ASER survey results show gaps in learning persist, but access to tech offers avenues beyond physical school
Context- The Annual Status of Education Report (ASER) by the NGO Pratham has been tracking school enrollment, attendance, and literacy and arithmetic skills of children aged 6-14 in India’s rural areas since 2005. The 2023 ASER, titled ‘Beyond Basics’, shifted its focus to 14-to-18-year-olds. It evaluated their ability to use reading and math skills in daily life, their aspirations, their access to digital technology, and their proficiency in using it. The survey included 34,745 respondents from 28 rural districts across 26 states, with Uttar Pradesh and Madhya Pradesh each contributing two districts.
Why did the survey focus on children in the 14-18 age group?
- From 2005 to 2014, annual surveys were conducted to assess the learning abilities of rural children. Now, these comprehensive surveys are carried out every other year, allowing for more in-depth exploration in the intervening years.
- Although the scale has reduced to 1-2 districts per state, the scope of the survey has broadened. The focus of the current year’s survey is on a specific age group.
What did the survey seek to measure?
- The survey was structured around four main categories: activity, aspiration, general awareness, and ability. In the 2017 survey of the same age group, the ability section focused on basic reading and arithmetic.
- However, the current survey also assesses how prepared children are for everyday activities. A digital component has been added to reflect the significant developments over the past 4-5 years.
- This includes self-reported questions like ‘do you know how to use a cell phone?’ and practical tasks such as setting an alarm or searching for information online.
What are some key findings from the survey?
- The survey reveals that children in the 14-18 age group are engaged in various activities, with about 30% already working, often for their parents. However, this is not their desired future occupation.
- Basic reading and math skills are found to be useful for everyday tasks. Despite struggles with basic skills, efforts should be made to reach out to these children.
- About 25% of children in this age group cannot fluently read a Std II-level text in their regional language, with girls outperforming boys. Over half of the children struggle with division problems (3-digit by 1-digit), a skill expected by Std III or IV. Approximately 57% can read English sentences, and of these, over 73% can understand their meanings. Boys perform better than girls in both arithmetic and English reading.
- The survey also explores digital skills. While most children know how to use basic digital tools, their usage is superficial, often limited to social media.
- The survey suggests that there are opportunities to help young people develop a stronger set of digital skills, which could help them overcome many obstacles.
The enrollment gap between boys and girls has been closing over the years. Can we say that about digital access too?
- Over 90% of the surveyed children, irrespective of gender, reported being able to use a smartphone. However, boys had significantly greater access to owning a smartphone.
- About 90% of the surveyed households had smartphones, and nearly 95% of boys and 90% of girls could use a smartphone.
- Boys outperformed girls in all phone-related tasks. The ability to perform digital tasks improved with education level and basic reading proficiency. Among those who can use a smartphone, two-thirds used it for education-related activities, such as watching study-related videos, solving doubts, or exchanging notes.
- Nearly 80% used their smartphone for entertainment-related activities, like watching movies or listening to music.
As access to phones and digital avenues for learning increase, what does the schooling system have to offer?
- School enrollment allows the education system to reach all enrolled students, though regular attendance is a separate issue. If 85% of an age group can be reached, this access can be utilized to enhance various aspects of their education. Classroom learning is just one mode of education.
- If there is information on who needs to be reached, they can be approached in multiple ways. The school serves as a crucial platform and a gathering place for sharing information.
The majority of respondents in Class 11 or higher were studying humanities-related subjects. What does that suggest for their prospects in a job market that values STEM knowledge?
- The responses indicate the resources available in the students’ villages. A student may wish to study science, but their local high school may not offer it. However, there could be alternative ways to connect to subjects not offered locally.
- The education system is streamlined, but the New Education Policy of 2020 provides more flexibility. It should allow students to register for various learning opportunities. Over time, physical restrictions should lessen, enabling students to learn from science teachers worldwide, even if they don’t have a physical science teacher locally.
Conclusion- The ASER 2023 ‘Beyond Basics’ survey by Pratham provides valuable insights into the learning abilities, aspirations, and digital proficiency of rural children aged 14-18 . It highlights the importance of basic reading and math skills for everyday tasks and the potential of digital technology as a learning tool. However, it also reveals gender disparities in digital access and the need for more flexible learning opportunities.
The survey underscores the crucial role of schools as platforms for information sharing and the need to adapt to the resources available in students’ local environments. It suggests that the New Education Policy of 2020 could provide the flexibility needed to overcome physical restrictions and broaden learning opportunities. Ultimately, the findings emphasize the importance of continued efforts to enhance the quality and accessibility of education for all children.
