the genesis for the education overhaul," says Obaid-Chinoy. "Terrorism defines us today," but, she says, there was a time when the country was known for its vibrancy and sense of hope.

Obaid-Chinoy is doing her part in other ways to revamp Pakistan's education system. In 2007 she started CitizensArchive.org, the country's first digital archive documenting its oral history with interviews, rare photos, and other online collections. The initiative allows students in schools throughout Pakistan, Bangladesh, and India to better understand Pakistan and its history and Obaid-Chinoy was able to interview several notable figures who have since passed away, such as Deena Mistri, one of the country's first female educators. And students around South Asia are now engaged in learning exchanges with students in Pakistan, to help the countries build bridges.

And throughout her education work, Obaid-Chinoy's medium is often filmmaking. She makes about one film per year and has covered a range of topics from jihadi schools to female victims of acid attacks. Her next film will look at 9/11 through the eyes of different figures, in commemoration of the 10th anniversary this year.

"My mother gave up her dream of becoming a journalist when she got married and I think she always wanted to make sure that her six children pursued their dreams. I have four sisters and all of us work in male-dominated professions in Pakistan." And Obaid-Chinoy now brings that same sense of passion and justice to her work and thanks to her, her country may soon become a bright spot for global-minded education.

http://www.fastcompany.com/1731268/pakistan-education-revolution