2023

Facilitated by Idara-e-Taleem-o-Aagahi

ANNUAL STATUS
OF EDUCATION
ASER-PAKISTAN 2023
Provisional
March 08, 2024 NATIONAL
ASER Pakistan 2023
Annual Status of Education Report (ASER) Pakistan
National (Rural)
Date of Publication: March 08,2024.

This is the provisional ASER Pakistan 2023 report based on data received from districts collected by ITA partners by December 31, 2023. The
final ASER Pakistan 2023 report will be available at our website www.aserpakistan.org on March 08, 2023.

Cover photo: Imran Ali

Other Photos: All photos taken by ASER volunteers during the survey.

Layout & Design by: Muhammad Abubakar, Aftab Ahmad and Waseem Rasheed

Published by:

ASER Pakistan Secretariat

Idara-e-Taleem-o-Aagahi (ITA)

Lahore Office:
1/A, Canal Park, Gulberg II, Lahore.
Tel: (+92 42) 35711107-9

Islamabad Office:
M4, Mazzanine Floor, Dossal Arcade,
Jinnah Avenue, Blue Area, Islamabad.
Tel: (+92-51) 8748441

Karachi Office:
203, 2nd Floor, Ibrahim Trade Tower,
Shahrah-e-Faisal, Karachi.
Tel: (+92-21) 34322230-1

Price: Rs. 600/-

DISCLAIMER
The information provided in the report does not reflect the views of the donors or the partner organizations.
The opinions expressed in ASER Notes are the views and the property of the individual authors.
 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Annual Status of Education Report 2023

National

Provisional
March 08, 2024
Content

Supporters and Partners of ASER Pakistan 2023 01

Message from Secretary Education, MoFE&PT 02
Message from Local Partners 04
Message from Development Partners 05
Notes on ASER 08
Technical Note 30

Findings
National (Rural) 48

Provincial (Rural)
Balochistan 72
Gilgit Baltistan 86
Khyber Pakhtunkhwa 100
Punjab 114
Sindh 128
Azad Jammu & Kashmir 142

About the Survey 156

Annexure
Sample Description 174
 Supporters of ASER 2023

Ÿ Foreign, Commonwealth & Development Office (FCDO)

Ÿ United Nations International Children’s Emergency Fund (UNICEF)
Ÿ Voluntary Service Overseas (VSO)
Ÿ Idara-e-Taleem-o-Aagahi (ITA)

Partners of ASER 2023

Ÿ National Commission for Human Development (NCHD)

Ÿ Ilm-o-Hunar Foundation (IHF)
Ÿ First Step Organisation (FSO)
Ÿ Society for Empowerment of People (STEP)
Ÿ Saiban Kisan Society (SKS)
Ÿ Youth for Development & Democracy (YDD)
Ÿ Human Aid
Ÿ Mohmand Community for Education & Development (MCED)
Ÿ Sukkaar Welfare Organisation (SWO)
Ÿ Thar Education Alliance (TEA)
Ÿ Gwadar & Gwadar Seaports Organization (G&GS)
Ÿ Azat Foundation
Ÿ Change Thru Empowerment (CTE)
Ÿ EHED Foundation
Ÿ Geotag Consulting
Ÿ Hamza Development Foundation (HDF)

01 ASER Pakistan 2023

 Mr. Waseem Ajmal Chaudhry
Secretary
Ministry of Federal Education and
Professional Training (MoFE&PT)

The Ministry of Federal Education and Professional Training (MoFEPT) commends ASER Pakistan, a
flagship program of Idara-e-Taleem-o-Aagahi (ITA) for undertaking the largest household-based
national learning assessment survey in 2023 to gauge the foundational literacy and numeracy
proficiency of children in Pakistan between the ages of five and sixteen. ASER's methodology of
collecting the data by mobilizing 11000 volunteers makes it not only unique but also transparent and
inclusive. The MoFE&PT and the provincial governments through ASER 2023 have access to levels of
foundational learning data across Pakistan for formal and non- formal, state and non-state
education systems from ASER Pakistan as a regular benchmark and prime reference document for
SDG 4.1 tracking by the SDG secretariat and also for Article 25 a, the fundamental right to education
in Pakistan.

The Government of Pakistan is pleased to see that ASER Pakistan 2023 records improvement in the
enrollment levels across the country corroborating with the Pakistan Institute of Education (PIE)
2024 Pakistan Education Statistics report, narrowing of gender gaps in enrolment and in learning
due to both demand side factors and supply side efforts of all actors. We are dedicated to the core
principles of inclusion, equity, quality and access in education as our top priorities. To that end we
shall continue to use valuable disaggregated ASER findings for improving foundational literacy and
numeracy and lifelong learning. ASER is a national asset working in close collaboration with public
sector departments of school education and literacy and the MoFEPT to be used extensively in
relevant citations at provincial, national and global levels for lower primary indicator of SDG 4.1.1 a.

ASER 2023 has met a national milestone by covering 123 urban districts alongside 151 rural districts
reaching out to more than 272,370 children aged 3-16, and using an application for real time data
collection. The urban sampling is supported by technical advice from the Pakistan Bureau of
Statistics (PBS) another marker of public private collaboration for rigor, robust and responsible
research. ASER over the years has been providing us information on other vital indicators including
use of technology, climate change, COVID-19 losses, health, disability and functioning.

ASER makes the invisible, visible in 2023 with data on around 2000 transgenders in terms of
enrolment and learning trends, for whom the government has begun initiatives for second chance
learning. This is strong data to build on. Similarly, for the first time in ASER's history there is evidence
of strong learning competencies at upper end for drop outs or OOSC (14 to 18%) nationally for
immediate catch up remedial programs to continue learning and schooling they may have lost out
on due to COVID-19 and floods. This too is a bold call to action for all actors.

ASER Pakistan 2023 02

 Where was learning highest in the country? What were the key elements that led to such an
outcome? Where are the challenges that must be tackled with evidence-based diagnostics and
reflected in our sector plans, policies and implementation strategies? This is the power of ASER
2023 that must be disseminated for information and action at provincial district and village levels.

The promises we made nationally during the Pakistan Learning Conference, and establishment of
Pakistan Foundational Learning Hub in 2023 are some of the proactive steps that the Government
has taken unanimously in the federation to address the mighty educational challenges faced by
the country. In the years to come, measuring learning losses at national/provincial level is a critical
need for both accountability and action above all.

We are extremely thankful to ASER, ITA teams and their partners across Pakistan including NCHD
for at scale efforts in generating a national repository of time series data set as a public good. This
will help us in making informed policy decisions for implementation, that we fully own.

I thank all the development partners who have supported ASER Pakistan 2023 a singularly massive
effort in democratizing foundational learning data and statistics for Pakistani children and citizens;
it is a compelling investment for all of us in the run up to 2030 and beyond

03 ASER Pakistan 2023

 Message from Local Partners
The Annual Status of Education Report (ASER), a citizen-led, household-based survey, was the
largest conducted in terms of its scale and scope in the year 2023. Along with 151 rural, we as
partners (also conducted the survey in 123 urban districts) which was a huge assignment to
manage, given the paucity of time. The survey mobilized 16 partner organizations and 11000
educated graduate degree enumerators, a mobile phone and a passion to uncover the core
challenges of the education sector as active citizens. The volunteers and the master trainers from
partner organizations were provided three days of rigorous field based training, to conduct the oral
one-to-one assessment in homes for both in-school and out of school children, triangulated by vital
information from the households and visits to the local schools. In some districts, volunteers
collected the information for the first time on the application, providing real time information.

Every year, ASER's extensive collection of open-source data allows our citizen volunteers to
evaluate Pakistan's educational system by gathering information on the learning outcomes of
children along with household and school level indicators. Our goal is to provide parents and other
local actors with vital information on foundational learning so they can hold local officials and
schools accountable for learning outcomes. This is why we feel that our contribution is so significant
it goes beyond simply to collect the annual data mapping children's learning progress. We are proud
of having established ourselves as a vital component of the change ecosystem, serving as a
catalyst for bottom-up accountability and action to enhance learning in schools and to bring much
needed attention to the core dimensions of access, learning and equity for tracking 25-A, right to
education and SDG 4.

We are certain that ASER Pakistan 2023 can make significant progress in converting data into
action. In addition to capacity building and partnerships provided by ITA teams through ASER
Pakistan, we as civil society and autonomous organizations are extended a forum to collaborate
and create solutions with the local community. Embarking on the journey of collecting real time data
from the field, and reaching out to both urban and rural areas to present the first National
Foundational Learning profile, we believe that ASER/ITA Pakistan, has the potential of changing the
educational landscape in the years to come. We, as local supporters and partners are proud of our
association with such an evidence based democratic citizen-led movement, from assessment to
accountability to action!

Partners of ASER 2023

Ÿ National Commission for Human Ÿ Sukkaar Welfare Organisation (SWO)

Development (NCHD) Ÿ Thar Education Alliance (TEA)
Ÿ Ilm-o-Hunar Foundation (IHF) Ÿ Gwadar & Gwadar Seaports Organization
Ÿ First Step Organisation (FSO) (G&GS)
Ÿ Society for Empowerment of People (STEP) Ÿ Azat Foundation
Ÿ Saiban Kisan Society (SKS) Ÿ Change Thru Empowerment (CTE)
Ÿ Youth for Development & Democracy (YDD) Ÿ EHED Foundation
Ÿ Human Aid Ÿ Geotag Consulting
Ÿ Mohmand Community for Education & Ÿ Hamza Development Foundation (HDF)
Development (MCED)

ASER Pakistan 2023 04

Message from Development Partners

Foundational learning is defined as basic literacy, numeracy, and transferable skills such
as socioemotional skills that provide the fundamental building blocks for all other
learning, knowledge, and higher-order skills. The Annual Status of Education Report
(ASER), a flagship program by Idara-e-Taleem-o-Aagahi (ITA) has been providing policy
makers and practitioners with an important measure of foundational literacy and
numeracy levels for children aged 5-16 years across Pakistan since 2009. ASER - a call
to action for stepping up efforts to improve foundational learning, is an essential public
good produced by civil society in close collaboration with the government.

ASER 2023 marks yet another important milestone in this journey, providing household-
based learning data for children across 151 rural and 123 urban districts. This is a huge
undertaking reaching out to 272,370 children 3-16 years and 200,987 children age 5-16
years whose learning levels have been assessed using a simple grade two level tool
(lower primary), robustly mapped to SDG 4.1.1 a and the national/ provincial curriculum
student learning outcomes (SLOs), in rural Pakistan. ASER fills a critical gap in learning
data as no other national or provincial assessment in Pakistan has consistently
measured learning levels in early grades. By measuring learning for children across the
ages of 5-16, ASER also shows that children who are not learning the basics by grade 3,
continue to struggle, with foundational learning gaps persisting in grades 5, 8 and even
10. South -South learning networks, such as the PAL Network, of which ASER Pakistan
is an integral member, are making a powerful case to focus efforts on foundational
learning.

ASER provides open data on foundational learning, along with a host of other important
education indicators, and is a national repository for evidence, mobilization, and actions
for learning solutions. ASER is a reliable, meaningful measure of student learning and
provides comparability over time, so that we can tell if things are improving or not. It can
be used for reporting on SDG 4.1.1 a and Article 25-A of the Constitution of Pakistan, as
a model of good practice and accountability for foundational learning results.

05 ASER Pakistan 2023

 As development partners with a shared commitment to improving foundational learning
for all, we have come together to address this challenge through the Global Coalition for
Foundational Learning. The Global Coalition for Foundational Learning was founded in
2022 to bring together partners with a shared commitment to improving foundational
learning for all and a desire to work together to drive change more quickly. The founding
Development Partners of the Global Coalition for Foundational Learning are FCDO,
UNICEF, UNESCO, USAID, the World Bank and the Bill & Melinda Gates Foundation
(BMGF). We are committed to working differently and together, to ensure we meet the
commitments as set out in the Commitment to Action on Foundational Learning,
launched by the Coalition at the UN Secretary General's Transforming Education
Summit (TES). Working closely with government partners, we are collaborating on
addressing the learning crisis, including developing a shared understanding of the
challenges in order to support country-led action and implementation, improve learning
data and monitoring mechanisms and continue advocacy and communication on the
importance of foundational learning.

We commend the efforts of the Government of Pakistan, both at Federal and Provincial
levels, in pursuing this fundamental policy priority with the utmost focus and resolve.
This is evident in the commitments made by the Government at the Pakistan Learning
Conference, along with actions that are underway to deliver on these commitments, and
the establishment of the Pakistan Foundational Learning Hub in 2022. Going forward a
comprehensive response requires the Government to map existing programmes,
leverage existing and new data to strengthen the case for investment in foundational
learning, develop a common tool to measure and report on learning, assess learning
losses at national/provincial level and provide teachers with tools for classroom-level
measurement; adjust curriculum across and within subjects to support all children to
acquire literacy, numeracy, and socio-emotional skills; align instruction with learning
levels and needs ensuring continuous support for teachers and better use of teaching
time ensuring children are taught at their correct learning level rather than by age or
grade; and ensure teachers have access to high quality teaching materials. As a first
step, and to complement ASER, we call on the Government to design and deploy a
large-scale, nationally, and provincially representative, comparable learning data over
time to know whether students are learning, which are being left behind and to
understand where to adjust education policies and practices based on agreed minimum
proficiency levels.

ASER Pakistan 2023 06

07 ASER Pakistan 2023
 2023
Facilitated by Idara-e-Taleem-o-Aagahi

NOTES ON
ASER
09 ASER Pakistan 2023
Inequities in Access and Learning
Dr. Faisal Bari
Senior Research Fellow
Institute of Development and Economic Alternatives

Imagine a boy born in a high income/wealth household in Karachi and a girl born in a low
income/wealth household in rural Baluchistan. Will these two children, both children of the same
country, have equal opportunities for accessing education and for learning? Clearly not. The boy in
Karachi would probably get enrolled in one of the high-fee private schools, appear for IB or A'
Levels eventually and then, possibly, go abroad for his undergraduate education. The girl from
rural Baluchistan will have a hard time surviving infancy and early childhood. If she does, there is a
significant probability she will not have access to a primary school. Even if she finishes primary, the
chances of her making it to high school and successfully completing matriculation examination is
in low single digits.

Article 25A: “The State shall provide free and compulsory education to all children of the age of
five to sixteen years in such manner as may be determined by law.” Article 25A was added to the
basic rights section of the Constitution of the country in 2010. There were laws for universal
primary education even before then but the right to education, for all children and, in fact, the
obligation (free and compulsory) to educate ALL children for 10 odd years was added to the
Constitution in 2010. The tragedy is, despite the constitutional promise we are no closer to
fulfilling this promise to our children then we were in 2010. By latest estimates more than 26
million children between the ages of five to sixteen years are out of schools in Pakistan. We have
report after report, including many rounds of Annual Status of Education (ASER) data that show
that the majority of children who are enrolled in schools have been and are getting poor quality of
education. This has been corroborated by reports from the World Bank as well. Grade 5 children
can hardly do grade 3 work, and many children in grade 8 are not able to read paragraphs and do
simple mathematics. We are simply not living up to the promises we have made, implicitly and
explicitly, to our children as far as educational opportunities to access and quality are concerned.

Since the 1980s we, as state and society, have also encouraged the private sector to develop as a
provider of education services at both K-12 and university level. Today we have an education
system in the country that is extremely differentiated, fragmented, diverse and iniquitous.
Educational institutions vary along many variables. Students can go to madrassas for religious
education or mainstream schools for 'modern' education. Education can be in formal schools,
informal schools and even in evening academies. Students can appear as 'private candidates' in
public examinations if they have studied but are not enrolled in any registered school. Language of
instruction can be local (in early years), Urdu or English. Textbooks can be state published ones,
published by private publishers or even imported. School leaving examinations can be Dars e
Nizami, matriculation, or foreign assessments like O and A' Levels, International Baccalaureate (IB)
or American High School diploma. Madrassas do not, normally, charge for Dars e Nizami and even
boarding and lodging is paid for. Government schools do not charge tuition fees and used to
provide textbooks too. Private not-for-profit schools have low or no fees, while for-profit schools
charge tuition fees based on the segment of the population they want to serve and the quality of
education, in reality or in parental perceptions, they are able to deliver. Tuition fees of Rs. 50,000
per child per month are quite normal in high-fee schools. The very expensive ones go to almost Rs.
100,000 per child per month.

ASER Pakistan 2023 10

 The children and parents' ability to access these opportunities depend on variables like parental
income, the gender of the child, and rural vs urban location. But the most important variable here
is parental income or wealth. How can we have equity in access and learning when the education
system is so fragmented and differentiated.

ASER 2023 round results do show this clearly. When ASER data is divided into quartiles by parental
income and wealth (on an asset-based index), we see patterns in access to quality education quite
clearly. 73 percent of children from the poorest quartile are enrolled in ASER data, while 83
percent of children are enrolled from the richest quartile. Only 67 percent of girls from the poorest
quartile are enrolled while 84 percent of the boys from richest quartile are enrolled. Income and
wealth have an impact on access to education.

Though it has been hard to pin down quality differences across types of schools, private and public,
rigourously, causally and precisely, but most data sets, including multiple rounds of ASER, do show
that assessment results are better for private schools than government schools. This is true for
even low-fee private schools. High-fee private schools, of course, offer much better quality of
education. ASER 2023 data show parents are aware of these differences. Of the children enrolled
in government schools 35 percent come from the lowest income quartile while 25 percent come
from the richest quartile. For the private schools, only 17 percent of the children enrolled in private
schools come from the poorest quartile while 32 percent come from the richest quartile. Access to
private education is tied to income/wealth levels.

Getting extra coaching, called tuition in Pakistan and usually done after school hours, has become
quite prevalent in our society. ASER 2023 data shows that those who attend private tuition do
have, on average, better grades than those who do not have tuition. So, tuition matters. But tuition
costs, and ability to get your child tuition is tied to parental income and wealth. ASER data shows
that only 6 percent of children from the poorest quartile get tuition while the percentage goes up
to 14 and 11 percent for the top two quartiles.

It is not surprising then that learning outcomes would be different for children from different
income/wealth quartiles. Only 24 percent of children from the poorest quartile are at a level
where they can read a simple story in Urdu, 43 percent of children from the richest quartile can do
that. 25 percent of children from poorest quartile can read a sentence in English, 41 percent from
the richest quartile are able to do that.

We have not talked about differently abled children here so far. All populations are expected to
have 10-12 percent of people who are differently abled. We have data in Pakistan that shows that
differently abled children are more likely to never enroll, are more likely to drop out early and are
more likely to be ignored in the learning process even if they happen to be in classes. This is
another dimension of the discrimination and differentiation that exists in Pakistan.

What does it mean to have a 'right to education' when 26 million children from the relevant age
bracket do not have access to schools. What will we promise the girl born in a poor household in
rural Baluchistan? As of now it seems to be the case that we are telling the girl that she will not get
access to quality education. We do not have enough public schools across Pakistan and the quality
of education being given by public schools, on average, is very poor. Since the girl's parents do not
have resources to move her to the city and/or buy her quality education from the private
providers, she will, most likely have to be another person in the 26 million who do not get to go to
school.

11 ASER Pakistan 2023

 The solution to the above problem is not to try and impose uniformity, by force, on the education
system as was attempted through the Single National Curriculum (SNC) policy initiative of the last
government. By default, or design, it ended up trying to pull back the high-fee private schools and
impose on them the same curriculum that was to be taught in government and other schools (the
government could not convince the madrassas to move to SNC though). This was a terrible idea.

The solution is in trying to raise the quality of education that is being offered by government
schools and to extend the network of schools/education programmes to get the out of school
children access as well. If government schools could offer a minimum standard of quality that gave
students access to meaningful and decent education, it would automatically force low-fee private
schools to raise their quality to at least that level if not higher otherwise parents will move children
out of private schools. If government schools could offer decent quality at no cost (zero tuition and
with distribution of books, stationary, uniforms and, possibly, access to transport) Article 25A
could be given some meaning and substance. It would still be the case that very rich households
will be able to get a higher quality by paying a lot more, and there is not much we can or should do
about this, but, at least, the children from the poorest household would have access to at least a
minimum quality that would allow them to move ahead in life. This is the only way the girl from the
poor household in rural Baluchistan is going to have any opportunity for getting a decent
education.

ASER 2023 data confirms that household income and wealth are important for access to quality
education in Pakistan. If you have the resources, you can get good quality, but if you do not, you
might be without schooling (26 million children) or have access to poor quality education. This
does not come as a surprise. We know we have a very fragmented, differentiated and divided
education system in Pakistan. The key question, for policy makers in particular and for the society
at large is how do we reconcile these facts with the promise of the basic right to education (Article
25A of the Constitution). Do children have the right to education or not? If they do, it has to be
irrespective of their parental income, geography, gender or any other variable. It has been 13 years
since the inclusion of Article 25A in the Constitution and we have not yet answered this basic
question.

ASER Pakistan 2023 12

The Climate Crisis
Education is Critical for Building Resilience to Vulnerabilities
Dr. Monazza Aslam & Dr. Shenila Rawal
Managing Partners,
Oxford Partnership for Education Research and Analysis

Pakistan ranks as the 5th most vulnerable country to the impacts of climate change according to
the Global Climate Risk Index (UN Habitat, 2023). Climate change and displacement caused by
rising global temperatures exacerbate the inequalities and barriers that already exist. In
particular, the effects of these are felt more deeply by those belonging to more socio-
economically disadvantaged backgrounds, by women and girls, rural communities, and persons
with disabilities (UNESCO, 2023). The climate crisis also intersects with another crisis –
interruptions to education and learning and the resulting widening inequalities caused by the
Covid-19 pandemic.

There is evidence to show that disasters are now increasing in severity and occurring almost five
times as often as they did 40 years ago and these disasters are disrupting the education of nearly
40 million children a year. The effects of these disasters on education are direct and indirect –
flooding, for example destroys schools, droughts result in children having to go further to collect
water, financial impacts of climate shocks mean families cannot afford to keep children in school.
Even when children stay in school, environmental changes such as temperature increases and
high levels of pollution make learning difficult, as children's physical wellbeing and ability to
concentrate are compromised (FCDO Position Paper: The Climate Crisis and Girls' Education).

Current, high-quality research in global contexts shows that without urgent action, climate
change will make it increasingly challenging to achieve a quality education. This is especially true
for disadvantaged populations. Young Lives research has shown how childhood exposure to
climate shocks such as droughts and floods can have an unequal impact on children's long term
development and especially on girls and young women who bear the burden of these challenges.
Research from Pakistan by Andrabi et al. (2020) that explores the impact of a disaster – the
earthquake in Pakistan in 2005 – on student learning shows that it is important to assess children
when they return to school post-disasters (earthquakes, pandemics etc.) to ensure they can be
taught at the right level. It also shows the need for supporting communities in adapting and
responding to 'what works' for them to improve schooling.

This year's Annual Status of Education Report (ASER 2023) has, for the first time, collected rich
data on various indicators aimed at capturing self-reported indicators of some of the
vulnerabilities that individuals across Pakistan face. Households across the country have been
asked questions on aspects such as whether their household was affected by the floods in 2022,
whether or not they are a refugee household and whether their family has been affected in any
way by a natural disaster. The household survey sheet also included questions on whether the
respondent believes themselves to be informed about what climate change is, whether (and by
how much) the household's income was affected by the reported natural disaster, whether
children's schooling was affected and whether the respondent's psychological wellbeing was
affected by the incident. For the first time, we have data on 89,551 rural households, across 4,381
villages, in 151 districts on these critical aspects.

h ps://www.riseprogramme.org/publica ons/working-paper- -human-capital-accumula on-and-disasters-evidence-pakistan

13 ASER Pakistan 2023

 The findings from ASER 2023 on these issues are stark. It is well known that certain regions in
Pakistan are particularly prone to the impacts of climate change. It is well known that the recent
floods that hit the country have been a catalyst for the many risks faced by vulnerable and
marginalised populations living in these regions. The rural sample have revealed that whilst
nationally, almost 22 percent of the households reported being affected by the floods in 2022,
there are stark regional disparities with 49 percent of the households in Sindh and 47 percent in
Balochistan noting that their household was affected by the 2022 floods (Figure 1). Other regions
in Pakistan reported being substantially less impacted by the floods that devastated other regions
so significantly. When asked whether the households have been impacted by any natural disaster
in the past year (significantly impacted or moderately affected), the findings are even more telling
– with 69 percent of households in rural Sindh and almost two thirds of those in rural Balochistan
reporting being significantly or moderately impacted by any natural disaster/event in the past
year. The self-reported incidences also rise for other regions, indicating the extent of vulnerability
faced by rural populations across Pakistan (Figure 2). When asked whether (and to what extent)
their income was negatively impacted by these events, nationally the findings suggest that almost
half the sampled households reported a negative impact on earnings. In Balochistan, almost a
quarter of the rural respondents sampled reported a decline in earnings between 26-50% and in
Sindh the equivalent was almost 19% households.

Figure 1: Household self-reports on whether it was affected by the 2022 floods, rural

Figure 2: Household self-reports on whether it has been

affected by any natural disaster in the past year, rural

When training the enumerators, the volunteers were instructed to explain to the respondents that the term covers phenomena such as floods,
droughts, earthquakes, cyclones, wildfire etc. which may have affected them in the past year.
ASER Pakistan 2023 14
 These climate related vulnerabilities also affect children the most - the recent floods of 2022
clearly indicated how children and their education was gravely affected across Pakistan (MPDSI,
2022). Idara e Taleem o Aagahi (ITA), in partnership with FCDO and the Sindh Education and
Literacy Department (SELD), implemented the 'Foundational Learning Recovery: Flood Response
in Sindh' programme in Shikarpur and Ghotki districts in Sindh. The programme consisted of three
intervention arms including support in the form of materials and resources through distribution of
back-to-school kits, school stabilization kits, and health and hygiene kits, and a 60-day Teaching at
the Right Level (TaRL)-based, accelerated learning camps to boost learning of in-school children in
grades 3-5 and for out of school children aged 6-13 years; and a micro-intervention in two villages
from the target districts. A total of 210,000 children benefitted from the programme (i.e.,
intervention I, II, and III), out of which 30,873 children attended the TaRL-camps. Nearly 80 per
cent those who attended the accelerated learning camps were mainstreamed into public schools.
The assessment results from TaRL-based learning camps show significant improvements in
learning levels across all 4 cohorts and the 3 subjects i.e., Sindhi, Arithmetic and English.

The decline in earnings reported as a result of natural disasters by respondents is likely to have an
adverse impact on children's education. We know that climate shocks reduce incomes and this
exacerbates a major barrier to education especially for the poorest, girls and children with
disabilities. The limited resources on hand available to households are diverted for survival
instead of for learning, trapping vulnerable populations in a vicious cycle of marginalisation, and
vulnerability, facing school drop-out, child labour and in the case of girls, early marriage and early
pregnancy. The impacts of climate shocks will have long lasting effects on the wellbeing, learning,
life and economic outcomes of those directly affected but are also likely to be transmitted across
future generations.

Figure 3 illustrates self-reported responses by households on whether their children's schooling

was 'extremely affected' due to a natural disaster and here the findings indicate quite significant
impacts on children in rural regions across almost all the regions – with almost 34 percent
households reporting schooling being extremely affected in AJK followed by 27 percent in GB,
closely followed by 25 percent in Sindh. It is worth noting that a fifth of all households in rural
Pakistan (20 per cent) reported their children's schooling being 'extremely affected' due to a
natural disaster.

Figure 3: Household self-reports on whether children's schooling has been

affected by any natural disaster in the past year, rural

¹https://cdpr.org.pk/wp-content/uploads/2023/11/Foundational-Learning-during-Emergencies-Learning-is-Not-a-Lost-1.pdf

15 ASER Pakistan 2023

 However, it is worth noting that only in Sindh and in Balochistan, the two most significantly flood-
impacted provinces, a far larger percentage of households reported children's schooling being
moderately affected by a natural disaster as well. Nationally, almost 30 percent of the
respondents suggested schooling being significantly or moderately affected.

Other findings in ASER 2023 allude to the effects of these events on children's learning – there is a
visible and significant decline in children's learning across most regions and whilst we can't
attribute this decline directly to these events without more sophisticated analysis, it is safe to
conclude that the school closures and lost schooling days from these events would have
contributed to this learning loss. Figures 4 and 5 present the learning levels of percentage of grade
5 students who are able to read an Urdu story and the percentage of class 5 students who are able
to do two-digit division, comparing the learning levels in 2014, 2019 (pre-pandemic) and the
subsequent rounds of ASER (2021 and the most recent in 2023). There are some very striking
findings apparent in these graphs. Firstly, it is worth noting that for Urdu and Arithmetic learning
nationally, a larger percentage of children know how to read a story in Urdu or do division in 2023
(50% and 46.3% respectively) as compared to in 2014 (46.4% and 40.4% respectively). However, in
2019, before the pandemic hit, the percentage of children who could read an Urdu story or do
division nationally had improved by 12.7 percentage points and 16.5 percentage points
respectively. There is a noticeable decline in learning outcomes after the pandemic (comparing
2019 to 2021) in both Urdu and Arithmetic outcomes nationally and, similarly, there appears to be
another declining trend between 2021 and 2023. This decline is larger in some regions than in
others – we observe a small decline in the flood-impacted provinces of Balochistan and Sindh, but
larger declines are visible in Punjab and Sindh in mathematics outcomes and in Punjab and KPK in
Urdu outcomes.

Figure 4: Percentage of children who can read an Urdu story (5-16 years), rural, by region

% CLASS 5 CHILDREN WHO CAN READ AN URDU STORY

100

National
80 Balochistan
GB
60 KPK
59
55 Punjab
50
46 Sindh
40 AJK

20

0
2014 2019 2021 2023

ASER Pakistan 2023 16

 Figure 5: Percentage of children who can
do two-digit division (5-16 years), rural, by region

% CLASS 5 CHILDREN WHO CAN DO TWO-DIGIT DIVISION

80
National
70
Balochistan
57
60
51 GB
46
50 KPK
40
40 Punjab

30 Sindh
AJK
20

10

0
2014 2019 2021 2023

Source: 2023 ASER rural report

The low levels of learning and their persistent nature in Pakistan is a cause for concern. The trends
over the 9-year period between 2014-2023 suggest persistently low and declining learning levels
across many regions in the country. Climate and environmental change pose an accelerating
threat to the education of the most marginalised and poorest and especially girls and taking stock
if this situation and planning for it is critical for Pakistan since 18% of rural girls aged 5-16 remain
out of school as per the latest ASER figures. Pakistan stands at a crucial juncture – we know that
many education systems are consistently failing the majority of children – many children in
Pakistan can't read a simple text or do simple arithmetic. We know that Covid-19 was the biggest
disruption to education in recent history and will continue to have long-lasting effects on access
and learning. We know that natural disasters and conflict take children out of school and reduce
their chances of re-entering the education system. We know that climate and environmental
changes are likely to exacerbate conflict for scarce resources. And finally, we know that the burden
of these climate-related incidents is most likely to be felt by the most marginalised, the most
vulnerable – climate change will intensify these inequalities even more and will reverse any gains
made in getting children into school and to give them a meaningful education.

17 ASER Pakistan 2023

ASER Pakistan Foundational Learning and SDG 4.1.1 a
measure early, measure All, measure well-a vaccine for lifelong learning
Baela Raza Jamil
CEO-Idara-e-Taleem-o-Aagahi

What does it take to gather nationwide evidence on All Children Learning? ASER 2023 results are a
contribution towards that ambition as a public good. There has been a growing movement for
almost two decades to uncover the challenges of children unable to read and count at basic levels.
Millennium Development Goal (MDG) 2 (2000-2015) focused on access; the absence of 'quality
and learning' remained a matter of grave concern. Why was learning short changed in MDGs in
spite of bold calls for quality in Education For All (EFA) global gatherings in Jomtien (1990) and
Dakar (2000)? There was an urgency to make foundational literacy and numeracy in early grades a
pre-requisite and essential building blocks for lifelong learning. The movement to harness and
support child's learning capabilities as a fundamental entitlement began in 2005/6 in the global
South to influence the architecture of the MDGs successor, SDGs 2030 and in particular SDG 4
goal, targets and indicators in 2015.

The Annual Status of Education Report (ASER) Pakistan is a flagship program by Idara-e-Taleem-o-
Aagahi (ITA) since 2009/10 focused on foundational learning (FL) working in close collaboration
with the government assessment bodies within the federation. ASER is a citizen-led household-
based national survey measuring each child's learning one on one for competencies mapped to
the national/provincial curriculum and standards for languages (Urdu/Sindhi), English and
Arithmetic. It is equivalent to SDG 4.1.1a indicator at lower primary level. Since 2010 ASER surveys
have been informing all stakeholders about the status of FL early in children's schooling journey as
a benchmark indicator to inform policies, sector plans and programs to address quality, equity,
inclusion and access. ASER Pakistan surveys are a citizens' accountability measure for the
fundamental constitutional right to education upheld in Article 25 A, as part of the Eighteenth
Constitutional Amendment (2010) for ALL children of Pakistan without discrimination aged 5-16
years. Quality translates into equity when early learning gaps lead to children falling behind,
repeating grades, dropping out of school, or not enrolling, exacerbated by gender, wealth and
geography. A girl child in the poorest wealth quartile, may not only lag behind her male siblings in
the same household and across other wealth bands in learning and enrolment but may be even
more fragile if she lives in rural areas or urban slums and suffers from any disability. When
deprived of the foundational learning vaccine her entitlements are undermined, possibly leading
to intergenerational deprivation; exclusions countries can ill afford.

Since 2010 ASER Pakistan has been sharing disaggregated trends on foundational learning boldly
for provinces and areas covering all rural, representative urban districts and recently urban slums.
These reveal clearly that when grade 3 children struggle in grade 2 level basic competencies, the
challenge tragically persists. Learning mapped to ASER's grade 2 level tool is reported for children
in grades 1-10 (5-16 years)

Language: letter, word, sentence, para and story.

Arithmetic: numbers and operations

h ps://palnetwork.org/ - - -a-campaign/
Pratham, a civil society organiza on in India began ci zen led, household-based assessments for founda onal learning competencies (grade level) in the
beginning of the Global South movement.
 PIRLS: Progress in Interna onal Reading Literacy Study, PILNA: Pacific Islands Literacy and Numeracy Assessment, PASEC: Programme d'Analyse des
Systemes Educa fs de la CONFEMEN, ERCE: Regional Compara ve & Explanatory Study
Call for Ac on at the Transforming Educa on Summit ( )
Global Coali on for Founda onal Learning
Pakistan Founda onal Learning (PFL) Hub ( )
19 ASER Pakistan 2023
Official educa on GDP expenditure reported is . % (Economic Survey of Pakistan - -Chapt. ) Call for Ac on at the Transforming Educa on Summit ( )
ASER Pakistan 2023 20
Learning Outcomes for Dropped-Out Children in Rural Pakistan
and the Challenge of Mainstreaming
Zulfiqar Ali & Anisha Saleem
Data Analysts, ITA-ASER

With a growing young and an expanding population, Pakistan currently has over 63 million
children between the ages of five and sixteen. Out of these, only 27 million (42%), are served by
the public school system; over 20 million (32%), are not enrolled in school at all; and over 16 million
(26%), are enrolled in private, nonprofit, or non-formal educational institutions¹. There have been
efforts by the government and various national and international organizations to address the
issue of out of school children and mainstreaming them into regular schools while also introducing
alternative learning models. Still, Pakistan is miles away from meeting SDG indicator 4.1.4. (Out of
school rate 1 year before primary, primary education, lower secondary education, upper
secondary education).

According to the recently released report of Pakistan Institute of Education (PIE) in the Pakistan
Education Statistics (PES) report, there are 26.2 million out-of-school children for the year 2021-
2022. ASER 2023 survey shows that approximately 14% of children are out of schools in rural areas
of Pakistan. Out of all those who are currently not in school, 5% have dropped out from schools.
The trade-off between attending school and staying at home is greatly impacted by the nation's
high rate of inflation and political unrest in addition to a host of other problems. As stated by the
ASER 2023 findings, the main reasons for dropping out of school are Covid-19 (31%), Law and
Order (20%), Migration (19%), Poverty (10%), and others (20%). Several other reasons for
dropping out are clubbed in the “other” category that includes child labor, child marriage,
academic difficulties, low returns to education etc. Individually the percentages for all the other 14
reasons for dropping out of schools are very low.

Figure 1: Main reasons for dropping out of school (Age 6-16)

Drop Out Reasons

Covid-19 Law and order Migra on Poverty Other

20%

31%

10%

19%
20%

h ps://mathsandscience.pk/publica ons/the-missing-third/
21 ASER Pakistan 2023
 Figure 2: Percentage of dropped out children (Age 5-16) by gender
Percentage Of Dropped Out by Gender
male female

6.9 6.7

4.0 4.1
3.8
3.4 3.6
3.1 3.0
2.8

1.4
1.0 0.9
0.6

Na onal Punjab Sindh Balochistan KPK GB AJK

Nationally it can be seen that more females are out of schools than males. 4% females and 4%
males have dropped out as per the bar chart above. Balochistan has the highest percentage of
dropped-out children. By gender more males in Balochistan as compared to females have dropped
out. More females in Khyber Pakhtunkhwa have dropped out than females in Sindh and Punjab
who are of the ages between 5-16 years.
Figure 3: Learning level (%) of out of school children (Age 5-16)
Learning Levels Of Out Of School Children
Learning Level Urdu (story) Learning Level English (Sentences) Learning Level Arithme c (division)

18
17 17
16 16
14
13 13
12 12 12
11 11
10
9

5
4 4 4
3 3

Na onal Balochistan GB KPK Punjab Sindh AJK

The ASER 2023 data indicates prior learning of children. The highest level of learning for Urdu in
the ASER survey is story reading. It can be seen from the bar chart above that 18% of children, who
have dropped out of schools in Balochistan, can read stories in Urdu which is closely followed by
Punjab and Azad Jammu and Kashmir. Sentence reading is the highest competency for English
Learning on the ASER English tool. 17% of students in Punjab and 16% children in Baluchistan stand
at this level. Only a meager 3% of dropped-out children in Sindh can read sentences in English.
Children who left schools but can read English sentences fluently in Khyber Pakhtunkhwa are 5% as
compared to 12% in Gilgit-Baltistan. Similarly, 17% of dropped-out children in Balochistan can do a

ASER Pakistan 2023 22

 two-digit division and only 3% children in Sindh can solve a two-digit division question.

These are the children who can be provided with remedial learning programs and then
mainstreamed back to the education stream. Government and private entities who are working
for the provision of catchup/remedial learning programs for out-of-school children should start by
identifying such children at the ground level.
Table 1: Learning level (%) of out of school children (Age 5-16) by gender & provinces

Urdu (Story) English (Sentence) Math (Division)

Male Female Male Female Male Female

Na onal 16 9 15 9 14 8

Punjab 14 18 16 17 13 14

Sindh 4 4 3 3 3 3

Baluchistan 25 12 22 12 21 11

KPK 6 3 7 4 5 3

GB 11 8 14 7 12 5

AJK 18 9 18 7 16 7

Out-of-school children (male) have higher competencies in Urdu, English, and Mathematics
compared to female children aged 5 to 16. Nationally 16% male and 9% female dropped-out
children can read a story in Urdu. 15% male and 9% females can read a set of two sentences in
English fluently. 14% male and 8% females can solve a two-digit division question, which is the
highest learning level in Numeracy/Mathematics.

25% male children in Balochistan can read a story in Urdu and that is followed by 18% males in AJK.
18% female children in Punjab can read an Urdu story which is the highest amongst all the
provinces that is then followed by 12% females in Balochistan. It is interesting that children who
have dropped out of school in Balochistan have better literacy skills than their counterparts in all
the other provinces. These students can be identified in a timely manner and brought back to the
schools. Around 22% males and 12% females in Balochistan can read sentences in English fluently
which is highest among all the provinces. 18% males in AJK can read sentences which is second
highest across all the other provinces. 17% of female out-of-school children can read sentences in
English. 21% males and 14% female dropped-out children can solve a two-digit division question in
Mathematics.

23 ASER Pakistan 2023

 Policy Recommendations

Ÿ All the stakeholders who are working in the area of remedial learning programs for out-of-
school children should identify such children who have the learning competencies but are
not enrolled in schools.
Ÿ Alternative learning models should be adopted and implemented to make them stay within
the education system.
Ÿ International best practices should be adopted, and Article 25-A of the constitution should
be implemented in letter and spirit.
Ÿ Resources and right interventions should be targeted in consultation with education
champions and service providers.
Ÿ Table 2: Reasons for dropping out of school for grades 2, 3, 5 & 8
Top 4 Dropped-Out Reasons
Top 4 Dropped-
out Grades Law and
Poverty Migration Covid-19
Order
2 14% 9% 27% 32%
3 10% 7% 25% 41%
5 12% 13% 11% 44%
8 23% 9% 12% 35%

Ÿ ASER 2023 shows that 31% of the children leave school after grade 5 which is the highest in
any grade. Covid-19 accounts for 44% and poverty (13%) of the reasons for dropping out
followed by law and order (12%) at this level. The government should incentivize and put a
check at grade 5 where most of the children change schools, which at times are not available
in the same village, therefore they are left with no choice but to leave schools.

ASER Pakistan 2023 24

Unlocking Learning Resilience:
Insights from ASER on Flood-Affected Districts in
Sindh & Solutions for Learning Recovery
Fatima Hafeez Meenal Javed
Data Analyst, ITA-ASER Research Analyst, ITA-ASER
Pakistan experienced one of the most devastating floods in its history in 2022, causing
unprecedented damage to nearly 34,000 schools and impacting more than 3.6 million children
(UNICEF, 2023). This led to setbacks in the education system in terms of interruption in schooling
and learning losses. According to an in-depth damage assessment by the Sindh Education and
Literacy Department (SELD), 19,808 out of 44,219 (i.e., 45%) schools were partially or fully
damaged¹.

Strong global evidence indicates that disasters have a long-term, negative impact on learning
(Baez, de la Fuente and Santos, 2010). Past crises in Pakistan also demonstrate this to be true, such
as the 2005 earthquake which substantially reduced children's learning outcomes four years
later². Even prior to the floods, the education system had not quite recovered from the COVID-19
related learning losses caused by school closures during the pandemic. Childrens' sustained lower
learning levels have far-reaching consequences for the already dismal state of Pakistan's human
capital, which is one of the lowest in the region.

The latest ASER data on Sindh offers critical insight into schooling access and foundational learning
trends in flood affected districts. Additionally, it also attempts to gauge the various aspects of the
impact of the flood emergency on households. In context of these findings, evidence-based and
innovative interventions to recover learning in emergencies can be considered.

Enrolment and Learning Trends in Flood Affected Districts in Sindh

The overall share of enrolled children (age 6-16 years) in Sindh is around 85% according to the
latest ASER 2023 cycle, which is despite the significant decrease in enrollment in 2021 relative to
2019 (80% as compared to 88%). Considering that two major shocks have impacted the education
system in Sindh i.e., COVID-19 and the 2022 floods, the recovery in enrolment is reassuring. This
trend is also reflected in the flood affected districts although with a large degree of variation.

Figure 1: Percentage enrollment (6-16 years) by district

100

Ghotki
90 Sukkur
Shikarpur

80 Larkana
Kashmore
Kambar Shahdad Kot
70
Khairpur
Mirpur Khas
60
2019 2021 2023

h ps://pnd.sindh.gov.pk/storage/resourcePage/ HIheXyEgxgsTGiYMYVR TJ NZAzS eckS GiIZ .pdf

h ps://blogs.worldbank.org/endpovertyinsouthasia/pakistans-floods-are-deepening-its-learning-crisis
25 ASER Pakistan 2023
 In stark contrast to the improvement in schooling access, the learning levels in Sindh remain
dismally low; among children (ages 5-16 years), only 21% can read a Sindhi story, 20% can read an
English sentence, and only 17% can do two-digit division. The trends in learning across flood
affected districts are even more bleak. The percentage of children (age 5-16 years) who can read a
Sindhi story is 11% in Larkana, 12% in Mirpur Khas, 13% in Shikarpur, 13% in Kambar Shahdad Kot,
13% in Khairpur, 14% in Ghotki, 18% in Sukkur, and 23% in Kashmore. Similarly, the share of
children (age 5-16 years) who can do two-digit division is only 6% in Kambar Shahdad Kot, 9% in
Shikarpur, 10% in Khairpur, 11% in Kashmore, 13% Larkana, 13% in Mirpurkhas, 15% in Ghotki and
17% in Sukkur.

Figure 2: Percentage Children that Read a Sindhi Story by District

40
Ghotki
Sukkur
30
Shikarpur
Larkana
20
Kashmore
Kambar Shahdad Kot
10 Khairpur
Mirpur Khas
0
2019 2021 2023

Figure 3: Percentage Children (5-16 years) that Can Do Two-Digit Division

Ghotki
30
Sukkur
Shikarpur
20
Larkana
Kashmore
10 Kambar Shahdad Kot
Khairpur
0 Mirpur Khas
2019 2021 2023

The learning losses are far more pronounced for children of age group 6-13 years, reflecting a
foundational learning crisis among primary- and middle-school going age children. Even more
striking is the gender gap in learning levels among children of age 6-13 years which has also
widened over time. The share of girls (6-13 years) who can read a Sindhi story was 22% in 2019 as
compared to 25% for boys; whereas in 2023 only 15% girls can read a Sindhi story relative to 19%
boys.

Impact of the 2022 Floods on Households and Schooling in Sindh

Households in Sindh were hit particularly hard by the climate-induced disaster. In Sindh, a
substantial share (34%) of surveyed households reported being “significantly” affected by
flooding in 2022. Across flood affected districts, the percentage of households “significantly”

ASER Pakistan 2023 26

 affected was even higher; Khairpur (74%), Larkana (65%), Mirpur Khas (61%), Ghotki (45%), Sukkur
(44%), Shikarpur (44%), Kashmore (36%), and Kambar Shahdad Kot (19%).

Furthermore, a large percentage of households reported being displaced in the aftermath of

flooding; Shikarpur (15%), Larkana (8%), Kashmore (11%), Kambar Shahdad Kot (15%), Khairpur
(18%), and Mirpur Khas (9%). This is validated by World Bank data that suggests that poorest
households were nearly 3 times as likely to dwell in a temporary shelter.³

Loss of livelihood and displacement increased financial stress on households. Overall, 18% of
surveyed households in Sindh reported their earning being negatively impacted by “more than
50%” due to flooding. Cross district variation is even more stark; the same level of income loss was
reported in Khairpur (77%), Shikarpur (45%), Larkana (43%), Sukkur (39%), Kambar Shahdad Kot
(16%), and Mirpurkhas (11%). Increase in socio-economic strain also impacted the mental health
of household respondents; 28% households reported that their emotional and psychological well-
being was “substantially affected” due to climate change. In districts that were worst hit by the
floods, this percentage was significantly higher; Khairpur (74%), Larkana (66%), Mirpur Khas
(45%), Sukkur (34%), Kambar Shahdad Kot (18%), Shikarpur (34%), and Ghotki (14%).

Education suffered major set-backs as learning was interrupted due to the flood-induced damage
to infrastructure, use of schools as emergency shelters, and increase in travel time due to
flooding⁴. This is also reflected in the latest ASER findings as 25% households in Sindh reported
their children's schooling being “extremely affected” due to floods in 2022. In severely affected
districts a higher share reported being “extremely affected”; Khairpur (76%), Larkana (59%),
Shikarpur (41%), Sukkur (25%), Mirpur Khas (32%), Kambar Shahdad Kot (30%), and Kashmore
(13%).

Awareness regarding climate change remains poor even in Sindh districts that were severely
impacted by floods. Only 57% in Shikarpur reported being “informed” about climate change; 55%
Larkana; 53% Kashmore; 50% Mirpur Khas; 33% in Sukkur; 30% in Kambar Shahdad Kot; and 21% in
Ghotki.

Evidence-based Solution for Learning Recovery in Emergencies: Teaching at the Right

Level (TARL)

In the aftermath of the devastating floods in 2022, Idaara-e-Taleem-o-Aagahi (ITA) collaborated

with the School Education & Literacy Department (SELD), Government of Sindh, with generous
and timely support from the Foreign Commonwealth & Development Office (FCDO) to address the
learning emergency in Sindh. ITA proposed an ambitious, yearlong project “Recovery for
Foundational Learning: Flood Response in Sindh”, in the flood affected districts of Shikarpur and
Ghotki in upper Sindh, within 391 target schools of SELD. The programme consisted of three
intervention arms. Immediate relief was provided in the form of 65,000 Back-to-School kits,
10,000 reusable Menstrual and Hygiene (MHM) kits, 800 School Stabilization Kits, 800 Teaching
Learning Material (TLM) kits, and 4000 Health and Hygiene Kits in the target districts.

In addition to receiving relief kits, 30,879 children also received remedial education through
“Chalo Parho Barho/Teaching at the Right Level (TARL)” learning camps to address gaps in

h ps://blogs.worldbank.org/endpovertyinsouthasia/pakistans-floods-are-deepening-its-learning-crisis
h ps://blogs.worldbank.org/endpovertyinsouthasia/how-are-children-pakistans- -floods-faring
27 ASER Pakistan 2023
 foundational learning. 775 TARL-based learning camps were set up on government school
premises to provide remedial instruction to in-school children within grade 3-5, and out-of-school
children of ages 6-13 years. The accelerated learning camps facilitated student learning through
structured and interactive activities to improve reading, writing, listening, speaking and practice in
the three core subjects of Sindhi, Arithmetic and English. After the successful completion of the
60-day TARL-camp cycle, the children (including those out of school) were mainstreamed into
public schools.

Chalo Parho Barho/TARL-based learning camps in Ghotki and Shikarpur improved basic literacy
and numeracy among the 30,000+ beneficiary children. The results from periodic learning
assessments (baseline, midline and endline) using ASER & International Common Assessment of
Numeracy (ICAN) tools indicate steep gains; at endline 47% children could read a Sindhi story as
compared to only 3% at baseline, at endline 44% could do two-digit division as compared to only
3% at baseline, and 63% could read an English sentence at endline as opposed to only 2% at
baseline.

Figure 5: Progress in Basic Learning Levels of Children in CPB/TARL-based Learning Camps

Baseline Endline
63%
60%
47%
44%
40%

20%

3% 3% 2%
0%
% that can read a Sindhi story % that can do two-digit % that can read an English
division sentence

Way Forward

The crisis in foundational literacy and numeracy pre-dates the emergencies in Sindh i.e., COVID-19
and the 2022 floods. The learning losses remain persistent despite the recovery in enrolment,
especially in flood affected districts. The promising results of Chalo Parho Barho/TARL-based
learning camps in Ghotki and Shikarpur in Sindh indicate that short-burst, intensive TARL-based
learning camps can be adopted as a potential model for foundational learning recovery in
emergency contexts. Beyond its application through short-term learning camps, TARL can be
made part of mainstream teacher training programs to be used in regular grades along with
tailored content, assessments, pedagogy, and teaching learning materials (TLMs). TARL can also be
incorporated into mainstream schools through a “Reading/Literacy Hour” to improve
foundational learning. The slight recovery in enrolment trends in Sindh is a bright spot despite the
continued challenges to learning. There is a pressing need for timely and effective action to close
the gaps in basic learning and secure prosperity for future generations.

ASER Pakistan 2023 28

29 ASER Pakistan 2023
 2023
Facilitated by Idara-e-Taleem-o-Aagahi

TECHNICAL
NOTE
31 ASER Pakistan 2023
 Pakistan is at a crossroads. On one hand, the country currently has the youngest population in its
history (65% is below the age of 30 while 29% is between the ages of 15 to 29 years), which if
equipped with relevant technical skills can result in dividends for the national economy. On the
other hand, majority of the workforce lacks advanced skills required by the global labor markets;
according to the ILO (2019) only 6% of youth have acquired technical vocational skills. The
increasing share of unskilled working-age population threatens to become a demographic bomb,
spelling potential disaster for the country.

The dismal reality is that Pakistan's human capital remains low and has only marginally grown
over the past three decades. Pakistan's Human Capital Index (HCI) lies around 0.41, which is
significantly lower than the regional average of 0.48 in South Asia. To remedy the situation, it is
imperative to effectively tackle the prevailing crisis in the education sector.

Adverse shocks in the form of the COVID-19 pandemic and the devastating floods in 2022 have
further worsened the education emergency. Before COVID-19, World Bank had estimated that 3
in 4 children in Pakistan were in learning poverty, whereas during COVID-19 the estimated
learning poverty increased to more than 79%.

Before the COVID-19 related learning losses could be fully recovered, the country was faced with
the unprecedented destruction caused by the floods in June-August 2022. Around 34,000 schools
were damaged (UNICEF 2023) and access to schooling was disrupted for more than 3.5 million
children, leading to setbacks in the education system in terms of interruption in schooling and
learning loses. Without a comprehensive and timely intervention for learning recovery, the
widespread disruption to education will have a long-term impact on Pakistan's human capital.

The Annual Status of Education Report (ASER) Pakistan, implemented by Idara-e-Taleem-o-

Aagahi (ITA) and supported by Foreign Commonwealth and Development Office, is the largest
citizen-led household-based survey, which is conducted biennially to provide reliable estimates
of education status and foundational literacy and numeracy skills of children aged 5-16 years for
rural districts of Pakistan. ASER Pakistan's methodology is citizen led household based
assessment that is conducted across 15 countries; 9 members from Africa, 4 from South Asia and
2 from Latin-America.

The ASER 2023 survey cycle marked a significant shift for several reasons. First, the ASER rural
survey adopted a hybrid model for data collection, consisting of both pen and paper-based
personal interviews (PAPI) and computer assisted personal interviews (CAPI). Use of CAPI allowed
for real time reporting and analysis. For this purpose, the ASER mobile data collection application
was developed, through which the survey was conducted in 51 rural districts. The ASER App is
also linked to an interactive dashboard which was used by the ASER team as well as field
coordinators at the district level to monitor data collection, visualize data, and facilitate field
management. An integrated database was also developed so that the data being uploaded
through, both, the PAPI- and CAPI-based surveys can be consolidated, resulting in a single
database through syncing of the two sources. 11,000 volunteers were trained for 3 days across all
provinces by the ASER team for both PAPI- and CAPI-based surveys.

1 h ps://blogs.lse.ac.uk/interna onaldevelopment/2022/12/05/can-pakistan-survive-the-next-75-years-without-strong-human-capital/
2 h ps://www.worldbank.org/en/region/sar/publica on/pakistan -human-capital-review-building-capabili es-throughout-life
3 https://reliefweb.int/report/pakistan/pakistan-educa on-sector-working-group-flood-response-performance-monitoring-dashboard-23-january-2023

4 h ps://blogs.worldbank.org/endpovertyinsouthasia/how-are-children-pakistans-2022-floods-faring

ASER Pakistan 2023 32

 Second, the ASER 2023 urban survey covers all 31 urban divisions of the 4 provinces of Pakistan, making it a
nationally representative urban sample at the divisional level. The sample coverage of ASER 2023 has
increased to 123 urban districts from only 20 urban districts covered in ASER 2021. For the current cycle, the
urban sample covers 1154 urban blocks, comprising of 23,080 households using from sampling frame based
on the Population and Housing Census 2017 provided by the Pakistan Bureau of Statistics.

ASER 2023 includes additional questions in sections in the school sheets (government and private) to collect
information on indicators related to school facilities such as: ECE equipment, assistive devices and transport
facility for Children with Disabilities (CWDs), and daycare facility for teachers. Keeping in view the
devastation caused to the school infrastructure due to the floods; the facilities section includes questions
on whether the school was damaged due to any natural disasters, the extent of the damage and any support
received from the gov't or donor. A new section has been added to the school sheets to collect information
on the frequency of teacher training and teacher training needs. Additional items have also been added on
parent-teacher meetings and their frequency. These indicators provide critical inputs on the status of
school effectiveness.

The household sheet also included questions on whether the household members are digitally literate in
terms of use of computer and smartphone. The number of children who had a Birth registration certificate
(B-Form) were also recorded. A section on climate change was included in the household sheet to record
whether the household had been negatively impacted by the floods and to what extent. The questionnaire
also recorded whether children's schooling had been affected due to any natural disaster. Finally, a section
on child health was added for the first time to collect information on whether the child had received the 5
basic vaccines, and whether they had a vaccination card or other record.

Detail of the household indicators as well as those related to school facilities is given below:

33 ASER Pakistan 2023

Household Sheet

Informa on Communica on Technology (ICT) Related Ques ons

The following addi onal ques ons on technology and its usage were added in the ASER 2023 survey ques onnaire. These
were asked from the head of the household:

i. Total number of household members who can use a computer?

ii. Total number of household members who can use a smartphone?
iii. Total number of household members who can read newspaper?

New Sec on on Climate Change

The following items based on effects of climate change on households were added to the current cycle’s household sheet.
These were posed to the household head:

i. Was your household affected by 2022-23 floods?

a) Yes
b) No
ii. Are you a migrant/refugee/IDP?
a) Yes
b) No
iii. How well informed do you feel you are about climate change?
a) Informed
b) Don’t know
c) Uninformed
iv. Has your family been impacted by a natural disaster/flooding within the last year?
a) Yes, significantly
b) Yes, moderately
c) No, not affected
v. To what extent was your earning nega vely impacted by natural disasters. e.g. flooding?
a) Less than 10%
b) btw 11%-25%
c) btw 26%- 50%
d) More than 50%
e) No affect
vi. Has your emo onal/psychological well-being been affected due to climate change?
a) Subtan ally affected
b) Somewhat affected
c) Affected only a bit
d) Not at all
vii. Was any of your children’s schooling affected due to a natural disaster within the last year (e.g. due to school
closure, school absence, teachers’ absence etc.)
a) Extremely affected
b) Somewhat affected
c) Moderately affected
d) Not at all

ASER Pakistan 2023 34

Information on Child’s Health
Ques ons were also included to capture informa on on children’s health. These ques o ns were administered to the head
of the household:
i. In general, how would you describe the child’s health?
a) Excellent
b) V. Good
c) Good
d) Fair
e) Poor
ii. Has a doctor or healthcare provider ever told you that the child has any of the following health problems?
a) Allergies
b) Asthma
c) Type 2 Diabetes
d) Epilepsy
e) Heart condi on
f) Blood disorders
g) Others
iii. Has the child received any of the following basic vaccines?
a) BCG
b) Polio
c) DPT-HepB-Hib
d) Pneumococcal
e) Measles
f) All of the above
g) None
iv. Does the child have a vaccina on card from a public health provider OR any other document indica ng child’s
vaccina ons?
a) Yes, has only cards
b) Yes, has only other document
c) Yes, has card & other document
d) No, has no card & no other document
v. Has your child received de-worming pills or any other medicine in school?
a) Yes
b) No
c) Don’t Know
vi. Out of all children how many children have been registered under NADRA? ______
vii. How many of them have been issued birth cer ficates? _______

35 ASER Pakistan 2023

Government School and Private School Sheets

Class Observa on
i. Did you observe any ECE equipment? (toys, ac vity material)

Health and Disability – Facili es Available

i. Trained support staff
a) Yes
b) No
ii. Assis ve devices for hearing impaired
a) Yes
b) No
iii. Transport facility
a) Yes
b) No

Facili es in the School

i. How many electronic tablets does the school have or have been assigned? ______
ii. Was your school damaged by any natural disasters?
a) Yes
b) No
iii. If yes. What was the extent of the damage?
a) Par ally damaged
b) Fully damaged
iv. Day care facility available for teachers?
a) Yes
b) No

Teacher Training
i. Number of teachers who got training(s) recently.
a) None ______
b) Less than 15 days ______
c) 15-30 days ______
d) More than 30 days ______
ii. What were the teacher training sessions based on? (mul ple response)
a) Pedagogy
b) School Leadership
c) Subject Specific Knowledge
d) Curriculum
e) Assessment
f) Community Engagement
g) Classroom Management
h) Educa on and Technology
i) Others

ASER Pakistan 2023 36

 iii. What are the needs of the training staff?
a) Pedagogy
b) School Leadership
c) Subject Specific Knowledge
d) Curriculum
e) Assessment
f) Community Engagement
g) Classroom Management
h) Educa on and Technology
i) Data Literacy
j) Teacher Leadership
k) Change Management
l) Others

Parent – Teacher Mee ngs & SMC/SC/PTA/PTSMC Informa on

i. How many mes in an academic year does the school organize parent-teacher mee ngs?
a) Monthly
b) Quarterly
c) Semi-Annually
d) Annually
e) None
ii. Does the teacher follow up the parents in case of student absence?
a) Yes
b) No
iii. How many parents a ended the last (SMC/SC/PTA/PTSMC) mee ng? _______
iv. Date of the last SMC/SC/PTA/PTSMC mee ng: _________

37 ASER Pakistan 2023

 Household Survey Sheet 1

Household Survey Sheet 2

ASER Pakistan 2023 38

 Government School Observation Sheet 1

Government School Observation Sheet 2

39 ASER Pakistan 2023

 Government School Observation Sheet 3

Private School Observation Sheet 1

ASER Pakistan 2023 40

 Private School Observation Sheet 2

Village Observa on Sheet

41 ASER Pakistan 2023

 English Tools

ASER Pakistan 2023 42

 Urdu Tools

43 ASER Pakistan 2023

 Arithmetic Tool

ASER Pakistan 2023 44

 General Knowledge

45 ASER Pakistan 2023

 Sindhi Tools

ASER Pakistan 2023 46

47 ASER Pakistan 2023
 2023
Facilitated by Idara-e-Taleem-o-Aagahi

NATIONAL
(RURAL)
49 ASER Pakistan 2023
 NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Gilgit -
Baltistan

Khyber
Pakhtunkhwa
Khyber
Pakhtunkhwa
AJK
ICT
ICT
KP-
Newly
Merged
Districts

Punjab

Balochistan
30-35
36-40
41-45
46-50
51-55
Above 55
Sindh

Gilgit -
Baltistan

Khyber
Pakhtunkhwa
Khyber

2021
Facilitated by Idara-e-Taleem-o-Aagahi
Pakhtunkhwa
AJK
ICT
ICT
KP-
Newly
Merged
Districts

Punjab

Balochistan

Sindh

ASER Pakistan 2023 50

NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Gilgit -
Baltistan

Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan
Above 30
20-30
10-20
05-10
03-05
0-03
Sindh

Gilgit -
Baltistan

2021
Facilitated by Idara-e-Taleem-o-Aagahi
Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan

Sindh

51 ASER Pakistan 2023

 NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Gilgit -
Baltistan

Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan
Above 15
12-15
09-11
05-08
03-04
0-02
Sindh

Gilgit -
Baltistan

Khyber

2021
Pakhtunkhwa

Facilitated by Idara-e-Taleem-o-Aagahi
AJK
ICT

Punjab

Balochistan

Sindh

ASER Pakistan 2023 52

NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Gilgit -
Baltistan

Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan
01-05
06-10
10-20
20-30
30-40
Above 40
Sindh

Gilgit -
Baltistan

2021
Facilitated by Idara-e-Taleem-o-Aagahi
Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan

Sindh

53 ASER Pakistan 2023

 NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Gilgit -
Baltistan

Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan
Below 33
33-40
40-50
50-60
60-70
Above 70
Sindh

Gilgit -
Baltistan

Khyber
Pakhtunkhwa

2021
Facilitated by Idara-e-Taleem-o-Aagahi AJK
ICT

Punjab

Balochistan

Sindh

ASER Pakistan 2023 54

NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Gilgit -
Baltistan

Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan
Below 33
33-40
40-50
50-60
60-70
Above 70
Sindh

Gilgit -
Baltistan

Khyber

2021
Facilitated by Idara-e-Taleem-o-Aagahi
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan

Sindh

55 ASER Pakistan 2023

 NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Gilgit -
Baltistan

Khyber
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan
Below 33
33-40
40-50
50-60
60-70
Above 70
Sindh

Gilgit -
Baltistan

Khyber

2021
Facilitated by Idara-e-Taleem-o-Aagahi
Pakhtunkhwa

AJK
ICT

Punjab

Balochistan

Sindh

ASER Pakistan 2023 56

NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

SCHOOL ENROLLMENT AND OUT-OF-SCHOOL CHILDREN

% Children in different types of schools % Out-of-school Total

Enrollment by gender and type of school
Children (Age 6 to 16 years)
Age group Govt. Non-state providers Never Drop-
Pvt. Madrasah Others enrolled out Boys Girls

6 - 10 69.55 16.72 2.28 0.55 9.16 1.74 100 100

11 - 13 65.03 17.63 2.10 0.41 8.33 6.51 100 80

% Children
60 58 57
14 - 16 60.34 16.81 1.80 0.27 9.13 11.65 100 42 43
40
6 - 16 66.73 16.95 2.14 0.46 8.96 4.75 100 20
Total 86.3 13.7 100 0
Government schools Private schools
By Type 77 20 2 1

Class-wise enrollment Out-of-school children by gender

Children (Age 6 to 16 years)
2019 2021 2023
Boys Girls
40
50
30
% Children

40
16
20

% Children
13 13 12 30
12
10 7 7
10 5 4 20
9
0 10 9 7
1 2 3 4 5 6 7 8 9 10 7 10 6
0
Class
2019 2021 2023

EARLY YEARS SCHOOLING (PRE-SCHOOLING)

% Children who a end different types of pre-schools

Children not attending any pre-school
Age group Govt. Non-state providers Out-of-school Total Children (Age 3 to 5 years)
Pvt. Madrasah Others
2019 2021 2023
3 12.5 3.5 0.4 0.1 83.5 100
100
83
4 30.2 9.0 0.7 0.4 59.7 100 80 60
% Children

5 53.5 12.2 0.2 0.5 33.6 100 60

20
40
3-5 31.4 8.1 0.5 0.3 59.7 100 20
Total 40.3 59.7 100 0
Age 3 Age 4 Age 5
By Type 77.9 20.2 1.2 0.8

AGE CLASS COMPOSITION

Age/Class 5 6 7 8 9 10 11 12 13 14 15 16 Total
1 100 38.3 22.85 12.01 5.81 0 1.21 0.55 0.49 0.49 0.84 1.84 15.8

2 0 61.7 27.93 18.86 12.57 0 2.5 1.43 0.49 0.31 0.38 0.4 12.57

3 0 49.23 24.36 19.67 13.21 6.08 3.56 1.89 0.85 0.47 0.42 12.98

4 0 44.77 22.11 17.91 11.75 6.5 3.16 2.99 1.55 0.94 12.17

5 0 39.84 31.28 21.01 13.74 5.87 4.52 3.99 1.94 11.75

6 0 37.6 19.57 21.74 10.07 7.55 4.08 3.18 10.15

7 0 37.87 16.54 18.88 13.11 9.83 4.26 6.97

8 0 35.94 20.76 30.97 13.44 13.99 7.86

9 0 38.4 24.68 35.54 14.36 5.95

10 0 14.53 29.88 58.67 3.8

Total 100 100 100 100 100 100 100 100 100 100 100 100 100

57 ASER Pakistan 2023

 NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

LEARNING LEVELS (URDU/SINDHI)

Class-wise % children who can read

Learning levels by school type
Class Nothing Le ers Words Sentences Story Total Urdu/Sindhi
1 30.3 44.0 16.3 5.2 4.3 100
Government Private
2 17.0 26.7 34.8 12.9 8.6 100
3 11.2 15.5 31.4 24.4 17.5 100 100
4 10.0 10.1 23.7 24.3 32.0 100
80 74 75

% Children
5 6.9 7.9 15.5 19.7 50.0 100
60
6 9.6 4.3 13.6 18.3 54.2 100 44 45 49
43
7 8.3 3.5 10.5 16.3 61.4 100 40
8 8.8 2.5 6.7 13.9 68.2 100 20
9 9.3 2.0 4.3 11.7 72.7 100 0
10 3.4 1.0 2.5 8.0 85.1 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least le ers least sentences least story
How to read: 9.5% (5.2+4.3) children of class 1 can read atleast sentence

Children who can read story Urdu/Sindhi Learning level by gender Learning levels: out-of-school (Urdu/Sindhi)
(Urdu/Sindhi) Children (Age 5 to 16 years)
2019 2021 2023 Children (Age 5 to 16 years)
100
100 100
80 80 72
% Children

80

% Children
60
% Children

50 55 50 45 60
60 40
40 33 20 40
17 0
20 20 12
Boys Girls 6 6 4
0 0
Who can read at least sentences
Class 3 Class 4 Class 5 Class 6 Beginner Le ers Words Sentences Story

LEARNING LEVELS (ENGLISH)

Class-wise % children who can read

Learning levels by school type English
Class Nothing Le ers Words Sentences Total
Capital Small Government Private

1 34.2 37.0 17.1 7.1 4.6 100 100

2 20.3 22.4 31.1 17.1 9.1 100
3 14.6 12.7 25.6 29.2 17.9 100 80
% Children

4 12.9 8.3 14.4 33.8 30.7 100 60

48 52 51
5 5.1 7.0 11.0 22.9 54.0 100 44 42
6 11.8 4.0 6.4 22.5 55.4 100 40
27
7 10.4 3.1 5.0 18.3 63.2 100
20
8 11.1 2.1 3.4 13.0 70.5 100
9 10.6 1.6 2.7 9.2 76.0 100 0
10 3.9 1.0 1.2 5.8 88.1 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small letters least words least sentences
How to read: 11.7% (7.1+4.6) children of class 1 can read atleast word

Who can read sentences Learning levels by gender English Learning levels: out-of-school English
Children (Age 5-16 years) English Children (Age 5 to 16 years) Children (Age 5 to 16 years)

2019 2021 2023 100 100

80 80
100 74
% Children

60
% Children

80 54 49 60
% Children

60 54 40
55 40
40 20
31 20
0 12
20 18 4 5 5
Boys Girls 0
0 Beginner Capital Small Words Sentences
Who can read at least words
Class 3 Class 4 Class 5 Class 6 le ers le ers

ASER Pakistan 2023 58

NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

LEARNING LEVELS (ARITHMETIC)

Class-wise % children who can do

Learning levels by school type Arithme c
Class Nothing Number recogni on Subtraction Division Total
1-9 10-99 100-200 2 Digits 3 Digits (2 Digits) Government Private

100
1 30.2 34.8 18.3 7.3 4.5 2.0 3.0 100
2 17.2 17.2 27.1 17.4 10.5 4.8 5.8 100 80

% Children
3 11.7 9.3 18.6 22.1 16.6 9.1 12.6 100
60
4 9.8 5.2 12.0 15.8 17.5 15.3 24.4 100 48
34 39 43 35 41
5 3.5 4.9 7.7 9.3 13.9 14.4 46.3 100 40
6 9.3 2.6 5.9 9.5 13.3 12.7 46.7 100 20
7 7.8 2.3 4.2 8.2 10.1 11.9 55.5 100
8 8.4 1.3 3.0 6.0 7.8 10.1 63.4 100 0
Class 1: Can Class 3: Can at Class 5: Can at
9 8.8 1.2 2.4 5.4 5.6 7.9 68.8 100
recognize at least least do least do division
10 3.1 0.6 1.1 3.7 4.1 7.5 79.8 100 numbers (10-99) subtrac on
How to read: 9.5% (4.5+2.0+3.0) children of class 1 can do atleast subtrac on

Children who can do division Learning levels by gender Arithme c Learning levels: out-of-school Arithme c
(Age 5 to 16 years) Children (Age 5 to 16 years) Children (Age 5 to 16 years)

2019 2021 2023 100 100

80 80
70
% Children

100

% Children
60 60
80 49 45
% Children

40
60 40
47 20
40 46 20 11
20 24 0 4 4 4 4 3
13 Boys Girls 0
0 Beginner Number Subtrac on 2 Division
Class 3 Class 4 Class 5 Class 6 Who can at least do subtrac on recogni on 10- digits
99

PARENTAL EDUCATION AND PAID TUITION

Class-wise % children a ending paid tui on

Class I II III IV V VI VII VIII IX X By ins tu on Total

Govt. 4.26 5.01 5.13 6.89 6.95 8.7 9.95 10.2 12.2 13.39 6.85
9.66
Pvt. 22.13 22.82 21.62 21.79 22.4 22.37 20.17 20.48 23.98 22 21.64

Parental educa on
Children a ending paid tui on
Parental Educa on-Atleast Primary
Government schools Private schools
Mothers Fathers 100
100
80
80
% Children

60
55
% Parents

60 56
53
35 35 40
40
32
22 20 22 22
20 20
7 7
0 0
2019 2021 2023 2019 2021 2023

59 ASER Pakistan 2023

 NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

NUMBER OF SURVEYED SCHOOLS

Government schools Private schools
Type/Level
Boys Girls Boys & Girls Total Boys Girls Boys & Girls Total

Primary 1010 710 309 2029 376 56 24 456

Elementary 208 637 109 954 370 45 9 424
High 127 309 158 589 348 57 14 419
Others 243 388 161 792 292 55 8 355
Total 1588 2044 732 4364 1386 213 55 1654

ATTENDANCE (%) ON THE DAY OF VISIT

Government schools Private schools
Type/Level
Primary Elementary High Others Overall Primary Elementary High Others Overall

Children a endance 85% 88% 88% 83% 87% 91% 90% 90% 77% 90%
Teacher a endance 88% 90% 92% 83% 89% 85% 86% 77% 84% 84%

TEACHER'S QUALIFICATION (% TEACHERS)

General qualifica on Professional qualifica on
Government schools (%) Private schools (%) Government schools (%) Private schools (%)
Matricula on 3.63 3.94 PTC 11.31 13.03
FA 8.08 17.93 CT 13.66 11.41
BA 31.09 37.96 B-Ed 45.14 48.61
MA or above 55.28 38.96 M-Ed or above 27.61 22.37
Others 1.92 1.2 Others 2.28 4.58

SCHOOL FACILITIES (%SCHOOLS)

Government schools Private schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Complete Boundary Wall/Fence 72.1% 84.4% 89.7% 76.5% 85.8% 85.5% 93.3% 79.0% 86.5%
Playground 48.0% 69.0% 80.9% 56.0% 55.0% 63.8% 71.7% 58.5% 62.3%
Electricity Connec on 70.9% 81.5% 89.2% 75.2% 88.4% 91.8% 94.8% 81.6% 89.8%
Solar Panels 24.4% 26.3% 27.8% 25.2% 31.0% 28.1% 36.3% 28.1% 31.1%
Working Library 9.1% 21.9% 50.1% 17.2% 28.2% 26.2% 54.5% 31.6% 35.0%
Useable Furniture 64.7% 81.1% 87.7% 70.5% 82.3% 86.7% 89.4% 77.1% 84.4%
Day care Facility for Teachers 6.8% 15.1% 24.4% 10.6% 18.3% 22.0% 35.8% 22.4% 24.4%
Running Water available in Handwashing Sinks 44.4% 60.5% 73.2% 51.1% 63.3% 64.1% 74.8% 60.0% 65.9%
Student Toilets Available 61.8% 82.1% 86.9% 68.4% 89.2% 90.6% 90.2% 82.1% 88.6%
Separate Toilets for girls and boys 31.0% 49.5% 54.3% 37.1% 67.0% 75.7% 77.5% 64.5% 71.6%
Running Water available in toilets 46.8% 75.2% 80.3% 57.0% 83.7% 85.5% 91.4% 76.5% 85.0%
Disinfectants available for cleaning 27.5% 46.9% 57.8% 35.8% 57.7% 66.7% 70.5% 60.4% 63.9%
Toilets Cleanliness 55.3% 68.6% 81.3% 61.2% 81.6% 84.0% 90.7% 79.1% 84.1%
Clean Drinking Water available for students 65.1% 76.5% 83.1% 69.4% 81.6% 84.8% 90.9% 78.6% 84.4%
Sick Room Available in schools 9.5% 17.5% 32.4% 14.1% 24.5% 22.1% 37.0% 24.2% 27.0%
First Aid Equipment Available 20.6% 32.6% 41.3% 25.4% 39.8% 48.4% 59.9% 51.0% 49.3%
ComputeLab Available 0% 14.5% 51.2% 12.3% 13.8% 23.7% 39.4% 22.2% 24.3%
Internet Available 7.3% 17.1% 43.4% 14.2% 17.3% 26.2% 43.4% 27.0% 28.0%

COMPUTER LAB AND INTERNET FACILITY IN SCHOOLS (% SCHOOLS)

Computer lab and internet facility in schools (%)

Computer Lab in Schools Internet available in Schools Internet available in Computer Labs Internet available in Offices Internet available in Classrooms

89% 90% 94%

86% 87% 87%
81%
71% 74%
66% 70%
59% 64% 62%
51%
44% 43% 43% 47% 43%
39% 39%
33% 26% 28%
17% 24% 25% 25% 21%
14% 12%14% 17% 18% 16%
14%
7%

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government Schools Private Schools

ASER Pakistan 2023 60

NATIONAL - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

Mul grade teaching % School Facili es at Primary Level

Government schools Private schools
Government Schools Private Schools
86% 89%
82% 75% 77% 77%
72% 70% 71%
39% 62% 65%
57%
55%
48% 46%
42%

19%

7%
5%

Boundary Toilets Playground Water Boundary Wall Toilets Playground Water

Class 2 Class 8 Wall 20
2023

Funds/Grants (% Schools)
Government Schools Private Schools
Primary Elementary Secondary Other Primary Elementary Secondary Other
# of schools reported receiving grants 645 204 285 220 28 31 38 21
2022 % of schools reported receiving grants 31% 47% 57% 32% 6% 7% 10% 6%
Average amount of grant (Rs.) 25,463.8 136,526.0 185,705.4 96,867.0 12,809.6 124,676.7 110,390.5 9,785.6
# of schools reported receiving grants 523 130 180 176 4 14 14 10
2023 % of schools reported receiving grants 25% 30% 36% 26% 1% 3% 4% 3%
Average amount of grant (Rs.) 15,290.5 41,093.0 113,572.0 106,728.4 4,686.6 27,274.0 28,200.9 3,747.7

Disabili es and Func oning in Schools (% Schools)

Government Schools Private Schools
Children with Disabili es
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
No Disability 91% 82% 85% 89% 94% 88% 84% 88% 89%
Some Disability 9% 18% 15% 11% 6% 12% 16% 12% 11%

Facili es for Children with Disabili es in Schools (% Schools)

Government Schools Private Schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Ramps 19% 28% 41% 23% 51% 47% 57% 65% 55%
Accessible Toilets 49% 51% 64% 51% 53% 62% 54% 61% 57%
Health and Nutri on Officer 7% 15% 25% 10% 12% 12% 16% 12% 13%
Other Facili es* 0% 0% 0% 0% 18% 21% 22% 22% 21%
*Special Staff, Hearing Assis ve devices and Transport Facility

VISUAL & HEARING DISABILITIES (Avg. NUMBER OF CHILDREN IN SCHOOLS)

Visual Disability- Boys (Avg.) in Schools Visual Disability- Boys (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

1.69 0.83 0.83 0.83 0.83

1.24 0.63

0.84 0.90
0.58
0.18 0.19
0.21 0.28 0.14 0.11
0.16 0.14 0.09 0.03 0.02 0.03
0.07 0.00
Primary Elementary Secondary Overall Primary Elementary Secondary Overall
Government School Private School

Visual Disability- Girls (Avg.) in Schools Visual Disability- Girls (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
1.33
1.18
1.02
0.76 0.80 0.76
0.60 0.61
0.47

0.23 0.28
0.16 0.19 0.14 0.13
0.06 0.05 0.09 0.06
0.00 0.00 0.00 0.00 0.01
Primary Elementary Secondary Overall Primary Elementary Secondary Overall
Government School Private School
*The graphs on disability report findings based on the Washington Short Set which assesses children across six func onings: visual, hearing, physical, intellectual, self-care and communica on with others, by school type, school level and gender.

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Hearing Disability- Boys (Avg.) in Schools Hearing Disability- Boys (Avg.) in Schools

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

1.30
0.50
0.46
0.41
0.88 0.37
0.68
0.47 0.22
0.39
0.14 0.12 0.18 0.06 0.04
0.07 0.08 0.07 0.04 0.05 0.03
0.00 0.00 0.00

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government School Private School

Hearing Disability- Girls (Avg.) in Schools Hearing Disability- Girls (Avg.) in Schools

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

0.36
0.38
0.34 0.33 0.34
0.24 0.25
0.22

0.17 0.16 0.14

0.14 0.14
0.11 0.08 0.07
0.04 0.05 0.04 0.04 0.04 0.04
0.00 0.01

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government School Private School

PHYSICAL & INTELLECTUAL DISABILITIES (Avg. NUMBER OF CHILDREN IN SCHOOLS)

Physical Disability- Boys (Avg.) in Schools Physical Disability- Boys (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
1.00
1.49
0.74 0.72 0.76
0.64
0.89 0.86
0.64 0.63 0.33
0.50 0.32
0.37 0.26
0.27 0.19 0.11
0.13 0.15 0.16 0.04 0.06 0.06

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government School Private School

Physical Disability- Girls (Avg.) in Schools Physical Disability- Girls (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
0.67 0.75
0.63
0.67
0.53
0.47
0.37

0.25 0.28
0.17 0.20 0.23
0.13 0.16
0.13 0.14 0.14
0.09 0.07
0.00 0.00 0.02 0.03 0.03

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government School Private School

Intellectual Disability- Boys (Avg.) in Schools Intellectual Disability- Boys (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
1.80
0.77
0.64
1.15
0.50
0.86
0.72 0.38
0.27
0.36 0.36 0.31 0.15
0.21 0.14 0.08 0.11 0.11
0.11 0.10 0.02 0.02
0.00 0.00

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government School Private School

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Intellectual Disability- Girls (Avg.) in Schools Intellectual Disability- Girls (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

0.37
1.00
0.27
0.25

0.39 0.13 0.13 0.14

0.23 0.25 0.27
0.10 0.11 0.05 0.04 0.05
0.03 0.03 0.00 0.02 0.02
0.00 0.02 0.00

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government School Private School

SELF CARE & COMMUNICATION DISABILITIES (Avg. NUMBER OF CHILDREN IN SCHOOLS)

Self Care Disability- Boys (Avg.) in Schools Self Care Disability- Boys (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

9.14
1.00

0.33 0.29
1.67 0.17
0.39 0.38 0.04 0.19 0.07 0.03 0.07 0.11 0.11 0.11
0.03 0.06
0.00 0.00 0.10 0.03 0.00 0.01

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government School Private School

Self Care Disability- Girls (Avg.) in Schools Self Care Disability- Girls (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

10.00 9.14
0.50
8.00

6.00
0.22 0.20
4.00 0.18
1.67
0.14 0.14 0.13 0.14
2.00 0.07 0.08
0.39 0.38 0.04 0.19 0.07 0.03 0.00 0.00 0.10 0.03 0.01 0.00
0.00
Primary Elementary Secondary Overall Primary Elementary Secondary Overall
Government School Private School

Communication Disability- Boys (Avg.) in Schools Communica on Disability- Boys (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

1.20 1.11
0.60
0.96
1.00
0.74
0.80
0.61 0.34 0.32
0.60 0.26
0.22
0.40 0.28
0.17 0.18 0.11
0.20 0.10 0.12 0.09 0.04 0.04 0.06 0.03
0.04 0.00 0.00 0.00
0.00
Primary Elementary Secondary Overall Primary Elementary Secondary Overall
Government School Private School

Communica on Disability- Girls (Avg.) in Schools Communication Disability- Girls (Avg.) in Schools
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

1.20 1.11
0.60
0.96
1.00
0.74
0.80
0.61 0.34 0.32
0.60 0.26
0.22
0.40 0.28
0.17 0.18 0.11
0.20 0.10 0.12 0.09 0.04 0.04 0.06 0.03
0.04 0.00 0.00 0.00
0.00
Primary Elementary Secondary Overall Primary Elementary Secondary Overall
Government School Private School

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Sample Composition · 60% children of age 3-5 are currently not enrolled in
any early childhood education program/school.
· ASER 2023 survey was conducted in 151 rural
· Of the children enrolled in ECE, 78% are enrolled in
districts of Pakistan. This covered 84,882 households
government schools and 22% are enrolled in non-
in 4,381 villages across the country during
state institutions/private schools.
September-November 2023.
· Detailed information was collected for 212,537
children (55.2% males, 43.9% females and 0.9% THEME 3: CLASS WISE LEARNING LEVELS
transgenders) aged 3-16 years. Out of these 153,354 Learning levels of children are assessed through language
children aged 5-16 years were assessed for language and arithmetic tools. The same tools are used for all
and arithmetic competencies. children between the ages of 5 to 16. The literacy and
numeracy assessments cover up to Class 2 level
· School information was collected for public and non-
competencies mapped to the National Curriculum of
state/private schools. A total of 4,364 government
Pakistan.
schools and 1,654 non-state/private institutions,
including madrassahs and non-formal schools were
surveyed. Urdu/Sindhi Learning levels of class 3 children have
improved and of class 5 children have declined:
THEME 1: ACCESS · 18% of class 3 children could read story in Urdu/Sindhi
compared to 15% in 2021.
Proportion of out-of-school children has decreased
when compared to 2021 (5-16 years). · 50% of class 5 children could read a class 2 level story
· In 2023, 14% of children were reported to be out-of- in Urdu/Sindhi compared to 55% in 2021.
school; a decrease when compared to 2021 (19%).
Around 9% of children have never been enrolled in a English learning levels of class 3 and class 5 children have
school and 5% have dropped out of school for various declined:
reasons.
· 18% of class 3 children could read class 2 level
· 86% of all school-aged children within the age sentences compared to 20% in 2021.
bracket of 6-16 years were enrolled in schools.
Amongst these, 77% (81% in 2021) of children were · 54% of class 5 children could read class 2 level
enrolled in government schools whereas 23% (19% in sentences compared to 56% in 2021.
2021) were going to non-state institutions (20%
private schools and 2% Madrassah and 1% others).
Arithmetic learning levels of class 3 and class 5 children
The share of private schools has increased by 4 have declined:
percentage points compared with 2021, indicating its
return to pre-COVID level. · 13% of children enrolled in class 3 could do two-digit
division compared to 20% in 2021.
· Amongst the enrolled students in government
schools, 42% were girls and 58% were boys whereas · 46% of class 5 children could do two-digit division as
in private schools 57% enrolled students were boys compared to 51% in 2021.
and 43% were girls.
THEME 4: LEARNING LEVELS BY SCHOOL TYPE
THEME 2: EARLY CHILDHOOD EDUCATION (GOVERNMENT VS PRIVATE)
The proportion of children enrolled in ECE has increased
in 2023 as compared to 2021. Children enrolled in private schools are performing better
in literacy and numeracy compared to government
· 40% of all school-aged children in the age bracket of counterparts, with provincial and area variations.
3-5 years were enrolled in ECE compared to 38% in
· 49% children enrolled in class 5 in private schools are
2021.

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able to read at least a story in Urdu/Sindhi as THEME 8: MULTI-GRADE TEACHING

compared to 45% class 5 children enrolled in
government schools. 39% of surveyed government schools and 19% of
· 51% of class 5 children enrolled in private schools can surveyed private schools had Class 2 students sitting with
read at least sentences in English whereas only 42% other classes.
government school children can do the same.
· Children of Class 2 and Class 8 sitting together with
· 41% of children enrolled in class 5 in private schools
any other classes were observed with one teacher
were able to do division as compared to 35% class 5
teaching more than one grade.
children enrolled in government schools.
· 39% of the surveyed government schools (40% in
2021) and 19% of the surveyed private schools (23% in
THEME 5: GENDER GAP
2021) had Class 2 sitting with other classes.
Gender gap in learning: boys outperform girls (age 5-16 · 5% of surveyed government schools (as compared to
overall) in literacy and numeracy skills; however, 6% in 2021) and 7% of surveyed private schools (19%
provincial and area variations reveal girls performing at in 2021) had class 8 sitting with other classes.
par or better than boys in Punjab, GB and AJK · There is a marked decrease in multigrading in class 2
and class 8 across government and non-state
· 50% of boys and 45% of girls could read at least institutions/private schools.
sentences in Urdu/Sindhi.
· 54% boys could read at least English words while 49% THEME 9: TEACHER & STUDENT ATTENDANCE
of girls can do the same.
· 49% of boys were able to do at least subtraction Student attendance is recorded by taking a headcount of
compared to 45% girls. all students present in school on the day of visit.
· Overall student attendance in surveyed government
THEME 6: PARENTAL EDUCATION schools was 87% whereas it was 90% in private
schools.
· 35% mothers (32% in 2021) and 53% fathers (55% in · 58% school teachers in Government Schools and 71%
2021) in the sampled households had completed at Private School teachers follow up with parents in case
least primary education. of student absence.
· Teacher attendance is recorded by referring to the
THEME 7: PAID TUITIONS appointed positions in each school and the total
number of teachers present on the day of survey.
Private tuition incidence is greater for private school · Overall teacher attendance in surveyed government
students. Overall, 22% students enrolled in private schools was 89% whereas it was 85% in private
schools are attending paid tuition as compared to 7% schools.
students enrolled in government schools (20% in 2021).
THEME 10: TEACHERS' QUALIFICATION
· Children across all classes/grades take private tuition.
In government schools, 4% of children enrolled in · 31% teachers in surveyed government schools have
class 1 take tuition as compared to 13% children in done graduation as compared to 38% teachers in
class 10. private schools.
· In 2021, percentage of government school students · However, 55% have completed M.Ed. in government
availing paid tuition had increased to 20% from 7% in schools compared to 39% in private schools.
2019 due to school closures. The decrease in share of
government school students attending paid tuition by THEME 11: CAPACITY BUILDING OF TEACHERS
13% (7% in 2023 compared to 20% in 2021) reflects
the return to pre-pandemic levels. · 36% of public-school teachers and 40% of private
school teachers received training in the preceding 30
days or more from the date of survey.

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· According to the public sector Head Teachers, playgrounds as compared to 42% in 2021.
Pedagogy (13%), Curriculum (12%) and School · 88% of surveyed private primary schools had
Leadership (11%) are the key areas of teacher electricity connection as compared to 68% in 2021.
training; followed by Assessment (10%) and Subject · 39% of surveyed private secondary schools had
Specific Knowledge (10%). computer labs and 43% had internet availability.
· In comparison, for the private sector, Curriculum
(16%), Pedagogy (13%) and Assessment (13%) are the THEME 14: SCHOOL GRANTS/FUNDS
key areas for teacher training, followed by Classroom
Management (12%) and School Leadership (11%). A higher share of government schools as compared to
· Whereas, the core teacher training needs identified private schools receive grants in the academic year 2022
by the Head Teachers in public and private schools · 31% government primary schools and 6% private
were Pedagogy (11%), School Leadership (10%), and primary schools received grants in the academic year
Curriculum (10%); followed by Subject Specific 2022.
Knowledge (9%), Assessment (9%), Classroom · 47% government elementary schools and 7% private
Management (9%), and Education & Technology (9%). elementary schools received grants in the academic
year 2022.
THEME 12: PARENT TEACHER MEETINGS · 57% government secondary schools and 10% private
secondary schools received grants in the academic
· 45% of surveyed government schools schedule year 2022.
monthly parent-teacher meetings as compared to
64% of private schools. THEME 15: DISABILITIES & FUNCTIONINGS

THEME 13: SCHOOL FACILITIES GOVERNMENT SCHOOLS: · As part of the school-level survey, data on children
with disabilities (CWDs) was also collected. Head
teachers/teachers were interviewed using the
· 70% of the surveyed government primary schools Washington-UNICEF Short Set of questions, also
have functional toilets as compared to 70% in 2021. known as the Washington Group/UNICEF Module on
· 65% of the surveyed government primary schools Child Functioning, which assesses children against 6
have usable drinking water in contrast to 57% in 2021. functionings i.e., visual, hearing, physical, intellectual,
· 72% of the surveyed government primary schools, self-care and communication with others.
had complete boundary walls as compared to 75% in · At the national level, 11% of the surveyed government
2021. schools and 11% of private schools reported to have
· 48% of surveyed government primary schools had children with disabilities.
playgrounds as compared 46% in 2021.
· 71% of surveyed government primary schools had THEME 16: HOUSEHOLDS' ACCESS TO TECHNOLOGY &
electricity connection as compared to 68% in 2021. KNOWLEDGE OF ITS USAGE
· 51% of surveyed government secondary schools had
computer labs and 43% had internet facilities. · ASER 2023 (rural) included a range of questions at the
household level regarding access to technology and
PRIVATE SCHOOLS: knowledge of its usage.
· 85% of households across all rural districts have
· 89% of the surveyed private primary schools have access to mobile phones and 61% have smart phones.
functional toilets as opposed to 71% in 2021. · Amongst mobile users, 60% use WhatsApp services,
· 82% of the surveyed private primary schools have whilst 69% use (SMS) text messaging.
usable drinking water as compared to 77% in 2021. · 23% have an internet connection and 14% have
· 86% of the surveyed private primary schools had computers. 62% of households have TV and 11% have
complete boundary walls in contrast to 77% in 2021. radio.
· 55% of surveyed private primary schools had · On average, at least 1 household member can use a

ASER Pakistan 2023 66

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smartphone. was “somewhat affected”.

THEME 17: HOUSEHOLDS' ACCESS TO SOCIAL SAFETY · 33% of surveyed government schools were reported
NETS & IMPACT ON INCOME AND WELL-BEING to be damaged by a natural disaster as compared to
16% of private schools.
· 25% of the household respondents reported receiving
welfare transfers via BISP; 2% Baitul-Maal; 1% PSPA; · Out of surveyed government schools that were
1% Akhuwat and 8% through other channels. reported to be damaged, 92% were “partially
damaged” while 8% were “fully damaged”.
THEME 18: CLIMATE CHANGE · Out of surveyed private schools that were reported to
be damaged, 97% were “partially damaged” and 3%
· 27% of household respondents reported that they are “fully damaged”.
well “informed” about climate change, whereas a · Of schools that were reported to be damaged, 45%
significant share (73%) indicated that they are Government and 47% private schools received some
“uninformed”. assistance from the government or a donor
· 25% of households were “significantly” impacted by organization.
natural disasters within the last year, while 17% were
“moderately” affected. THEME 19: CHILDREN'S HEALTH
· 8% of household respondents reported that they
suffered losses amounting to more than 50% of their · 52% of children in surveyed households were
earnings due to natural disasters within the last year, reported to have received all the five basic vaccines
whereas 12% indicated that 26%-50% of their (BCG, Polio, DPT-HepB-Hib, Pneumococcal, Measles)
earnings were negatively impacted. while 11% received none of the five basic vaccines.
· 20% households reported that children's schooling
was “extremely affected” by natural disasters/floods,
whereas 9% indicated that it was “moderately
affected”.
· A significant share (23%) of the household
respondents reported that their psychological
wellbeing was “substantially affected” due natural
disasters, while 13% indicated their mental wellbeing

67 ASER Pakistan 2023

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AVAILABILITY OF BASIC FACILITIES & ACCESS TO MEANS OF COMMUNICATION

IN HOUSE
Availability of a func onal toilet Availability of Electrcity connection Availability of solar panel Availability of TV
No Yes No Yes No Yes
13% No Yes
15% 33% 38%

67% 62%

87% 85%

Availability of radio Availability of computer Availability of internet Availability of mobile phone

No Yes No Yes No Yes No Yes

15%
11% 14% 23%

86%
77%
89% 85%

Access to sms Availability of whatsapp Availability of smartphone

No Yes No Yes No Yes

31%
40% 39%

60% 61%
69%

IN SCHOOLS
GOVT PVT

Solar Panel Computer Lab Solar Panel Computer Lab

No Yes No Yes No Yes No Yes

12%
25% 31% 24%

88%
69%
75% 76%

Internet Connec on Internet Connec on

No Yes No Yes

14%
28%

72%
86%

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HOUSEHOLD LEVEL EFFECTS OF CLIMATE CHANGE

Was your household affected by floods? Are you a Migrant/refugee/idp? How Well Informed Are You About Climate Change?

No Yes No Yes Don't Know Uninformed Informed

3.31
22%
27.3
+
44.62

78% 28.07
96.69

Has Your Family been Impacted by Natural Disaster? To What Extent Was Your Income Impacted?
More than 50% btw 11% - 25% btw 26% - 50% Less than 10% No affect
Yes, signficantly Yes, moderately No, not affected
8%

25.47
11%

51% 12%
57.18

17.36
18%

Was Children's Schooling Affected By Natural Disaster? Has Your Psychological Well Being Been Affected Due to Climate Change?

Somewhat affected Moderately Affected Extremely affected Not at all Not at all Substan ally affected Some what affected Affected only a bit
6.91 8.99
8.67
12.97

19.96
55.51
64.46
22.52

IN SCHOOLS
GOVT PVT

School damaged by any natural disaster Extend of the damaged caused by School damaged by any natural disaster Extend of the damaged caused by
natural disaster natural disaster
No Yes No Yes
fully par ally fully par ally
16
8% 3
33%

67%
84
92% 97

Recieved assistance for the recovery of damage Recieved assistance for the recovery of damage

No Yes No Yes

45% 47
Rs Rs
55% 53

69 ASER Pakistan 2023

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CHILD HEALTH INDICATORS - NATIONAL

% Children that Received None of the Five Basic Vaccines Whether Parent/Guardian Have a Vaccina on Card, Other Document or Both

Have a Vaccina on Card,

Other Document or Both

Have None
34%

11% 66%

Diagnosed With a Health Problem By Doctor or Heathcare Provider Has the Child Received Deworming Pills or Any Other Medicine in School?

No Yes

90 82.89
80 18.11
70
60
50
40
30
20
7.54
10 2.44 4.59
0.68 0.86 1
0 81.89
Epilepsy Blood Type-2 Asthma Heart Allergies Other
disorder Diabetes condi ons

SOCIAL SAFTY NET

Access to Social Safety Nets

Yes No

100%

80%

60% 75%
92%
98% 99% 99%
40%

20%
25%
8%
0% 2% 1% 1%
BISP recipient Other recipient Baitul Maal PSPA recipient Akhuwat
recipient recipient

ASER Pakistan 2023 70

71 ASER Pakistan 2023
 2023
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BALOCHISTAN
(RURAL)
BALOCHISTAN - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

SCHOOL ENROLLMENT AND OUT-OF-SCHOOL CHILDREN

% Children in different types of schools % Out-of-school Total

Enrollment by gender and type of school
Age group Govt. Non-state providers Never Drop-out Children (Age 6 to 16 years)
Pvt. Madrasah Others enrolled
Boys Girls
6 to 10 72.56 3.67 4.81 0.05 15.83 3.08 100
11 to 13 62.04 2.98 3.99 0.07 16.06 14.86 100 100

% Children
80 64
14 to 16 55.61 2.67 2.74 0.07 15.53 23.39 100 60 55
45 36
40
6 to 16 67.55 3.36 4.30 0.06 15.83 8.89 100 20
Total 75.27 24.73 100 0
Government schools Private schools
By Type 89.7 4.5 5.7 0.1

Class-wise enrollment Out-of-school children by gender

Children (Age 6 to 16 years)
2019 2021 2023
Boys Girls
40
50
30
% Children

40
20
17

% Children
20 15
13 12 30 20
10 7 5 5
3 2 20 18
13
0 10 18
1 2 3 4 5 6 7 8 9 10 11 10
0
Class
2019 2021 2023

EARLY YEARS SCHOOLING (PRE-SCHOOLING)

% Children who a end different types of pre-schools

Children not a ending any pre-school
Age group Govt. Non-state providers Out-of-school Total Children (Age 3 to 5 years)
Pvt. Madrasah Others
2019 2021 2023
3 12.28 0.88 0.53 0.02 86.29 100
100 86
4 23.68 1.97 1.09 0.02 73.24 100 73
% Children

80
5 66.46 3.27 0.17 0.02 30.08 100 60
40
3 to 5 35.15 2.08 0.59 0.02 62.15 100 30
20
Total 37.85 62.15 100 0
Age 3 Age 4 Age 5
By Type 92.9 5.5 1.6 0.1

AGE CLASS COMPOSITION

Age/Class 5 6 7 8 9 10 11 12 13 14 15 16 Total
1 100 49.53 31.42 20.63 10.14 0 1.77 0.58 0.63 0.61 0.65 1.56 18.34
2 0 50.47 33.61 21.11 18.85 0 4.98 2.87 0.67 0.37 0.09 0.16 14.07
3 0 34.97 25.96 24.39 22.15 9.87 7.02 4.39 2.07 0.93 0.9 15.49
4 0 32.3 19.97 17.15 17.88 9.9 6.07 9.31 3.15 1.15 12.42
5 0 26.65 28.01 19.17 17.26 5.62 9.43 11.5 3.85 11.42
6 0 32.69 12.51 14.1 7.78 13.69 6.96 7.38 8.73
7 0 33.81 10.81 18.02 13.94 18.46 6.56 6.21
8 0 37.46 10.42 29.21 10.2 29.1 6.72
9 0 46.39 17.71 32.56 10.25 4.87
10 0 3.65 15.49 39.1 1.7
Total 100 100 100 100 100 100 100 100 100 100 100 100 100

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LEARNING LEVELS (URDU/SINDHI)

Class-wise % children who can read

Learning levels by school type Urdu
Class Nothing Letters Words Sentences Story Total
1 21.79 62.27 8.93 4.53 2.48 100 Government Private
2 15.71 22.92 43.56 11.42 6.39 100
100
3 11.45 6.14 34.14 33.66 14.62 100 85
80 77
4 16.03 3.23 19.79 34.94 26.01 100

% Children
5 15.19 1.63 18.1 19.4 45.68 100 60 53
6 22.85 2.42 7.09 21.43 46.22 100 42 42
40
7 24.1 1.35 4.51 11.98 58.05 100 25
20
8 24.85 1.35 4.04 8.81 60.95 100
9 32.58 1.72 2.8 9.68 53.23 100 0
10 12.5 1.69 2.12 12.5 71.19 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least letters least sentences least story
How to read: 6.8% (4.3+2.5) children of class 1 can read atleast sentence

Children who can read story Urdu Learning levels by gender Learning levels: out-of-school (Urdu)
(Urdu) Children (Age 5 to 16 years)
2019 2021 2023 Children (Age 5 to 16 years)
100
100 100 80 77

% Children
80
% Children

80 60
60
% Children

60 40 31
46 40 40
48
40 26 20 20 18
0 2 2 2
20 0
15 Boys Girls
Beginner Le ers Words Sentences Story
0
Who can read at least sentences
Class 3 Class 4 Class 5 Class 6

LEARNING LEVELS (ENGLISH)

Class-wise % children who can read

Learning levels by school type English
Class Nothing Letters Words Sentences Total
Capital Small Government Private

1 23.94 59.23 9.95 3.21 3.66 100 100

2 19.77 21.19 40.94 10.59 7.51 100
3 15.79 5.59 31.8 31.06 15.76 100 80
% Children

4 21.84 2.89 7.43 43.56 24.28 100 60 52

5 19.58 1.73 3.52 38.54 36.62 100
6 29.92 2.06 3.02 17.94 47.06 100 40 34 34
27
7 33.12 1.1 1.94 10.48 53.36 100 18 19
20
8 35.53 1.35 2.4 9.1 51.63 100
9 38.81 1.73 2.49 6.16 50.81 100 0
10 15.11 1.06 1.49 5.96 76.38 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small le ers least words least sentences
How to read: 6.9% (3.2+3.7) children of class 1 can read atleast word

Who can read sentences Learning levels by gender English Learning levels: out-of-school English
Children (Age 5-16 years) English Children (Age 5 to 16 years) Children (Age 5 to 16 years)

2019 2021 2023 100 100

80 80 77
% Children

100
60
% Children

80 40 60
% Children

40 32
60 47 40
31 20
40 24 16
0 20
20 16
Boys Girls 1 2 3
0 0
Who can read at least words Beginner Capital Small letters Words Sentences
Class 3 Class 4 Class 5 Class 6 letters

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LEARNING LEVELS (ARITHMETIC)

Class-wise % children who can do

Learning levels by school type Arithme c
Class Nothing Number recogni on Subtrac on Division Total
1-9 10-99 100-200 2 Digits 3 Digits (2 Digits) Government Private

100
1 24.69 47.75 15.27 5.23 4.64 1.14 1.27 100
2 19.19 11.1 32.13 20.48 9.79 3.41 3.88 100 80
3 12.8 4.73 15.11 29.09 19.79 6.99 11.48 100

% Children
60
4 16.14 3.19 6.65 11.52 20.89 21.81 19.81 100
42
5 14.47 8.6 4.34 12.18 14.48 20.61 25.3 100 40
30 29 32
6 21.64 2.66 5.56 5.56 13.42 10.13 41.02 100 22 21
20
7 23.85 1.49 3.81 3.62 5.75 6.01 55.46 100
8 23.82 1.47 4.05 4.11 5.95 5.71 54.88 100 0
9 30.46 1.83 4.84 4.74 6.35 4.74 47.04 100 Class 1: Can Class 3: Can at Class 5: Can at
10 10.43 1.06 1.91 3.19 10.21 14.68 58.51 100 recognize at least least do least do division
numbers (10-99) subtrac on
How to read: 7% (4.6+1.1+1.3) children of class 1 can do atleast subtrac on

Children who can do division Learning levels by gender Arithme c Learning levels: out-of-school Arithme c
Children (Age 5 to 16 years) Children (Age 5 to 16 years)
2019 2021 2023
100 100
100 80 80 75
% Children

% Children
80 60 60
% Children

40 38
60 30 40
41
40 29 20 16
20 20
20 0 1 3 1 2 2
11 Boys Girls 0
Beginner Number Subtrac on 2 Division
0
Who can at least do subtrac on recogni on 10- digits
Class 3 Class 4 Class 5 Class 6 99

PARENTAL EDUCATION AND PAID TUITION

Class-wise % children a ending paid tui on

Type I II III IV V VI VII VIII IX X By Institu on

Govt. 0.9 1.2 0.8 1.0 1.8 1.0 0.9 2.5 1.8 3.3 1.1

1.3

Pvt. 2.4 6.1 4.8 5.2 6.1 3.9 5.3 1.5 1.1 6.5 4.4

Parental educa on
Children a ending paid tui on
Parental Educa on- atleast primary
Government schools Private schools
Mothers Fathers 100
100 80
80
% Children

60
% Parents

60
43 36 35 40
40
18 12 21 20
20 13 10
1 5 1 4
0 0
2019 2021 2023 2019 2021 2023

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NUMBER OF SURVEYED SCHOOLS

Government schools Private schools
Type/Level
Boys Girls Boys & Girls Total Boys Girls Boys & Girls Total

Primary 99 138 59 296 34 8 0 42

Elementary 37 475 21 533 20 4 0 24
High 26 69 17 112 10 4 0 14
Others 13 74 10 97 64 0 1 65
Total 175 756 107 1038 128 16 1 145

ATTENDANCE (%) ON THE DAY OF VISIT

Government schools Private schools

Type/Level
Primary Elementary High Others Overall Primary Elementary High Others Overall

Children a endance 81% 82% 86% 75% 83% 89% 90% 93% 90%
Teacher a endance 88% 88% 89% 50% 85% 62% 24% 74% 60%

TEACHER'S QUALIFICATION (% TEACHERS)

General qualification Professional qualification

Government schools (%) Private schools (%) Government schools (%) Private schools (%)
Matricula on 6.23 15.53 PTC 14.70 11.40
FA 20.72 31.06 CT 26.64 27.92
BA 37.99 29.46 B-Ed 43.37 39.60
MA or above 32.05 23.08 M-Ed or above 14.52 18.80
Others 3.02 0.87 Others 0.78 2.28

SCHOOL FACILITIES (%SCHOOLS)

Government schools Private schools

Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Complete Boundary Wall/Fence 45.6% 68.8% 88.4% 52.2% 100.0% 100.0% 100.0% 66.7% 98.8%
Playground 33.0% 61.3% 73.7% 39.8% 54.3% 96.0% 91.7% 100.0% 73.3%
Electricity Connec on 63.4% 53.8% 72.6% 63.5% 97.8% 100.0% 91.7% 0.0% 95.3%
Solar Panels 4.4% 13.8% 37.9% 8.8% 34.8% 84.0% 83.3% 0.0% 55.3%
Working Library 1.4% 6.3% 38.7% 5.7% 26.1% 12.0% 33.3% 0.0% 22.4%
Useable Furniture 29.2% 53.2% 81.1% 36.9% 82.6% 76.0% 58.3% 50.0% 76.5%
Day care Facility for Teachers 0.9% 2.5% 12.8% 2.3% 4.4% 0.0% 20.0% 0.0% 5.0%
Running Water available in Handwashing Sinks 11.4% 17.5% 54.7% 16.6% 56.5% 16.0% 25.0% 0.0% 38.8%
Student Toilets Available 22.3% 56.8% 73.7% 30.9% 91.3% 100.0% 81.8% 50.0% 91.6%
Separate Toilets for girls and boys 6.0% 18.8% 30.9% 9.8% 46.7% 91.7% 81.8% 50.0% 64.6%
Running Water available in toilets 19.2% 38.7% 53.2% 24.6% 84.4% 83.3% 54.5% 50.0% 79.3%
Disinfectants available for cleaning 5.6% 13.3% 37.9% 9.9% 71.1% 79.2% 63.6% 50.0% 72.0%
Toilets Cleanliness 28.7% 30.4% 63.8% 32.5% 75.6% 75.0% 72.7% 50.0% 74.4%
Clean Drinking Water available for students 49.3% 48.1% 72.3% 51.6% 73.3% 75.0% 81.8% 50.0% 74.4%
Sick Room Available in schools 2.1% 2.5% 18.1% 3.8% 8.9% 0.0% 9.1% 0.0% 6.1%
First Aid Equipment Available 0.1% 2.5% 9.5% 1.4% 2.2% 0.0% 18.2% 50.0% 4.9%
Compute Lab Available 0% 1.3% 13.6% 1.8% 17.9% 5.6% 0.0% 0.0% 11.8%
Internet Available 5.7% 5.2% 16.3% 6.7% 17.1% 5.9% 11.1% 0.0% 12.9%

GRANTS

Government Schools Private Schools

Primary Elementary Secondary Other Primary Elementary Secondary Other
# of schools reported receiving grants 48 19 42 9 0 0 0 1
% of schools reported receiving grants 7% 27% 46% 7% 0% 0% 0% 2%
2022 Average amount of grant (Rs.) 1683.823529 10435.25352 55516.48352 2147.540984 0 0 0 0
# of schools reported receiving grants 73 9 9 6 0 0 0 1
% of schools reported receiving grants 11% 13% 10% 5% 0% 0% 0% 2%
2023 Average amount of grant (Rs.) 754.2647059 6377.464789 23318.68132 627.0491803 0 0 0 0

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COMPUTER LAB AND INTERNET FACILITY IN SCHOOLS (% SCHOOLS)

Computer lab and internet facility in schools (%)
Computer Lab in Schools Internet available in Schools Internet in Computer Labs Internet in Offices Internet in Classrooms

100% 100% 100% 100% 100%100%

100% 100% 100% 98%
75%
75% 77%77%
60%
67%
50%
40%
38%
29%
16% 16% 18%17% 11%
14% 12% 13%
0% 6% 0% 1% 5% 2% 7% 6% 6%
0% 0% 0% 0% 0% 0% 0% 0%
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Government Schools Private Schools

Mul grade Teaching % School Facilities at Primary Level

Government schools Private schools
Government Schools Private Schools
75% 72% 73%
100%
91%
66% 57%
73%

54%
49% 33%
46% 30%
33% 20%
22% 15%
7%
3% 3%

Boundary Toilets Playground Water Boundary Wall Toilets Playground Water

Class 2 Class 8
Wall 2023 2021

DISABILITIES AND FUNCTIONING IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Children with Disabili es
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
No Disability 92% 89% 78% 90% 100% 100% 70% 67% 95%
Some Disability 8% 11% 22% 10% 0% 0% 30% 33% 5%

FACILITIES FOR CHILDREN WITH DISABILITIES IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Ramps 5% 8% 11% 6% 0% 0% 0% 0% 0%
Accessible Toilets 32% 15% 61% 35% 0% 0% 0% 0% 0%
Health and Nutri on Officer 0% 0% 0% 0% 0% 0% 0% 0% 0%
Other Facili es* 12% 3% 4% 9% 0% 0% 11% 0% 8%
*Special Staff, Hearing Assis ve devices and Transport Facility

TYPE OF DISABILITIES (AVG. NUMBER OF CHILDREN IN SCHOOLS)

Visual Disability - Children (Avg.) in Schools Visual Disability - Children (Avg.) in Schools
Government School Private School Government School Private School
1.14
1.33 1.00
1.03 1.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

Hearing Disability - Children (Avg.) in Schools Hearing Disability - Children (Avg.) in Schools
Government School Private School Government School Private School
1.80 1.75 1.00 1.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

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Physical Disability - Children (Avg.) in Schools Physical Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

3.00
2.00

1.50
1.47 1.50
1.00

0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Intellectual Disability - Children (Avg.) in Schools Intellectual Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

1.30
1.00 1.00
1.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Self Care Disability - Children (Avg.) in Schools Self Care Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

3.67
4.00
2.56

1.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Communica on Disability - Children (Avg.) in Schools Communica on Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

3.10 1.00

1.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

*The graphs on disability report findings based on the Washington Short Set which assesses children across six func onings: visual, hearing, physical, intellectual, self-care and communica on with others, by school type and gender.

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Sample Composition any early childhood education program/school.

· Of the children enrolled in ECE, 93% are enrolled in
· ASER 2023 survey was conducted in 36 rural districts
government schools and 7% are enrolled in non-state
of Balochistan. The survey covered 21,273 institutions/private schools.
households in 1,068 villages throughout the province
during September-November 2023. THEME 3: CLASS WISE LEARNING LEVELS
· Detailed information was collected for 64,834
children (52.9% males, 46.1% females and 1.1% Learning levels of children are assessed through language
transgenders) aged 3-16 years. Out of these 42,045 and arithmetic tools. The same tools are used for all children
children aged 5-16 years were assessed for language between the ages of 5 to 16. The literacy and numeracy
and arithmetic competencies. assessments cover up to Class 2 level competencies mapped
· School information was collected for public and non- to the National Curriculum of Pakistan.
state/private schools. A total of 1,038 government
schools and 145 non-state/private institutions, Urdu Learning levels of class 3 children have improved and
including madrassahs and non-formal schools were of class 5 children have remained the same:
surveyed.
· 15% of class 3 children could read story in Urdu
THEME 1: ACCESS
compared to 12% in 2021.
Proportion of out-of-school children has decreased when
compared to 2021 (5-16 years). · 46% of class 5 children could read a class 2 level story
in Urdu compared to 46% in 2021.
· In 2023, 25% of children were reported to be out-of-
English learning levels of class 3 have improved and of
school; a decrease when compared to 2021 (38%).
class 5 children have declined:
Around 16% of children have never been enrolled in a
school and 9% have dropped out of school for various
· 16% of class 3 children could read class 2 level
reasons.
sentences compared to 10% in 2021.
· 75% of all school-aged children within the age bracket
· 37% of class 5 children could read class 2 level
of 6-16 years were enrolled in schools. Amongst
sentences compared to 39% in 2021.
these, 90% (86% in 2021) of children were enrolled in
government schools whereas 10% (14% in 2021) were
Arithmetic learning levels of class 3 children have
going to non-state institutions (4% private schools
improved and of class 5 children have declined:
and 6% madrassahs). The share of private schools has
increased by 4 percentage points compared with
· 11% of children enrolled in class 3 could do two-digit
2021, indicating its return to pre-COVID level.
division compared to 5% in 2021.
· Amongst the enrolled students in government
· 25% of class 5 children could do two-digit division as
schools, 45% were girls and 55% were boys whereas in
compared to 26% in 2021.
private schools 64% enrolled students were boys and
36% were girls.
T H E M E 4 : L EA R N I N G L E V E L S BY S C H O O L T Y P E
(GOVERNMENT VS PRIVATE)
THEME 2: EARLY CHILDHOOD EDUCATION
The proportion of children enrolled in ECE has increased in
Children enrolled in private schools are performing better
2023 as compared to 2021.
in literacy and numeracy compared to government
counterparts.
· 41% of all school-aged children in the age bracket of 3- · 55% children enrolled in class 5 in private schools are
5 years were enrolled in ECE compared to 30% in able to read at least a story in Urdu as compared to
2021. 47% class 5 children enrolled in government schools.
· 49% of class 5 children enrolled in private schools can
· 59% children of age 3-5 are currently not enrolled in read at least sentences in English whereas only 40%

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government school children can do the same. 2021) had Class 2 sitting with other classes.
· 42% of children enrolled in class 5 in private schools · 3% of surveyed government schools (as compared to
were able to do division as compared to 32% class 5 4% in 2021) and 3% of surveyed private schools (35%
children enrolled in government schools. in 2021) had class 8 sitting with other classes.
· There is a marked increase in multigrading in class 2
THEME 5: GENDER GAP and decrease in class 8 across government schools and
non-state institutions/ private schools in Balochistan.
Gender gap in learning: boys outperform girls (age 5-16
overall) in literacy and numeracy skills. THEME 9: TEACHER & STUDENT ATTENDANCE
· 40% of boys and 29% of girls could read at least
sentences in Urdu.
· 35% boys could read at least English words while 28% Student attendance is recorded by taking a headcount of all
of girls can do the same. students present in school on the day of visit.
· 28% of boys were able to do at least subtraction · Overall student attendance in surveyed government
compared to 27% girls. schools was 83% whereas it was 90% in private
schools.
THEME 6: PARENTAL EDUCATION · 19% school teachers in Government Schools and 72%
Private School teachers follow up with parents in case
· 22% mothers (12% in 2021) and 35% fathers (36% in of student absence.
2021) in the sampled households had completed at · Teacher attendance is recorded by referring to the
least primary education. appointed positions in each school and the total
number of teachers present on the day of survey.
THEME 7: PAID TUITIONS · Overall teacher attendance in surveyed government
schools was 85% whereas it was 60% in private
Private tuition incidence is greater for private school schools.
students. Overall, 7% students enrolled in private schools
are attending paid tuition as compared to 1% students THEME 10: TEACHERS' QUALIFICATION
enrolled in government schools (20% in 2021).
· Children across all classes/grades take private tuition. · 38% teachers in surveyed government schools have
In government schools, 1% of children enrolled in class done graduation as compared to 29% teachers in
1 take tuition as compared to 3% children in class 10. private schools.
· In 2021, percentage of government school students · However, 32% have completed M.Ed. in government
availing paid tuition had increased to 13% from 1% in schools compared to 23% in private schools.
2019 due to COVID-19 related school closures. The
decrease in share of government school students THEME 11: CAPACITY BUILDING OF TEACHERS
attending paid tuition by 12% (1% in 2023 compared
to 13% in 2021) reflects the return to pre-pandemic · 10% of public-school teachers and 0% of private
levels. school teachers received training in the preceding 30
days or more from the date of survey.
THEME 8: MULTI-GRADE TEACHING · According to the public sector Head Teachers,
Pedagogy (13%), Curriculum (13%) and School
66% of surveyed government schools and 7% of surveyed Leadership (10%) are the key areas of teacher training;
private schools had Class 2 students sitting with other followed by Assessment (10%), Subject Specific
classes. Knowledge (9%) and Classroom Management (9%).
· Children of Class 2 and Class 8 sitting together with any · In comparison, for the private sector, Curriculum
other classes were observed where one teacher was (16%), Pedagogy (14%) and Assessment (13%) are the
teaching more than one grade. key areas for teacher training, followed by Classroom
· 66% of the surveyed government schools (58% in Management (12%), School Leadership (11%), and
2021) and 7% of the surveyed private schools (32% in Education Technology (11%).

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primary schools received grants in the academic year

· Whereas, the core teacher training needs identified 2022.
by the Head Teachers in public and private schools · 27% government elementary schools and 0% private
were Pedagogy (12%), School Leadership (11%), and elementary schools received grants in the academic
Subject Specific Knowledge (10%); followed by year 2022.
Curriculum (9%), Classroom Management (7%), and · 46% government secondary schools and 0% private
Education & Technology (9%). secondary schools received grants in the academic
year 2022.
THEME 12: PARENT TEACHER MEETINGS
THEME 15: DISABILITIES & FUNCTIONINGS
· 19% of surveyed government schools schedule · As part of the school-level survey, data on children
monthly parent-teacher meetings as compared to with disabilities (CWDs) was also collected. Head
67% of private schools. teachers/teachers were interviewed using the
Washington-UNICEF Short Set of questions, also
THEME 13: SCHOOL FACILITIES GOVERNMENT SCHOOLS:
known as the Washington Group/UNICEF Module on
Child Functioning, which assesses children against 6
· 22% of the surveyed government primary schools
functionings i.e., visual, hearing, physical, intellectual,
have functional toilets as compared to 46% in 2021.
self-care and communication with others.
· 49% of the surveyed government primary schools · At the national level, 10% of the surveyed government
have usable drinking water in contrast to 30% in 2021. schools and 5% of private schools reported to have
· 46% of the surveyed government primary schools, children with disabilities.
had complete boundary walls as compared to 67% in
2021. THEME 16: HOUSEHOLDS' ACCESS TO TECHNOLOGY &
· 33% of surveyed government primary schools had KNOWLEDGE OF ITS USAGE
playgrounds as compared 39% in 2021.
· 63% of surveyed government primary schools had · ASER 2023 (rural) included a range of questions at the
electricity connection as compared to 53% in 2021. household level regarding access to technology and
· 0.3% of surveyed government secondary schools had knowledge of its usage.
computer labs and 6% had internet facilities. · 90% of households across all rural districts have access
to mobile phones and 61% have smart phones.
PRIVATE SCHOOLS: · Amongst mobile users, 61% use WhatsApp services,
whilst 75% use (SMS) text messaging.
· 91% of the surveyed private primary schools have · 19% have an internet connection and 8% have
functional toilets as opposed to 5% in 2021. computers. 44% of households have TV and 16% have
· 73% of the surveyed private primary schools have radio.
usable drinking water as compared to 72% in 2021. · On average, at least 1 household member can use a
· 100% of the surveyed private primary schools had smartphone.
complete boundary walls in contrast to 1% in 2021.
· 54% of surveyed private primary schools had THEME 17: HOUSEHOLDS' ACCESS TO SOCIAL SAFETY NETS
playgrounds as compared to 100% in 2021. & IMPACT ON INCOME AND WELL-BEING
· 98% of surveyed private primary schools had
electricity connection as compared to 34% in 2021. · 31% of the household respondents reported receiving
· 18% of surveyed private secondary schools had welfare transfers via BISP; 5% Baitul-Maal.
computer labs and 17% had internet availability.
THEME 18: CLIMATE CHANGE
THEME 14: SCHOOL GRANTS/FUNDS
A higher share of government schools as compared to · 22% of household respondents reported that they are
private schools received grants in the academic year 2022 well “informed” about climate change, whereas a
· 7% government primary schools and 0% private significant share (78%) indicated that they are

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“uninformed”.
· 38% of households were “significantly” impacted by
natural disasters within the last year, while 35% were
“moderately” affected.
· 14% of household respondents reported that they
suffered losses amounting to more than 50% of their
earnings due to natural disasters within the last year,
whereas 24% indicated that 26%-50% of their
earnings were negatively impacted.
· 17% households reported that children's schooling
was “extremely affected” by natural disasters/floods,
whereas 19% indicated that it was “moderately
affected”.
· A significant share (31%) of the household
respondents reported that their psychological
wellbeing was “substantially affected” due natural
disasters, while 24% indicated their mental wellbeing
was “somewhat affected”.
· 56% of surveyed government schools were reported
to be damaged by a natural disaster as compared to
19% of private schools.
· Out of surveyed government schools that were
reported to be damaged, 95% were “partially
damaged” while 5% were “fully damaged”.
· Out of surveyed private schools that were reported to
be damaged, 100% were “partially damaged”.
· Of schools that were reported to be damaged, 66%
Government and 50% private schools received some
assistance from the government or a donor
organization.
THEME 19: CHILDREN'S HEALTH

· 59% of children in surveyed households were

reported to have received all the five basic vaccines
(BCG, Polio, DPT-HepB-Hib, Pneumococcal, Measles)
while 16% received none of the five basic vaccines.

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AVAILABILITY OF BASIC FACILITIES & ACCESS TO MEANS OF COMMUNICATION

IN HOUSE
Availability of a func onal toilet Availability of Electrcity connection Availability of solar panel Availability of TV
No Yes No Yes No Yes
11% No Yes
11%

50% 56%
50% 44%

89% 89%

Availability of radio Availability of computer Availability of internet Availability of mobile phone

No Yes No Yes No Yes No Yes

10%
8% 19%
16%

92%
84% 81%
90%

Access to sms Availability of whatsapp Availability of smartphone

No Yes No Yes No Yes

25%

39% 39%

61% 61%

75%

IN SCHOOLS
GOVT PVT

Solar Panel Computer Lab Solar Panel Computer Lab

No Yes No Yes No Yes No Yes

9% 2%
12%

55% 45%

98%
88%
91%

Internet Connec on Internet Connec on

No Yes No Yes

7% 13%

93% 87%

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HOUSEHOLD LEVEL EFFECTS OF CLIMATE CHANGE

Was your household affected by floods? Are you a Migrant/refugee/idp? How Well Informed Are You About Climate Change?

No Yes No Yes Don't Know Informed Uninformed

1.43
17.36

+
47%

53% 21.54 61.1

98.57

Has Your Family been Impacted by Natural Disaster? To What Extent Was Your Income Impacted?
More than 50% Less than 10% btw 11% - 25% btw 26% - 50% No affect
Yes, signficantly Yes, moderately No, not affected
14%

25%
27.13
37.78
18%

24%
19%
35.09

Was Children's Schooling Affected By Natural Disaster? Has Your Psychological Well Being Been Affected Due to Climate Change?

Somewhat affected Extremely affected Moderately Affected Not at all Substan ally affected Not at all Some what affected Affected only a bit
11.92
16.64

30.73
16.72

52.51
24.12

18.85

28.51

IN SCHOOLS
GOVT PVT
School damaged by any natural disaster Extend of the damaged caused by School damaged by any natural disaster Extend of the damaged caused by
natural disaster natural disaster
No Yes No Yes
fully par ally fully par ally
19
5% 0

44%
56%

81
100
95%

Recieved assistance for the recovery of damage Recieved assistance for the recovery of damage

No Yes No Yes

34%

Rs 50 Rs 50
66%

ASER Pakistan 2023 84

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CHILD HEALTH INDICATORS - NATIONAL

% Children that Received None of the Five Basic Vaccines Whether Parent/Guardian Have a Vaccina on Card, Other Document or Both

Have a Vaccina on Card,

Other Document or Both
Have None

29%

16%
71%

Diagnosed With a Health Problem By Doctor or Heathcare Provider Has the Child Received Deworming Pills or Any Other Medicine in School?

No Yes

100
89.52 4.14
90
80
70
60
50
40
30
20
10 0.59 1.09 1.65 3.25 3.59
0.31
0
Epilepsy Blood Type-2 Asthma Allergies Heart Other 95.86
disorder Diabetes condi ons

SOCIAL SAFTY NET

Access to Social Safety Nets

Yes No

100%

80%

69%
60%
95% 100% 100%
40%

20%
31%

0% 5% 0% 0%
BISP recipient Baitul Maal recipient Akhuwat recipient Other recipient

85 ASER Pakistan 2023

 2023
Facilitated by Idara-e-Taleem-o-Aagahi

GILGIT
BALTISTAN
(RURAL)
GILGIT BALTISTAN - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

SCHOOL ENROLLMENT AND OUT-OF-SCHOOL CHILDREN

% Children in different types of schools % Out-of-school Total
Enrollment by gender and type of school
Age group Govt. Non-state providers Never Drop-out Children (Age 6 to 16 years)
Pvt. Madrasah Others enrolled
Boys Girls
6 - 10 58.5 32.4 1.1 0.1 7.2 0.7 100
100
11 - 13 59.4 35.7 0.9 0.0 2.7 1.3 100 80

% Children
55 58
14 - 16 59.3 33.7 1.2 0.2 2.2 3.3 100 60 45 42
40
6 - 16 58.9 33.5 1.1 0.1 4.9 1.5 100
20
Total 93.7 6.3 100 0
Government schools Private schools
By Type 62.9 35.8 1.2 0.1

Class-wise enrollment Out-of-school children by gender

Children (Age 6 to 16 years)
2019 2021 2023
Boys Girls
40
50
30
% Children

40
20

% Children
12 11 11 12 11 30
13
10 8 9 7 6
20
0 10 5
4 4
1 2 3 4 5 6 7 8 9 10
0 3 5 2
Class
2018 2019 2023

EARLY YEARS SCHOOLING (PRE-SCHOOLING)

% Children who a end different types of pre-schools
Children not a ending any pre-school
Age group Govt. Non-state providers Out-of-school Total Children (Age 3 to 5 years)
Pvt. Madrasah Others
2019 2021 2023
3 12.2 19.9 0.9 0.0 67.0 100
100
4 26.9 21.7 1.9 0.2 49.3 100 80
% Children

67
5 30.3 27.8 0.4 0.0 41.5 100 60 49
42
40
3-5 22.6 22.8 1.1 0.1 53.4 100
20
Total 46.6 53.4 100 0
Age 3 Age 4 Age 5
By Type 48.5 48.9 2.4 0.2

AGE CLASS COMPOSITION

Age/Class 5 6 7 8 9 10 11 12 13 14 15 16 Total

1 100 43.45 19.03 7.47 2.79 0 0.65 0.42 0.44 0.33 0.62 1.13 13.38

2 0 56.55 36.5 19.42 7.79 0 0.97 0.76 0.24 0.23 0.41 0.26 11.03

3 0 44.47 30.95 17.05 8.06 2.5 1.84 0.56 0.37 0.14 0.26 10.84

4 0 42.16 31.13 21.38 7.41 3.33 1.36 1.63 0.96 0.61 11.79

5 0 41.25 37.08 25.53 11.32 4.62 2.89 2.33 1.13 12.68

6 0 33.47 30.82 29.91 9.55 4.28 2.95 1.74 11.66

7 0 32.11 23.13 20.31 12.61 6.44 2.96 7.69

8 0 29.29 32.96 28.06 11.03 8.01 8.63

9 0 29.95 35.23 35.27 12.02 6.86

10 0 14.38 39.86 71.86 5.46

Total 100 100 100 100 100 100 100 100 100 100 100 100 100

87 ASER Pakistan 2023

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Facilitated by Idara-e-Taleem-o-Aagahi

LEARNING LEVELS (URDU/SINDHI)

Class-wise % children who can read

Learning levels by school type Urdu
Class Nothing Letters Words Sentences Story Total
1 26.4 33.4 26.0 6.6 7.6 100 Government Private
2 14.0 20.5 32.3 19.0 14.2 100
100
3 7.9 11.8 31.4 27.4 21.6 100 79
80 75
4 4.8 5.7 16.4 32.8 40.3 100

% Children
61
5 3.5 2.1 7.1 26.9 60.5 100 60 55 53
46
6 3.7 1.7 5.3 16.7 72.7 100
40
7 2.9 0.8 2.8 9.7 83.9 100
8 2.8 0.5 1.1 5.2 90.4 100 20
9 4.5 0.2 0.5 3.0 91.9 100 0
10 1.9 0.4 0.0 2.1 95.7 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least letters least sentences least story
How to read: 14.2% (6.6+7.6) children of class 1 can read atleast sentence

Who can read story Urdu Learning levels by gender Learning levels: out-of-school (Urdu)
(Urdu) Children (Age 5 to 16 years)
2019 2021 2021 Children (Age 5 to 16 years)
100
100 100 82
80 80
% Children

80 73 63 62

% Children
60
% Children

60 60
60 40 40
40 20 40
22 0
20 20
Boys Girls 10
0 2 2 3
Who can read at least sentences 0
Class 3 Class 4 Class 5 Class 6 Beginner Letters Words Sentences Story

LEARNING LEVELS (ENGLISH)

Class-wise % children who can read
Learning levels by school type English
Class Nothing Letters Words Sentences Total
Capital Small Government Private

1 26.3 18.7 34.0 13.7 7.3 100 100

2 12.8 10.8 30.6 28.5 17.2 100
3 7.5 5.4 18.9 41.1 27.1 100 80 71
68 68
62
% Children

4 5.0 2.3 9.5 35.6 47.5 100 54 58

60
5 2.7 2.0 3.4 25.5 66.4 100
6 3.2 1.1 2.5 15.7 77.5 100 40
7 3.3 0.5 0.9 9.6 85.8 100
20
8 2.4 0.1 0.3 4.1 93.1 100
9 4.2 0.5 0.2 2.0 93.2 100 0
10 3.0 0.4 0.2 2.1 94.4 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small le ers least words least sentences
How to read: 21% (13.7+7.3) children of class 1 can read atleast word

Who can read sentences Learning levels by gender English Learning levels: out-of-school English
Children (Age 5-16 years) English Children (Age 5 to 16 years) Children (Age 5 to 16 years)

2019 2021 2023 100 100

80 80 78
100 70 68
% Children

77 60
% Children

80 60
66
% Children

60 40
48 40
40 20
27
20 12
20 0
2 4 4
Boys Girls
0 0
Who can read at least words Beginner Capital Small letters Words Sentences
Class 3 Class 4 Class 5 Class 6 le ers

ASER Pakistan 2023 88

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LEARNING LEVELS (ARITHMETIC)

Class-wise % children who can do

Learning levels by school type Arithme c
Class Nothing Number recogni on Subtrac on Divisio Total
1-9 10-99 100-999 2 Digits 3 Digits n (2 Government Private
Digits)
1 27.9 19.4 21.8 12.5 6.6 5.0 6.8 100
100
2 16.3 11.9 19.7 18.0 12.5 9.1 12.6 100
3 9.2 5.3 14.1 22.7 12.3 15.9 20.6 100 80

% Children
62 60 61
4 4.9 3.8 9.0 15.7 12.3 17.9 36.4 100 60 51
5 3.0 1.6 5.9 10.3 9.7 16.6 53.0 100 43 43
40
6 4.2 1.0 3.1 8.1 7.3 13.2 63.0 100
7 3.2 0.3 1.3 5.9 5.0 9.5 74.9 100 20
8 2.4 0.4 0.8 4.7 1.4 8.1 82.3 100 0
9 3.3 0.5 0.3 4.5 1.7 5.4 84.3 100 Class 1: Can Class 3: Can at Class 5: Can at
10 1.9 0.4 0.2 5.6 1.9 3.9 86.2 100 recognize at least least do least do division
numbers (10-99) subtrac on
How to read: 18.4% (6.6+5+6.8) children of class 1 can do atleast subtrac on

Children who can do division Learning levels by gender Arithme c Learning levels: out-of-school Arithme c
(Age 5 to 16 years) Children (Age 5 to 16 years) Children (Age 5 to 16 years)
100
2019 2021 2023 100 81
80

% Children
80
100 60
% Children

59 61
60
80 63 40
% Children

40
60 53 20
20 4 2 2 9
36 0 3
40 0
21 0 Beginner Number Subtrac on Division
20
Boys Girls recognition 2 digits
0 Who can at least do subtrac on 10-99
Class 3 Class 4 Class 5 Class 6

PARENTAL EDUCATION AND PAID TUITION

Class-wise % children a ending paid tui on

Type I II III IV V VI VII VIII IX X By Institu on Total

Govt. 5.8 8.1 8.6 10.4 8.9 10.6 10.8 11.6 12.1 11.6 9.1

12.8

Pvt. 15.2 24.9 16.5 26.1 20.4 21.4 17.8 17.8 21.2 20.8 18.7

Parental educa on
Children a ending paid tui on

Parental Educa on- atleast primary Government schools Private schools

Mothers Fathers 100

100 80
80
% Children

64 60
62 59
% Parents

60
40
40 35 34 36
21 21 23
20 19
20 9
3
0 0
2019 2021 2023 2019 2021 2023

89 ASER Pakistan 2023

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Facilitated by Idara-e-Taleem-o-Aagahi

NUMBER OF SURVEYED SCHOOLS

Government schools Private schools
Type/Level
Boys Girls Boys & Girls Total Boys Girls Boys & Girls Total

Primary 48 14 3 65 40 4 5 49
Elementary 38 34 9 81 28 5 1 34
High 24 23 20 67 48 3 1 52
Others 31 29 25 85 46 4 5 55
Total 141 100 57 298 162 16 12 190

ATTENDANCE (%) ON THE DAY OF VISIT

Government schools Private schools

Type/Level
Primary Elementary High Others Overall Primary Elementary High Others Overall

Children a endance 86% 84% 86% 94% 86% 86% 89% 76% 53% 81%
Teacher a endance 95% 91% 90% 91% 92% 69% 84% 67% 74%

TEACHER'S QUALIFICATION (% TEACHERS)

General qualification Professional qualification

Government schools (%) Private schools (%) Government schools (%) Private schools (%)
Matricula on 1.12 2.1 PTC 13.4 14.68
FA 9.84 15.22 CT 2.14 1.53
BA 37.35 34.81 B-Ed 50.9 51.98
MA or above 49.76 46.15 M-Ed or above 30.07 26.13
Others 1.94 1.72 Others 3.49 5.68

SCHOOL FACILITIES (%SCHOOLS)

Government schools Private schools

Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Complete Boundary Wall/Fence 60.4% 90.9% 84.1% 74.0% 65.3% 79.5% 88.4% 57.1% 71.9%
Playground 43.6% 63.6% 81.0% 59.1% 48.9% 75.0% 78.0% 54.2% 63.3%
Electricity Connec on 67.3% 88.6% 95.2% 80.3% 71.7% 83.7% 95.2% 74.5% 80.9%
Solar Panels 19.0% 18.2% 27.0% 21.3% 29.5% 27.9% 22.0% 12.5% 22.7%
Working Library 17.3% 16.3% 50.0% 27.1% 38.3% 25.0% 75.6% 25.5% 40.2%
Useable Furniture 57.1% 75.0% 82.0% 68.5% 63.0% 78.6% 92.5% 61.7% 73.1%
Day care Facility for Teachers 17.3% 14.0% 25.4% 19.1% 25.0% 21.4% 52.6% 19.0% 28.8%
Running Water available in Handwashing Sinks 38.6% 59.1% 62.9% 50.2% 55.3% 63.6% 83.3% 52.1% 63.0%
Student Toilets Available 53.5% 86.0% 88.7% 70.9% 61.7% 79.1% 90.5% 66.0% 73.7%
Separate Toilets for girls and boys 35.6% 66.7% 62.1% 49.8% 57.8% 65.9% 80.5% 47.8% 62.4%
Running Water available in toilets 49.5% 79.1% 82.5% 65.7% 60.9% 67.4% 90.2% 59.1% 69.0%
Disinfectants available for cleaning 33.7% 37.2% 53.2% 40.4% 53.2% 61.0% 75.0% 48.9% 59.0%
Toilets Cleanliness 46.5% 62.8% 77.4% 59.3% 70.2% 73.2% 95.1% 66.7% 75.9%
Clean Drinking Water available for students 65.3% 65.1% 72.1% 67.3% 84.8% 73.8% 90.2% 67.4% 78.9%
Sick Room Available in schools 23.8% 16.3% 34.4% 25.4% 39.6% 25.6% 47.5% 14.0% 31.6%
First Aid Equipment Available 18.8% 26.2% 33.9% 24.9% 32.6% 32.6% 75.6% 26.1% 40.9%
Compute Lab Available 0% 23.3% 56.9% 26.0% 20.0% 12.9% 51.6% 15.8% 24.1%
Internet Available 4.4% 8.6% 27.3% 12.2% 25.0% 26.9% 46.9% 14.3% 27.7%

GRANTS

Government Schools Private Schools

Primary Elementary Secondary Other Primary Elementary Secondary Other
# of schools reported receiving grants 29 24 34 42 3 8 4 3
% of schools reported receiving grants 38% 57% 62% 54% 6% 18% 9% 6%
2022 Average amount of grant (Rs.) 20324.68831 67307.14286 131327.2727 66160.25641 137.254902 812587.75 2281.818182 156.8627451
# of schools reported receiving grants 19 11 16 19 1 5 4 3
% of schools reported receiving grants 25% 26% 29% 24% 2% 11% 9% 6%
2023 Average amount of grant (Rs.) 11215.58442 19117.85714 67909.12727 24779.48718 137.254902 142165 2281.818182 2156.862745

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COMPUTER LAB AND INTERNET FACILITY IN SCHOOLS (% SCHOOLS)

Computer lab and internet facility in schools (%)
Computer Lab in Schools Internet available in Schools Internet in Computer Labs Internet in Offices Internet in Classrooms

86%88%
77%
71% 100% 100% 100% 95%
67% 91% 93% 87%
82% 86%
57%
50% 50% 60%
43% 42% 52%
47%
33% 33% 28%
27% 25% 27% 29% 24%
26% 20% 16%
23% 13% 14% 11%
9% 7%
12% 0%
9%
4% Primary Elementary Secondary Other Overall
Primary Elementary Secondary Overall Private Schools
Government Schools

Mul grade Teaching % School Facilities at Primary Level

Government Schools Private Schools Government schools Private schools
75% 72% 75%
85%
63%
24% 24% 65% 65% 57%
60% 62% 52%
47%
53% 49%
44%
29%
6%
1%

Boundary Toilets Playground Water Boundary Wall Toilets Playground Water

Class 2 Class 8
Wall 2023 2021

DISABILITIES AND FUNCTIONING IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Children with Disabili es
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
No Disability 78% 60% 77% 73% 89% 80% 60% 80% 78%
Some Disability 22% 40% 23% 27% 11% 20% 40% 20% 22%

FACILITIES FOR CHILDREN WITH DISABILITIES IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Ramps 0% 20% 17% 10% 0% 33% 29% 13% 23%
Accessible Toilets 40% 55% 82% 55% 67% 86% 93% 44% 76%
Health and Nutri on Officer 21% 0% 8% 12% 0% 14% 29% 11% 18%
Other Facili es* 15% 9% 6% 11% 28% 38% 41% 35% 37%
*Special Staff, Hearing Assis ve devices and Transport Facility

TYPE OF DISABILITIES (AVG. NUMBER OF CHILDREN IN SCHOOLS)

Visual Disability - Children (Avg.) in Schools Visual Disability - Children (Avg.) in Schools
Government School Private School Government School Private School
2.71
3.00

1.80 1.75 1.31 1.43

1.00
1.00 1.00

0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

Hearing Disability - Children (Avg.) in Schools Hearing Disability - Children (Avg.) in Schools
Government School Private School Government School Private School
1.67
1.50
1.38 1.33 1.25
1.00 1.00 1.00 1.00 1.00 1.00

0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

91 ASER Pakistan 2023

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Physical Disability - Children (Avg.) in Schools Physical Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

3.00
1.50 1.50 1.50
1.33
1.94
1.00 1.00
1.33 1.40
1.00

0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Intellectual Disability - Children (Avg.) in Schools Intellectual Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

2.13 2.00
1.89

1.33
1.00 1.00 1.00 1.00 1.00

0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Self Care Disability - Children (Avg.) in Schools Self Care Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

3.25 1.00 1.00 1.00

1.00 1.00

0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Communica on Disability - Children (Avg.) in Schools Communica on Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

3.71
1.50
1.33
1.00 1.00 1.00

1.00 1.00 1.00 1.00

0.00 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female
*The graphs on disability report findings based on the Washington Short Set which assesses children across six func onings: visual, hearing, physical, intellectual, self-care and communica on with others, by school type and gender.

ASER Pakistan 2023 92

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Sample Composition · Of the children enrolled in ECE, 48.5% are enrolled in

government schools and 51.5% are enrolled in non-
· ASER 2023 survey was conducted in 10 rural districts state institutions/private schools.
of Gilgit-Baltistan. The survey covered 5,866
households in 298 villages across the province during THEME 3: CLASS WISE LEARNING LEVELS
September-November 2023.
· Detailed information was collected for 15,341 children Learning levels of children are assessed through language
(53.7% males, 44.8% females and 1.5% transgenders) and arithmetic tools. The same tools are used for all children
aged 3-16 years. Out of these 11,150 children aged 5- between the ages of 5 to 16. The literacy and numeracy
16 years were assessed for language and arithmetic assessments cover up to Class 2 level competencies mapped
competencies. to the National Curriculum of Pakistan.
· School information was collected for public and non-
state/private schools. A total of 298 government Urdu Learning levels of class 3 and class 5 children have
schools and 190 non-state/private institutions, improved:
including madrassahs and non-formal schools were
surveyed. · 22% of class 3 children could read story in Urdu
compared to 16% in 2021.
THEME 1: ACCESS
· 61% of class 5 children could read a class 2 level story
in Urdu compared to 52% in 2021.
Proportion of out-of-school children has decreased when
compared to 2021 (5-16 years).
English learning levels of class 3 and class 5 have improved:
· In 2023, 6.3% of children were reported to be out-of-
school; a decrease when compared to 2021 (10%).
Around 4.9% of children have never been enrolled in a · 27% of class 3 children could read class 2 level
school and 1.5% have dropped out of school for sentences compared to 14% in 2021.
various reasons. · 66% of class 5 children could read class 2 level
· 94% of all school-aged children within the age bracket sentences compared to 61% in 2021.
of 6-16 years were enrolled in schools. Amongst these,
63% (73% in 2021) of children were enrolled in Arithmetic learning levels of class 3 and class 5 children
government schools whereas 37% (27% in 2021) were have declined:
going to non-state institutions (36% private schools
and 1% Madrassah and others). The share of private · 21% of children enrolled in class 3 could do two-digit
schools has increased by 10 percentage points division compared to 45% in 2021.
compared with 2021, indicating its return to pre- · 53% of class 5 children could do two-digit division as
COVID level. compared to 65% in 2021.
· Amongst the enrolled students in government
T H E M E 4 : L EA R N I N G L E V E L S BY S C H O O L T Y P E
schools, 39% were girls and 61% were boys whereas in
(GOVERNMENT VS PRIVATE)
private schools 54% of enrolled students were boys
and 46% were girls.
Children enrolled in private schools are performing better
in literacy and numeracy compared to government
THEME 2: EARLY CHILDHOOD EDUCATION
counterparts.
The proportion of children enrolled in ECE has increased in
2023 as compared to 2021. · 61% children enrolled in class 5 in private schools can
read at least a story in Urdu as compared to 53% class 5
· 50% of all school-aged children in the age bracket of 3- children enrolled in government schools.
5 years were enrolled in ECE compared to 38% in 2021. · 68% of class 5 children enrolled in private schools can
· 50% children of age 3-5 are currently not enrolled in read at least sentences in English whereas only 58%
any early childhood education program/school. government school children can do the same.

93 ASER Pakistan 2023

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· 61% of children enrolled in class 5 in private schools 2021) and 24% of the surveyed private schools (24% in
were able to do division as compared to 43% class 5 2021) had Class 2 sitting with other classes.
children enrolled in government schools. · 1% of surveyed government schools (as compared to
8% in 2021) and 6% of surveyed private schools (18%
THEME 5: GENDER GAP in 2021) had class 8 sitting with other classes.

Gender gap in learning: boys slightly outperformed girls

(age 5-16 overall) in literacy while girls did well in THEME 9: TEACHER & STUDENT ATTENDANCE
numeracy skills. Student attendance is recorded by taking a headcount of all
students present in school on the day of visit.
· 63% of boys and 62% of girls could read at least · Overall student attendance in surveyed government
sentences in Urdu. schools was 86% whereas in private schools it was
· 70% boys could read at least English words while 68% 82%.
of girls can do the same. · 72% of school teachers in Government Schools and
· 59% of boys were able to do at least subtraction 76% Private School teachers follow up with parents in
compared to 61% girls. case of student absence.
· Teacher attendance is recorded by referring to the
THEME 6: PARENTAL EDUCATION appointed positions in each school and the total
number of teachers present on the day of survey.
· 37% mothers (34% in 2021) and 64% fathers (59% in · Overall teacher attendance in surveyed government
2021) in the sampled households had completed at schools was 92% whereas it was 74% in private
least primary education. schools.

THEME 7: PAID TUITIONS THEME 10: TEACHERS' QUALIFICATION

Private tuition incidence is greater in private school · 37% of teachers in surveyed government schools have
students. It has decreased significantly for government
done graduation as compared to 35% teachers in
school students (21% in 2021). Overall, among those who
private schools.
attend paid tuition, 19% are enrolled in private schools as
compared to 9% in government schools. · However, 50% have completed M.Ed. in government
schools compared to 46% in private schools.
· Children across all classes/grades take private tuition.
In government schools, 6% of children enrolled in class THEME 11: CAPACITY BUILDING OF TEACHERS
1 take tuition as compared to 12% children in class 10.
· In 2021, the percentage of government school · 14% of public-school teachers and 12% of private
students availing paid tuition had increased to 21% school teachers received training in the preceding 30
from 3% in 2019 due to school closures. The decrease days or more from the date of survey.
in share of government school students attending paid · According to the public sector Head Teachers,
tuition by 12% (9% in 2023 compared to 21% in 2021) Pedagogy (23%), School Leadership (22%) and Subject
reflects the return to pre-pandemic levels. Specific Knowledge (13%) are the key areas of teacher
training; followed by Curriculum (6%) and Education
THEME 8: MULTI-GRADE TEACHING Technology (5%).
· In comparison, for the private sector, Curriculum
24% of surveyed government schools and 24% of surveyed
private schools had Class 2 students sitting with other (16%), Pedagogy (14%), and Assessment (13%) are the
classes. key areas for teacher training, followed by Classroom
Management (12%) and School Leadership (11%).
· Children of Class 2 and Class 8 sitting together with any · Whereas the core teacher training needs identified by
other classes were observed with one teacher the Head Teachers in public and private schools were
teaching more than one grade. Pedagogy (26%), School Leadership (21%) and Subject
· 24% of the surveyed government schools (36% in Specific Knowledge (11%); followed by Assessment

ASER Pakistan 2023 94

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(7%), Curriculum (7%), School Leadership (6%), and private elementary schools received grants in the
Education & Technology (6%). academic year 2022.
· 62% government secondary schools and 9% private
THEME 12: PARENT TEACHER MEETINGS secondary schools received grants in the academic
year 2022.
· 38% of surveyed government schools schedule
THEME 15: DISABILITIES & FUNCTIONINGS
monthly parent-teacher meetings as compared to
56% of private schools. · As part of the school-level survey, data on children
with disabilities (CWDs) was also collected. Head
THEME 13: SCHOOL FACILITIES teachers/teachers were interviewed using the
Washington-UNICEF Short Set of questions, also
GOVERNMENT SCHOOLS: known as the Washington Group/UNICEF Module on
· 53% of the surveyed government primary schools Child Functioning, which assesses children against 6
have functional toilets as compared to 57% in 2021. functionings i.e., visual, hearing, physical, intellectual,
· 65% of the surveyed government primary schools self-care and communication with others.
have clean drinking water available in contrast to 47% · At the provincial level, 27% of the surveyed
in 2021. government schools and 22% of private schools
· 60% of the surveyed government primary schools had reported having children with some disabilities.
complete boundary walls as compared to 63% in THEME 16: HOUSEHOLDS' ACCESS TO TECHNOLOGY &
2021. KNOWLEDGE OF ITS USAGE
· 44% of surveyed government primary schools had
playgrounds as compared to 29% in 2021. · ASER 2023 (rural) included a range of questions at the
· 67% of surveyed government primary schools had household level regarding access to technology and
electricity connection as compared to 67% in 2021. knowledge of its usage.
· 8% of surveyed government secondary schools had · 91% of households across all rural districts have
computer labs and 5% had internet facilities. access to mobile phones and 74% have smart phones.
· Amongst mobile users, 69% use WhatsApp services,
whilst 83% use (SMS) text messaging.
PRIVATE SCHOOLS: · 30% have an internet connection and 23% have
computers. 52% of households have TV and 12% have
· 62% of the surveyed private primary schools have radio.
functional toilets as opposed to 72% in 2021. · On average, at least 2 household members can use a
· 85% of the surveyed private primary schools have smartphone.
clean drinking water available as compared to 75% in
2021.
· 65% of the surveyed private primary schools had THEME 17: HOUSEHOLDS' ACCESS TO SOCIAL SAFETY
complete boundary walls in contrast to 75% in 2021. NETS & IMPACT ON INCOME AND WELL-BEING
· 49% of surveyed private primary schools had
playgrounds as compared to 52% in 2021. · 12% of the household respondents reported receiving
· 72% of surveyed private primary schools had welfare transfers via BISP; 2% Baitul-Maal; and 1%
electricity connection as compared to 67% in 2021. Akhuwat.
· 20% of surveyed private primary schools had
computer labs and 25% had internet availability. THEME 18: CLIMATE CHANGE
THEME 14: SCHOOL GRANTS/FUNDS · 37% of household respondents reported that they are
well “informed” about climate change, whereas a
A higher share of government schools as compared to
significant share (63%) indicated that they are
private schools received grants in the academic year 2022
“uninformed”.
· 38% of government primary schools and 6% private
primary schools received grants in the academic year · 24% of households were “significantly” impacted by
2022. natural disasters within the last year, while 8% were
· 57% of government elementary schools and 18% “moderately” affected.

95 ASER Pakistan 2023

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· 3% of household respondents reported that they

suffered losses amounting to more than 50% of their
earnings due to natural disasters within the last year,
whereas 7% indicated that 26%-50% of their earnings
were negatively impacted.
· 27% households reported that children's schooling
was “extremely affected” by natural disasters/floods,
whereas 1% indicated that it was “moderately
affected”.
· A significant share (26%) of the household
respondents reported that their psychological
wellbeing was “substantially affected” due natural
disasters, while 7% indicated their mental wellbeing
was “somewhat affected”.
· 25% of surveyed government schools were reported
to be damaged by a natural disaster as compared to
24% of private schools.
· Out of surveyed government schools that were
reported to be damaged, 97% were “partially
damaged” while 3% were “fully damaged”.
· Out of surveyed private schools that were reported to
be damaged, 98% were “partially damaged” while 2%
were “fully damaged”.
· Of schools that were reported to be damaged, 48%
Government and 35% private schools received some
assistance from the government or a donor
organization.

THEME 19: CHILDREN'S HEALTH

· 66% of children in surveyed households were

reported to have received all the five basic vaccines
(BCG, Polio, DPT-HepB-Hib, Pneumococcal, Measles)
while 6% received none of the five basic vaccines.

ASER Pakistan 2023 96

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AVAILABILITY OF BASIC FACILITIES & ACCESS TO MEANS OF COMMUNICATION

IN HOUSE
Availability of a func onal toilet Availability of Electrcity connection Availability of solar panel Availability of TV
No Yes No Yes No Yes
10% No Yes
3%
36%
48%

52%
64%

90% 97%

Availability of radio Availability of computer Availability of internet Availability of mobile phone

No Yes No Yes No Yes No Yes 9%

12%
23% 30%

77%
70%
88% 91%

Access to sms Availability of whatsapp Availability of smartphone

No Yes No Yes No Yes

17%
26%
31%

69%
74%
83%

IN SCHOOLS
GOVT PVT

Solar Panel Computer Lab Solar Panel Computer Lab

No Yes No Yes No Yes No Yes

21% 26% 23%

24%

74%

77% 76%
79%

Internet Connec on Internet Connec on

No Yes No Yes

12%
28%

72%
88%

97 ASER Pakistan 2023

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HOUSEHOLD LEVEL EFFECTS OF CLIMATE CHANGE

Was your household affected by floods? Are you a Migrant/refugee/idp? How Well Informed Are You About Climate Change?

No Yes No Yes Informed Don't Know Uninformed

2.71
5%

27.58
+ 36.95

35.47
95% 97.29

Has Your Family been Impacted by Natural Disaster? To What Extent Was Your Income Impacted?
More than 50% btw 11% - 25% btw 26% - 50% Less than 10% No affect
Yes, signficantly Yes, moderately No, not affected
3%
5%
24.28 7%

23%
8.01 62%
67.71

Was Children's Schooling Affected By Natural Disaster? Has Your Psychological Well Being Been Affected Due to Climate Change?

Moderately Affected Somewhat affected Extremely affected Not at all Not at all Substan ally affected Some what affected Affected only a bit
1.14 4.81
1.42
6.99

27.06

25.76

62.44
70.39

IN SCHOOLS
GOVT PVT
School damaged by any natural disaster Extend of the damaged caused by School damaged by any natural disaster Extend of the damaged caused by
natural disaster natural disaster
No Yes No Yes
fully par ally fully par ally
24
25% 3% 2

75% 76
98
97%

Recieved assistance for the recovery of damage Recieved assistance for the recovery of damage

No Yes No Yes

35
48% Rs 52% Rs

65

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CHILD HEALTH INDICATORS - NATIONAL

% Children that Received None of the Five Basic Vaccines Whether Parent/Guardian Have a Vaccina on Card, Other Document or Both

Have a Vaccina on Card, 35%

Other Document or Both
Have None

6% 65%

Diagnosed With a Health Problem By Doctor or Heathcare Provider Has the Child Received Deworming Pills or Any Other Medicine in School?

No Yes

90
79.71
80 17.39
70
60
50
40
30
20
10 6.81 8.69
0.84 3.29
0.17 0.48
0 82.61
Epilepsy Blood Type-2 Asthma Allergies Heart Other
disorder Diabetes condi ons

SOCIAL SAFTY NET

Access to Social Safety Nets

Yes No

100%

80%

60%
88%
98% 99% 100%
40%

20%

12%
0% 2% 1% 0%
BISP recipient Baitul Maal recipient Akhuwat recipient Other recipient

99 ASER Pakistan 2023

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KHYBER
PAKHTUNKHWA
(RURAL)
KHYBER PAKHTUNKHWA - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

SCHOOL ENROLLMENT AND OUT-OF-SCHOOL CHILDREN

% Children in different types of schools % Out-of-school Total
Enrollment by gender and type of school
Age group Govt. Non-state providers Never Drop- Children (Age 6 to 16 years)
Pvt. Madrasah Others enrolled out
Boys Girls
6 - 10 69.8 19.9 1.8 0.5 6.7 1.2 100
100
11 - 13 67.0 20.1 2.5 0.4 6.8 3.3 100 80

% Children
60 58 57
14 - 16 63.1 16.1 2.4 0.2 9.1 9.2 100 42 43
40
6 - 16 67.9 19.3 2.1 0.4 7.2 3.1 100
20
Total 89.7 10.3 100 0
Government schools Private schools
By Type 75.8 21.5 2.3 0.5

Class-wise enrollment Out-of-school children by gender

Children (Age 6 to 16 years)
2019 2021 2023
Boys Girls
40
50
30
% Children

40
13 13
20

% Children
14 13
12 30
10 7 8
10 6 13
4 20
0 8
10
1 2 3 4 5 6 7 8 9 10 14 6
7 4
0
Class
2019 2021 2023

EARLY YEARS SCHOOLING (PRE-SCHOOLING)

% Children who a end different types of pre-schools
Children not a ending any pre-school
Age group Govt. Non-state providers Total Children (Age 3 to 5 years)
Out-of-school
Pvt. Madrasah Others
2018 2019 2021
3 18.4 1.7 0.4 0.0 79.4 100
100
4 28.3 8.9 0.9 0.1 61.8 100 62
80 79
% Children

5 50.4 8.2 0.4 0.4 40.6 100 60 41

40
3-5 31.9 6.3 0.6 0.2 61.1 100 20
Total 38.9 61.1 100 0
Age 3 Age 4 Age 5
By Type 81.9 16.2 1.5 0.4

AGE CLASS COMPOSITION

Age/Class 5 6 7 8 9 10 11 12 13 14 15 16 Total

1 100 24.19 13.12 4.97 2.28 0 0.67 0.5 0.12 0.35 0.81 2.03 14.14

2 0 75.81 19.08 13.32 6.31 0 1.21 0.69 0.4 0.06 0.12 0.38 12.35

3 0 67.79 20.03 13.98 6.23 3.36 1.8 1.19 0.71 0.58 0.38 13.25

4 0 61.68 20.88 14.07 5.7 3.75 1.82 1.24 2.2 0.89 13.22

5 0 56.55 30.71 16.24 8.96 3.81 3.3 1.39 1.52 11.59

6 0 48.98 19.47 20.03 7.81 5.3 3.02 2.03 10.52

7 0 53.34 15.62 14.55 9.96 7.89 3.16 6.86

8 0 48.64 21.13 28.4 14.5 8.86 8.17

9 0 49.17 23.1 33.87 14.43 6.05

10 0 27.58 35.61 66.33 3.86

Total 100 100 100 100 100 100 100 100 100 100 100 100 100

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LEARNING LEVELS (URDU)

Class-wise % children who can read

Learning levels by school type
Class Nothing Letters Words Sentences Story Total (Urdu)
1 37.9 35.9 18.9 4.0 3.4 100
Government Private
2 19.3 33.9 28.9 10.7 7.2 100
3 11.2 25.5 30.6 16.1 16.6 100 100
4 7.8 16.6 29.6 16.7 29.3 100
80
67 67

% Children
5 0.0 8.7 26.2 20.9 44.2 100
60
6 6.9 7.0 25.5 21.3 39.4 100 40
40 36
7 4.6 6.0 21.2 26.0 42.2 100 28 28
8 6.1 4.1 14.5 23.3 52.0 100 20
9 5.6 4.1 10.1 23.1 57.2 100 0
10 3.0 1.3 4.4 17.8 73.4 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least letters least sentences least story
How to read: 7.4% (4.0+3.4) children of class 1 can read atleast sentence

Children who can read story Urdu Learning levels by gender Learning levels: out-of-school children (Urdu)
(Urdu) Children (Age 5 to 16 years)
2019 2021 2023 Children (Age 5 to 16 years) 100

100 80
100 68

% Children
80
% Children

80 60
60
% Children

44 49
60 40 37 40
29 38 20
40 20
0 11 11
5 4
20 0
17 Boys Girls
0 Beginner Le ers Words Sentences Story
Who can read at least sentences
Class 3 Class 4 Class 5 Class 6

LEARNING LEVELS (ENGLISH)

Class-wise % children who can read

Learning levels by school type English
Class Nothing Letters Words Sentences Total
Capital Small Government Private

1 30.5 30.2 25.7 9.2 4.4 100 100

2 19.5 26.3 25.2 19.1 9.9 100
3 13.5 21.1 24.2 21.5 19.9 100 80
% Children

4 6.9 14.2 20.1 27.7 31.1 100 60

5 0.0 4.4 15.6 32.0 48.0 100 48 47
37 43
40 36 35
6 5.1 6.2 10.8 35.8 42.2 100
7 2.6 4.0 8.9 39.3 45.2 100
20
8 3.4 2.8 6.1 27.3 60.4 100
9 2.1 2.6 4.6 21.1 69.6 100 0
10 2.5 2.2 2.2 14.4 78.7 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small letters least words least sentences
How to read: 13.6 % (9.2+4.4) children of class 1 can read words

Children who can read sentences Learning levels by gender English Learning levels: out-of-school English
Children (Age 5-16 years) Children (Age 5 to 16 years) Children (Age 5 to 16 years)

2019 2021 2023 100 100

80 80
100
69
% Children

60 60
% Children

80 48 60
% Children

48 40
60
40
31 42 20
40
20
20 0 7 9 10
20 5
Boys Girls
0 0
Who can read at least words Beginner Capital Small letters Words Sentences
Class 3 Class 4 Class 5 Class 6 letters

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LEARNING LEVELS (ARITHMETIC)

Class-wise % children who can do
Learning levels by school type Arithme c
Class Nothing Number recogni on Subtrac on Division Total
1-9 10-99 100-200 2 Digits 3 Digits (2 Digits) Government Private

100
1 27.1 35.2 21.1 7.9 4.8 1.0 2.9 100
2 14.4 26.7 26.3 13.9 9.4 4.4 4.9 100 80
3 10.7 17.3 25.3 16.8 10.9 5.5 13.5 100

% Children
60
4 5.5 6.9 18.7 20.8 15.2 7.3 25.6 100
35 42 34 35
5 0.0 0.0 10.2 8.9 20.2 11.5 49.2 100 40 37
6 3.6 3.5 7.1 15.5 20.6 16.1 33.7 100 21
20
7 1.6 2.7 6.2 12.2 22.8 18.6 35.9 100
8 2.3 2.1 4.2 7.9 16.7 16.0 50.9 100 0
9 1.6 1.9 3.6 7.0 12.2 16.5 57.2 100 Class 1: Can Class 3: Can at Class 5: Can at
10 2.1 1.0 2.3 4.1 7.2 15.9 67.6 100 recognize at least least do least do division
numbers (10-99) subtrac on
How to read: 8.7 % (4.8+1.0+2.9) children of class 1 can do subtrac on

Children who can do division Learning levels by gender Arithme c Learning levels: out-of-school Arithme c
(Age 5 to 16 years) Children (Age 5 to 16 years) Children (Age 5 to 16 years)

100 100
2018 2019 2021
80 80
65

% Children
100
% Children

53 60
60
80
41 40
% Children

40
60
49 20 20 9
40 33 6 7 5 4 4
25 0
0
20 Beginner Number Subtraction 2 Division
13 Boys Girls recogni on 10- digits
0 99
Who can at least do subtrac on
Class 3 Class 4 Class 5 Class 6

PARENTAL EDUCATION AND PAID TUITION

Class-wise % children a ending paid tui on

Type I II III IV V VI VII VIII IX X By Institu on Total

Govt. 3.1 2.8 3.8 4.7 3.7 4.0 4.1 4.8 5.6 3.5 4.0

6.7

Pvt. 17.4 16.6 19.4 17.5 17.6 17.7 16.2 16.8 21.0 12.6 18.3

Parental educa on
Children a ending paid tui on

Parental Educa on-atleast primary Government schools Private schools

Mothers Fathers 100

100 80
80
% Children

60
60 56
% Parents

60 57
40
40 32
25 22 21 18
20 14 17
20
3 4
0 0
2019 2021 2023 2019 2021 2023

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NUMBER OF SURVEYED SCHOOLS

Government schools Private schools
Type/Level
Boys Girls Boys & Girls Total Boys Girls Boys & Girls Total

Primary 278 310 78 666 113 38 7 158

Elementary 14 22 3 39 69 24 2 95
High 4 24 3 31 92 38 1 131
Others 45 192 40 277 33 47 1 81
Total 341 548 124 1013 307 147 11 465

ATTENDANCE (%) ON THE DAY OF VISIT

Government schools Private schools

Type/Level
Primary Elementary High Others Overall Primary Elementary High Others Overall

Children a endance 90% 85% 91% 88% 90% 93% 91% 93% 99% 93%
Teacher a endance 86% 91% 90% 88% 88% 91% 95% 75% 91%

TEACHER'S QUALIFICATION (% TEACHERS)

General qualification Professional qualification

Government schools Private schools Government schools Private schools
Matricula on 3.03 1.39 PTC 21.82 22.01
FA 6.4 13.93 CT 28.39 26.46
BA 27.69 33.82 B-Ed 31.3 32.62
MA or above 60.17 49.47 M-Ed or above 15.66 15.66
Others 2.71 1.39 Others 2.82 3.24

SCHOOL FACILITIES (%SCHOOLS)

Government schools Private schools

Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Complete Boundary Wall/Fence 93.8% 87.2% 86.7% 93.2% 97.6% 95.5% 98.4% 93.4% 96.7%
Playground 44.4% 53.8% 63.3% 45.6% 53.9% 67.8% 73.8% 48.7% 61.2%
Electricity Connec on 83.0% 74.4% 76.7% 82.3% 93.3% 85.2% 94.4% 85.5% 90.8%
Solar Panels 46.8% 51.3% 69.0% 47.9% 31.7% 42.0% 47.2% 29.3% 37.6%
Working Library 11.9% 23.1% 36.7% 13.5% 18.9% 29.5% 56.3% 36.8% 34.4%
Useable Furniture 84.0% 79.5% 90.0% 84.0% 88.4% 78.4% 85.7% 77.6% 83.9%
Day care Facility for Teachers 8.2% 5.1% 23.3% 8.6% 18.4% 28.4% 33.9% 20.0% 24.7%
Running Water available in Handwashing Sinks 68.9% 59.0% 63.3% 68.1% 84.4% 64.7% 63.9% 57.9% 68.6%
Student Toilets Available 89.6% 84.6% 83.3% 89.1% 95.7% 89.2% 90.0% 89.3% 91.8%
Separate Toilets for girls and boys 41.2% 51.3% 50.0% 42.1% 71.2% 63.1% 70.0% 63.0% 68.0%
Running Water available in toilets 75.3% 68.8% 77.3% 74.8% 88.5% 89.8% 90.5% 82.9% 88.4%
Disinfectants available for cleaning 50.4% 51.5% 27.3% 48.9% 54.5% 59.8% 58.7% 59.2% 57.5%
Toilets Cleanliness 78.6% 64.1% 66.7% 77.4% 86.0% 74.7% 86.8% 81.3% 83.3%
Clean Drinking Water available for students 82.4% 87.2% 83.3% 82.7% 83.0% 83.9% 87.3% 85.5% 84.8%
Sick Room Available in schools 9.2% 5.1% 23.3% 9.6% 21.3% 30.1% 33.9% 25.3% 27.1%
First Aid Equipment Available 34.2% 21.1% 36.7% 33.7% 57.6% 57.5% 67.5% 67.1% 61.9%
Compute Lab Available 0% 6.1% 33.3% 2.7% 9.6% 32.9% 37.9% 18.9% 23.4%
Internet Available 3.8% 3.1% 25.9% 4.7% 14.7% 31.1% 44.0% 26.1% 27.7%

GRANTS

Government Schools Private Schools

Primary Elementary Secondary Other Primary Elementary Secondary Other
# of schools reported receiving grants 201 13 7 87 4 3 8 7
% of schools reported receiving grants 42% 39% 27% 42% 3% 4% 7% 9%
2022 Average amount of grant (Rs.) 48537.39583 32121.30303 281154.2308 240146.8125 7111.111111 3964.705882 67305.78512 5460.526316
# of schools reported receiving grants 133 5 3 72 0 0 0 1
% of schools reported receiving grants 28% 15% 12% 35% 0% 0% 0% 1%
2023 Average amount of grant (Rs.) 8583.927083 3393.939394 8076.923077 253446.4183 0 0 0 522.7631579

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COMPUTER LAB AND INTERNET FACILITY IN SCHOOLS (% SCHOOLS)

Computer lab and internet facility in schools (%)
Computer Lab in Schools Internet available in Schools Internet in Computer Labs Internet in Offices Internet in Classrooms

100% 100% 100%

84%
78% 88% 89%
80% 79%
57% 63% 63%
50%
44%
33% 33% 38% 39%
26% 16%
31%
22% 26%30% 23%28%
22% 19%
14% 15% 13%
9% 10% 10% 7% 8% 5%
6% 3% 3% 5%
4% 0%
Primary Elementary Secondary Other Overall
Primary Elementary Secondary Overall
Government Schools Private Schools

Mul grade Teaching % School FaciliFacili

es es
atatPrimary Level
% School Primary Level
Government Schools Private Schools Government schools Private schools
91% 92%
94%98% 90%
96% 84%
80%
82%83%

23% 54% 44%

44%

20%
9% 13%
5% 4%
2%
Boundary Toilets Playground Water Boundary Wall Toilets Playground Water
Class 2 Class 8 Wall 2021
2023

DISABILITIES AND FUNCTIONING IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Children with Disabili es
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
No Disability 89% 56% 73% 86% 94% 78% 85% 93% 88%
Some Disability 11% 44% 27% 14% 6% 22% 15% 7% 12%

FACILITIES FOR CHILDREN WITH DISABILITIES IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Ramps 19% 10% 19% 19% 33% 50% 83% 50% 59%
Accessible Toilets 60% 50% 56% 60% 64% 38% 31% 24% 37%
Health and Nutri on Officer 3% 5% 13% 4% 7% 8% 9% 6% 8%
Other Facili es* 7% 6% 15% 8% 14% 18% 14% 10% 14%
*Special Staff, Hearing Assis ve devices and Transport Facility

TYPE OF DISABILITIES (AVG. NUMBER OF CHILDREN IN SCHOOLS)

Visual Disability - Children (Avg.) in Schools Visual Disability - Children (Avg.) in Schools
Government School Private School Government School Private School

1.23
1.10 0.76

0.44
0.41
0.27 0.20 0.17
0.14 0.08
0.04
0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

Hearing Disability - Children (Avg.) in Schools Hearing Disability - Children (Avg.) in Schools
Government School Private School Government School Private School
0.38
0.66

0.47
0.18 0.18

0.19
0.12 0.07
0.04
0.01 0.01 0.01

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

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Physical Disability - Children (Avg.) in Schools Physical Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.51
0.98
0.78

0.52
0.22
0.29 0.23 0.14 0.14
0.10
0.04 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Intellectual Disability - Children (Avg.) in Schools Intellectual Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.64 0.28
0.24
0.49

0.11
0.19
0.15
0.08 0.04 0.04
0.01 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Self Care Disability - Children (Avg.) in Schools Self Care Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.31 0.26
0.27
0.18

0.10 0.08
0.04 0.04
0.01 0.01 0.01
0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Communica on Disability - Children (Avg.) in Schools Communica on Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.58 0.21

0.14
0.33
0.10
0.16 0.06
0.10
0.05
0.01 0.00 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female
*The graphs on disability report findings based on the Washington Short Set which assesses children across six func onings: visual, hearing, physical, intellectual, self-care and communica on with others, by school type and gender.

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Sample Composition any early childhood education program/school.

· Of the children enrolled in ECE, 82% are enrolled in
· ASER 2023 survey was conducted in 34 rural districts
government schools and 18% are enrolled in non-state
of Khyber Pakhtunkhwa. The survey covered 20,357
institutions/private schools.
households in 962 villages across the country during
September-November 2023. THEME 3: CLASS WISE LEARNING LEVELS
· Detailed information was collected for 43,488
children (62.3% males, 37.4% females and 0.3% Learning levels of children are assessed through language
transgenders) aged 3-16 years. Out of these 31,618 and arithmetic tools. The same tools are used for all children
children aged 5-16 years were assessed for language between the ages of 5 to 16. The literacy and numeracy
and arithmetic competencies. assessments cover up to Class 2 level competencies mapped
· School information was collected for public and non-
to the National Curriculum of Pakistan.
state/private schools. A total of 1013 government
schools and 465 non-state/private institutions,
including madrassahs and non-formal schools were Urdu Learning levels of class 3 children have improved and
of class 5 children have declined:
surveyed.

THEME 1: ACCESS · 17% of class 3 children could read story in Urdu

Proportion of out-of-school children has decreased when compared to 15% in 2021.
compared to 2021 (5-16 years). · 44% of class 5 children could read a class 2 level story
in Urdu compared to 50% in 2021.
· In 2023, 10% of children were reported to be out-of-
school; a decrease when compared to 2021 (27%). English learning levels of class 3 have improved and of
Around 7% of children have never been enrolled in a class 5 children have declined:
school and 3% have dropped out of school for various
reasons. · 20% of class 3 children could read class 2 level
· 90% of all school-aged children within the age
sentences compared to 15% in 2021.
bracket of 6-16 years were enrolled in schools.
· 48% of class 5 children could read class 2 level
Amongst these, 76% (80% in 2021) of children were
sentences compared to 54% in 2021.
enrolled in government schools whereas 24% (20% in
2021) were going to non-state institutions (21.5%
Arithmetic learning levels of class 3 children have
private schools and 2.3% madrassahs and 0.5% other improved and of class 5 children have declined:
institutions). The share of private schools has
increased by 4 percentage points compared with
· 14% of children enrolled in class 3 could do two-digit
2021, indicating its return to pre-COVID level.
division compared to 11% in 2021.
· Amongst the enrolled students in government
· 49% of class 5 children could do two-digit division as
schools, 42% were girls and 58% were boys whereas
compared to 50% in 2021.
in private schools 57% enrolled students were boys
and 43% were girls. T H E M E 4 : L EA R N I N G L E V E L S BY S C H O O L T Y P E
(GOVERNMENT VS PRIVATE)
THEME 2: EARLY CHILDHOOD EDUCATION
The proportion of children enrolled in ECE has increased Children enrolled in government schools are performing
in 2023 as compared to 2021. better in literacy and numeracy compared to private
counterparts.
· 39% of all school-aged children in the age bracket of
3-5 years were enrolled in ECE compared to 30% in · 40% children enrolled in class 5 in government schools
2021. are able to read at least a story in Urdu as compared to
· 61% children of age 3-5 are currently not enrolled in 28% class 5 children enrolled in private schools.
· 43% of class 5 children enrolled in government schools

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can read at least sentences in English whereas only teaching more than one grade.
35% private school children can do the same. · 23% of the surveyed government schools (26% in
· 35% of children enrolled in class 5 in government 2021) and 9% of the surveyed private schools (13% in
schools were able to do division as compared to 21% 2021) had Class 2 sitting with other classes.
class 5 children enrolled in private schools. · 5% of surveyed government schools (as compared to
3% in 2021) and 2% of surveyed private schools (14% in
THEME 5: GENDER GAP 2021) had class 8 sitting with other classes.
· There is a marked decrease in multigrading in class 2
Gender gap in learning: boys outperform girls (age 5-16 and class 8 across government and non-state
overall) in literacy and numeracy skills.
institutions/private schools.

· 49% of boys and 37% of girls could read at least THEME 9: TEACHER & STUDENT ATTENDANCE
sentences in Urdu.
· 60% boys could read at least English words while 48% Student attendance is recorded by taking a headcount of all
of girls can do the same. students present in school on the day of visit.
· 53% of boys were able to do at least subtraction · Overall student attendance in surveyed government
compared to 41% girls. schools was 90% whereas it was 93% in private
schools.
THEME 6: PARENTAL EDUCATION · 72% school teachers in Government Schools and 69%
Private School teachers follow up with parents in case
· 22% mothers (25% in 2021) and 26% fathers (60% in of student absence.
2021) in the sampled households had completed at · Teacher attendance is recorded by referring to the
least primary education. appointed positions in each school and the total
number of teachers present on the day of survey.
THEME 7: PAID TUITIONS · Overall teacher attendance in surveyed government
schools was 88% whereas it was 92% in private
Private tuition incidence is greater for private school schools.
students. Overall, 20% students enrolled in private schools
are attending paid tuition as compared to 4% students THEME 10: TEACHERS' QUALIFICATION
enrolled in government schools (14% in 2021).
· 28% teachers in surveyed government schools have
· Children across all classes/grades take private tuition. done graduation as compared to 34% teachers in
In government schools, 3% of children enrolled in class private schools.
1 take tuition as compared to 4% children in class 10. · However, 60% have completed M.Ed. in government
· In 2021, percentage of government school students schools compared to 49% in private schools.
availing paid tuition had increased to 14% from 3% in
2019 due to school closures. The decrease in share of THEME 11: CAPACITY BUILDING OF TEACHERS
government school students attending paid tuition by
10% (4% in 2023 compared to 14% in 2021) reflects the · 58% of public-school teachers and 72% of private
return to pre-pandemic levels. school teachers received training in the preceding
30 days or more from the date of survey.
THEME 8: MULTI-GRADE TEACHING · According to the public sector Head Teachers,
Curriculum (15%), Pedagogy (14%), and Assessment
23% of surveyed government schools and 9% of surveyed (12%), are the key areas of teacher training;
private schools had Class 2 students sitting with other followed by School Leadership (11%), Subject
classes. Specific Knowledge (10%), and Classroom
Management (10%).
· Children of Class 2 and Class 8 sitting together with any · In comparison, for the private sector, Curriculum
other classes were observed with one teacher (16%), Pedagogy (14%) and Assessment (13%) are

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the key areas for teacher training, followed by THEME 14: SCHOOL GRANTS/FUNDS
Classroom Management (12%), School Leadership
(11%), Subject Specific Knowledge (10%), and A higher share of government schools as compared to
Education and Technology (10%). private schools received grants in the academic year 2022
· Whereas, the core teacher training needs identified
by the Head Teachers in public and private schools · 42% government primary schools and 3% private
primary schools received grants in the academic year
were Pedagogy (11%), Curriculum (11%), 2022.
Assessment (10%), and Education & Technology · 39% government elementary schools and 4% private
(10%); followed by Subject Specific Knowledge (9%), elementary schools received grants in the academic
School Leadership (9%), and Classroom year 2022.
Management (9%). · 27% government secondary schools and 7% private
secondary schools received grants in the academic
year 2022.
THEME 12: PARENT TEACHER MEETINGS
THEME 15: DISABILITIES & FUNCTIONINGS
· 73% of surveyed government schools schedule
monthly parent-teacher meetings as compared to · As part of the school-level survey, data on children
63% of private schools. with disabilities (CWDs) was also collected. Head
teachers/teachers were interviewed using the
THEME 13: SCHOOL FACILITIES Washington-UNICEF Short Set of questions, also
known as the Washington Group/UNICEF Module on
GOVERNMENT SCHOOLS: Child Functioning, which assesses children against 6
functionings i.e., visual, hearing, physical, intellectual,
self-care and communication with others.
· 90% of the surveyed government primary schools · At the national level, 14% of the surveyed government
have functional toilets as compared to 94% in 2021. schools and 12% of private schools reported to have
· 82% of the surveyed government primary schools children with disabilities.
have usable drinking water in contrast to 83% in
2021. THEME 16: HOUSEHOLDS' ACCESS TO TECHNOLOGY &
· 94% of the surveyed government primary schools, KNOWLEDGE OF ITS USAGE
had complete boundary walls as compared to 91% in
· ASER 2023 (rural) included a range of questions at the
2021. household level regarding access to technology and
· 44% of surveyed government primary schools had knowledge of its usage.
playgrounds as compared 43% in 2021. · 84% of households across all rural districts have
· 83% of surveyed government primary schools had access to mobile phones and 66% have smart phones.
electricity connection as compared to 80% in 2021. · Amongst mobile users, 63% use WhatsApp services,
· 33% of surveyed government secondary schools had whilst 66% use (SMS) text messaging.
computer labs and 26% had internet facilities. · 25% have an internet connection and 15% have
computers. 44% of households have TV and 11% have
PRIVATE SCHOOLS: radio.
· On average, at least 1 household member can use a
smartphone.
· 96% of the surveyed private primary schools have
functional toilets as opposed to 36% in 2021.
· 83% of the surveyed private primary schools have THEME 17: HOUSEHOLDS' ACCESS TO SOCIAL SAFETY NETS
usable drinking water as compared to 86% in 2021. & IMPACT ON INCOME AND WELL-BEING
· 98% of the surveyed private primary schools had
complete boundary walls in contrast to 13% in 2021. · 24% of the household respondents reported receiving
· 54% of surveyed private primary schools had welfare transfers via BISP; 9% Baitul-Maal; and 2%
playgrounds as compared to 3% in 2021. Akhuwat.
· 93% of surveyed private primary schools had
electricity connection as compared to 80% in 2021.
· 38% of surveyed private secondary schools had THEME 18: CLIMATE CHANGE
computer labs and 44% had internet availability. · 24% of household respondents reported that they are

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well “informed” about climate change, whereas a

significant share (76%) indicated that they are
“uninformed”.
· 12% of households were “significantly” impacted by
natural disasters within the last year, while 7% were
“moderately” affected.
· 3% of household respondents reported that they
suffered losses amounting to more than 50% of their
earnings due to natural disasters within the last year,
whereas 4% indicated that 26%-50% of their earnings
were negatively impacted.
· 13% households reported that children's schooling
was “extremely affected” by natural disasters/floods,
whereas 3% indicated that it was “moderately
affected”.
· A significant share (11%) of the household
respondents reported that their psychological
wellbeing was “substantially affected” due natural
disasters, while 7% indicated their mental wellbeing
was “somewhat affected”.
· 16% of surveyed government schools were reported
to be damaged by a natural disaster as compared to
9% of private schools.
· Out of surveyed government schools that were
reported to be damaged, 89% were “partially
damaged” while 11% were “fully damaged”.
· Out of surveyed private schools that were reported to
be damaged, 94% were “partially damaged” and 6%
“fully damaged”.
· Of schools that were reported to be damaged, 31%
Government and 14% private schools received some
assistance from the government or a donor
organization.

THEME 19: CHILDREN'S HEALTH

· 39% of children in surveyed households were

reported to have received all the five basic vaccines
(BCG, Polio, DPT-HepB-Hib, Pneumococcal, Measles)
while 11% received none of the five basic vaccines.

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AVAILABILITY OF BASIC FACILITIES & ACCESS TO MEANS OF COMMUNICATION

IN HOUSE
Availability of a func onal toilet Availability of Electrcity connection Availability of solar panel Availability of TV
No Yes No Yes No Yes
11% No Yes
13% 29%
14%

86%
71%

89% 87%

Availability of radio Availability of computer Availability of internet Availability of mobile phone

No Yes No Yes No Yes No Yes

16%
11% 15% 25%

85%
75%
89% 84%

Access to sms Availability of whatsapp Availability of smartphone

No Yes No Yes No Yes

34%
34%
37%

63%
66%
66%

IN SCHOOLS
GOVT PVT

Solar Panel Computer Lab Solar Panel Computer Lab

No Yes No Yes No Yes No Yes

3%
23%
38%
48%

52%
97% 62%
77%

Internet Connec on Internet Connec on

No Yes No Yes

5%
28%

72%
95%

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HOUSEHOLD LEVEL EFFECTS OF CLIMATE CHANGE

Was your household affected by floods? Are you a Migrant/refugee/idp? How Well Informed Are You About Climate Change?

No Yes No Yes Uninformed Don't Know Informed

2.21
8%
24.42
+
38.75

36.84
92% 97.79

Has Your Family been Impacted by Natural Disaster? To What Extent Was Your Income Impacted?
More than 50% btw 26% - 50% btw 11% - 25% Less than 10% No affect
Yes, signficantly Yes, moderately No, not affected
3%
12.06 4%
5%
7.17
13%

75%
80.77

Was Children's Schooling Affected By Natural Disaster? Has Your Psychological Well Being Been Affected Due to Climate Change?

Moderately Affected Somewhat affected Extremely affected Not at all Not at all Substan ally affected Some what affected Affected only a bit
3.18 6.22
5.52
7.09
12.61
11.04

78.69 75.66

IN SCHOOLS
GOVT PVT
School damaged by any natural disaster Extend of the damaged caused by School damaged by any natural disaster Extend of the damaged caused by
natural disaster natural disaster
No Yes No Yes
fully par ally fully par ally
9
16% 11% 6

84% 91 94
89%

Recieved assistance for the recovery of damage Recieved assistance for the recovery of damage

No Yes No Yes

14
31%

Rs Rs

69%
86

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CHILD HEALTH INDICATORS - NATIONAL

% Children that Received None of the Five Basic Vaccines Whether Parent/Guardian Have a Vaccina on Card, Other Document or Both

29%

Have a Vaccina on Card,

Other Document or Both
Have None

11%

71%

Diagnosed With a Health Problem By Doctor or Heathcare Provider Has the Child Received Deworming Pills or Any Other Medicine in School?

No Yes

70 64.38

60

50
36.9
40

30
17.98
20
63.1
10 4.93 6.01
2.09 2.21 2.42
0
Type-2 Blood Epilepsy Heart Asthma Allergies Other
Diabetes disorder condi ons

SOCIAL SAFTY NET

Access to Social Safety Nets

Yes No

100%

80%

60% 76%
91%
98% 100%
40%

20%
24%
9%
0% 2% 0%
BISP recipient Baitul Maal recipient Akhuwat recipient Other recipient

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PUNJAB
(RURAL)
PUNJAB - RURAL 2023
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SCHOOL ENROLLMENT AND OUT-OF-SCHOOL CHILDREN

% Children in different types of schools % Out-of-school Total Enrollment by gender and type of school
Children (Age 6 to 16 years)
Age group Govt. Non-state providers Never Drop-
enrolled out Boys Girls
Pvt. Madrasah Others
100
6 - 10 63.9 29.2 1.2 0.9 3.5 1.2 100 80

% Children
11 - 13 68.4 23.9 1.3 0.4 2.6 3.3 100 60 53 53
47 47
14 - 16 64.9 19.2 1.6 0.4 4.4 9.4 100 40
6 - 16 65.3 25.7 1.3 0.6 3.5 3.6 100 20

Total 92.9 7.1 100 0

Government schools Private schools
By Type 70.4 27.5 1.4 0.7

Class-wise enrollment Out-of-school children by gender

Children (Age 6 to 16 years)
2019 2021 2023
Boys Girls
40
50
30
% Children

40
20

% Children
11 11 12 13 12 30
14
10 8 8 6 6
20
0 10 6
1 2 3 4 5 6 7 8 9 10 5 3
5 8 4
Class 0
2019 2021 2023

EARLY YEARS SCHOOLING (PRE-SCHOOLING)

% Children who a end different types of pre-schools
Children not a ending any pre -school
Age group Govt. Non-state providers Out-of-school Total Children (Age 3 to 5 years)
Pvt. Madrasah Others 2019 2021 2023
100
3 8.0 4.9 0.1 0.0 87.0 100
87
80
4 28.6 17.9 0.2 0.5 52.8 100
% Children

60 53
5 49.8 29.2 0.1 0.5 20.4 100
40
3 to 5 25.6 15.6 0.2 0.3 58.3 100 20
20
Total 41.7 58.3 100 0
Age 3 Age 4 Age 5
By Type 61.5 37.4 0.4 0.8

AGE CLASS COMPOSITION

Age/Class 5 6 7 8 9 10 11 12 13 14 15 16 Total

1 100 43.45 19.03 7.47 2.79 0 0.65 0.42 0.44 0.33 0.62 1.13 13.38

2 56.55 36.5 19.42 7.79 0 0.97 0.76 0.24 0.23 0.41 0.26 11.03

3 44.47 30.95 17.05 8.06 2.5 1.84 0.56 0.37 0.14 0.26 10.84

4 42.16 31.13 21.38 7.41 3.33 1.36 1.63 0.96 0.61 11.79

5 41.25 37.08 25.53 11.3 4.62 2.89 2.33 1.13 12.68

6 0 33.47 30.82 29.9 9.55 4.28 2.95 1.74 11.66

0
7 0 32.11 23.1 20.31 12.61 6.44 2.96 7.69
0
8 0 29.3 32.96 28.06 11.03 8.01 8.63
0
9 0 29.95 35.23 35.27 12.02 6.86
0
10 0 14.38 39.86 71.86 5.46
Total 100 100 100 100 100 100 100 100 100 100 100 100 100

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LEARNING LEVELS (URDU)

Class-wise % children who can read

Learning levels by school type
Class Nothing Letters Words Sentences Story Total Urdu
1 27.5 32.3 23.1 7.8 9.4 100
Government Private
2 14.0 21.8 34.7 14.8 14.7 100
3 7.6 13.8 29.7 22.5 26.4 100 100
4 6.3 7.3 20.1 19.3 47.0 100 73 77
80

% Children
5 0.0 3.5 14.2 17.2 65.1 100 51 59 61
60
6 4.6 2.1 8.7 15.1 69.6 100 47
7 3.5 2.2 6.7 14.4 73.3 100 40
8 2.9 1.6 3.8 11.6 80.2 100 20
9 3.9 1.2 1.9 7.6 85.5 100 0
10 1.6 0.6 1.7 3.6 92.4 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least letters least sentences least story
How to read: 17.2% (7.8+9.4) children of class 1 can read atleast sentence

Children who can read story Urdu Learning levels by gender Learning levels: out-of-school children (Urdu) 5
(Urdu) to 16 years
2019 2021 2023 Children (Age 5 to 16 years)
100
100 100 80

% Children
65 70 80 59
% Children

80 62 63 60
% Children

60 40
60
47 40 20 10 16
40 8 8
20 0
26
20 0
0 Boys Girls
Class 3 Class 4 Class 5 Class 6 Who can read at least sentences

LEARNING LEVELS (ENGLISH)

Class-wise % children who can read Learning levels by school type English

Class Nothing Letters Words Sentences Total Government Private

Capital Small
100
1 29.8 29.0 22.0 10.8 8.4 100
2 16.1 19.1 29.7 22.1 13.0 100 80
3 8.7 13.9 24.5 29.1 23.8 100
60
% Children

4 7.6 5.7 16.6 29.2 40.9 100 60 54 53 56

5 0.0 0.0 8.1 24.9 67.0 100 46
40
40
6 5.5 2.4 5.0 16.8 70.4 100
7 3.2 2.2 3.2 14.2 77.3 100 20
8 3.2 1.7 1.9 8.8 84.4 100
9 4.3 1.0 1.3 5.1 88.3 100 0
10 2.0 0.7 0.5 3.2 93.6 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small le ers least words least sentences
How to read: 19.2% (10.8+8.4) children of class 1 can read atleast word

Children who can read English sentences Learning levels by gender English 5 to Learning levels: out-of-school children English 5 to
16 years 16 years
2019 2021 2023
100 100
100
80 80
67 70 65 65
% Children

80 60 59
% Children

60
% Children

60 40
41 40
40 20
24 20 17
20 0 8 6 10
Boys Girls 0
0 Beginner Capital Small Words Sentences
Who can read at least words
Class 3 Class 4 Class 5 Class 6 le ers letters

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LEARNING LEVELS (ARITHMETIC)

Class-wise % children who can do

Learning levels by school type Arithme c
Class Nothing Number recogni on Subtrac on Division Total
1-9 10-99 100-200 2 Digits 3 Digits (2 Digits) Government Private

100
1 25.9 23.3 26.4 9.2 4.2 4.2 6.8 100
2 13.6 13.5 26.3 19.2 11.5 6.2 9.7 100 80
3 7.3 8.7 21.3 18.2 14.8 11.7 18.0 100

% Children
60 56
4 6.0 4.1 12.6 15.7 13.5 14.8 33.5 100 50 52
46 44 47
5 2.3 1.6 4.1 10.1 11.1 10.0 60.5 100 40
6 4.5 1.3 5.9 9.2 9.7 9.5 60.0 100
20
7 2.8 1.3 3.8 8.8 7.8 10.1 65.3 100
8 3.2 0.7 2.1 6.5 5.9 7.7 74.1 100 0
9 3.8 0.7 1.6 5.5 4.1 4.9 79.3 100 Class 1: Can Class 3: Can at Class 5: Can at
10 1.8 0.4 0.2 3.4 2.8 4.0 87.4 100 recognize at least least do least do division
numbers (10-99) subtrac on
How to read: 15.2% (4.2+4.2+6.8) children of class 1 can do atleast subtrac on

Children who can do division Learning levels by gender Arithme c Learning levels: out-of-school children
Children (Age 5 to 16 years) Children (Age 5 to 16 years) Arithme c

2019 2021 2023 100 100

80 80
100
% Children

58 60

% Children
60 60 56
80
% Children

60 40
60 40
61 20
40 33 20 13
0 5 6 7 6 6
20 18 0
Boys Girls
Beginner Number Subtraction 2 Division
0
Who can at least do subtrac on recognition 10- digits
Class 3 Class 4 Class 5 Class 6 99

PARENTAL EDUCATION AND PAID TUITION

Class-wise % children a ending paid tui on

Type I II III IV V VI VII VIII IX X By Institu on Total

Govt. 15.1 16.5 16.0 18.5 18.8 20.9 24.4 24.5 26.2 28.7 20.1

22.9

Pvt. 34.0 32.5 31.6 31.2 32.3 31.6 31.3 33.1 37.0 30.3 32.7

Parental educa on
Children a ending paid tui on

Parental Educa on-atleast Primary Government schools Private schools

Mothers Fathers 100

100
80
80 72
% Children

66 60
62 61
% Parents

60 55
50 38
40 32 33
40 30
19 20
20 20

0 0
2019 2021 2023 2019 2021 2023

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NUMBER OF SURVEYED SCHOOLS

Government schools Private schools
Type/Level
Boys Girls Boys & Girls Total Boys Girls Boys & Girls Total

Primary 193 148 105 446 110 4 12 126

Elementary 55 76 53 184 162 11 6 179
High 24 159 86 269 120 8 10 138
Others 23 37 42 102 83 1 1 85
Total 295 420 286 1001 475 24 29 528

ATTENDANCE (%) ON THE DAY OF VISIT

Government schools Private schools

Type/Level
Primary Elementary High Others Overall Primary Elementary High Others Overall

Children a endance 90% 92% 91% 87% 91% 89% 91% 92% 94% 91%
Teacher a endance 85% 91% 93% 94% 89% 88% 81% 82% 85%

TEACHER'S QUALIFICATION (% TEACHERS)

General qualification Professional qualification

Government schools (%) Private schools (%) Government schools (%) Private schools (%)
Matricula on 4.68 5.28 PTC 6.01 5.92
FA 5.83 21.65 CT 8.86 2.49
BA 25.26 39.54 B-Ed 52.28 63.12
MA or above 62.81 32.23 M-Ed or above 31 22.7
Others 1.42 1.29 Others 1.86 5.77

SCHOOL FACILITIES (%SCHOOLS)

Government schools Private schools

Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Complete Boundary Wall/Fence 93.7% 96.7% 99.3% 96.0% 93.5% 96.1% 97.8% 93.1% 95.5%
Playground 78.5% 84.2% 91.8% 83.7% 56.1% 61.2% 71.6% 64.8% 63.2%
Electricity Connec on 94.1% 98.9% 98.1% 96.3% 88.5% 97.2% 97.0% 90.0% 94.0%
Solar Panels 31.3% 29.0% 24.9% 28.9% 30.9% 19.3% 27.1% 34.3% 26.3%
Working Library 20.0% 34.3% 60.9% 35.2% 37.7% 29.1% 46.6% 35.7% 36.8%
Useable Furniture 91.6% 93.4% 94.1% 92.7% 82.6% 92.6% 94.7% 84.1% 89.6%
Day care Facility for Teachers 14.5% 24.2% 33.6% 22.2% 27.1% 25.4% 31.1% 23.9% 27.2%
Running Water available in Handwashing Sinks 83.3% 87.4% 89.1% 85.9% 82.0% 88.1% 87.4% 87.1% 86.5%
Student Toilets Available 91.6% 95.6% 94.0% 93.1% 93.3% 93.6% 89.4% 92.6% 92.3%
Separate Toilets for girls and boys 66.6% 69.6% 62.0% 65.8% 79.5% 89.0% 82.6% 82.1% 84.0%
Running Water available in toilets 93.1% 98.3% 96.6% 95.2% 87.6% 94.9% 96.2% 86.6% 92.3%
Disinfectants available for cleaning 66.8% 84.7% 80.8% 74.5% 67.5% 75.6% 77.4% 77.6% 74.4%
Toilets Cleanliness 86.7% 87.9% 94.0% 89.2% 85.0% 94.8% 93.2% 90.9% 91.4%
Clean Drinking Water available for students 84.7% 91.2% 92.9% 88.5% 83.2% 94.9% 94.0% 88.1% 90.9%
Sick Room Available in schools 22.0% 31.5% 43.2% 30.3% 33.1% 26.3% 36.1% 26.9% 30.7%
First Aid Equipment Available 47.5% 55.5% 61.3% 53.3% 44.2% 66.1% 60.2% 61.2% 58.5%
Compute Lab Available 0% 24.9% 74.2% 32.5% 19.0% 30.4% 36.4% 32.8% 29.6%
Internet Available 20.7% 32.5% 69.2% 38.0% 21.3% 34.2% 46.7% 46.4% 36.2%

GRANTS

Government Schools Private Schools

Primary Elementary Secondary Other Primary Elementary Secondary Other
# of schools reported receiving grants 256 130 193 30 20 17 21 7
% of schools reported receiving grants 67% 75% 78% 34% 16% 10% 15% 9%
2022 Average amount of grant (Rs.) 65455.62663 173331.8555 288425.413 112454.0909 32186.10569 96699.15254 258491.9927 32757.92405
# of schools reported receiving grants 206 88 146 31 2 8 10 3
% of schools reported receiving grants 54% 51% 59% 35% 2% 5% 7% 4%
2023 Average amount of grant (Rs.) 63531.69191 91297.80925 199224.8947 191344.0455 5186.349593 29480.23164 48990.88321 10420.83544

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COMPUTER LAB AND INTERNET FACILITY IN SCHOOLS (% SCHOOLS)

Computer lab and internet facility in schools (%)
Computer Lab in Schools Internet available in Schools Internet available in Computer Labs Internet available in Offices Internet available in Classrooms

89% 90% 94%

86%87% 81% 87%
71% 74% 70%
66% 64%
59% 62%
51%
44% 43% 43% 47% 43%
39% 39%
33% 28%
26% 25% 25%
24% 21%
14% 17% 12%
14%
14%
17% 18% 16%
7%

Primary Elementary Secondary Overall Primary Elementary Secondary Overall

Government Schools Private Schools

Mul grade Teaching % School FaciliFacili

es es
atatPrimary Level
% School Primary Level
Government Schools Private Schools Government schools Private schools

99%
94% 94% 93%
92% 93% 87% 86%
85% 83%
79% 73%
19% 56%
18%
8%
26%
4% 12%
3%
Boundary Toilets Playground Water Boundary Wall Toilets Playground Water
Class 2 Class 8 Wall
2023 2021

DISABILITIES AND FUNCTIONING IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Children with Disabili es
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
No Disability 91% 87% 92% 90% 95% 92% 91% 90% 92%
Some Disability 9% 13% 8% 10% 5% 8% 9% 10% 8%

FACILITIES FOR CHILDREN WITH DISABILITIES IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Ramps 44% 48% 56% 48% 74% 66% 82% 93% 77%
Accessible Toilets 68% 60% 71% 67% 53% 58% 65% 84% 63%
Health and Nutri on Officer 25% 28% 37% 29% 21% 15% 23% 22% 19%
Other Facili es* 6% 7% 7% 6% 18% 21% 23% 21% 21%
*Special Staff, Hearing Assis ve devices and Transport Facility

TYPE OF DISABILITIES (AVG. NUMBER OF CHILDREN IN SCHOOLS)

Visual Disability - Children (Avg.) in Schools Visual Disability - Children (Avg.) in Schools
Government School Private School Government School Private School

0.67
0.98

0.72

0.24

0.06 0.16
0.05 0.10
0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

Hearing Disability - Children (Avg.) in Schools Hearing Disability - Children (Avg.) in Schools
Government School Private School Government School Private School

0.44
0.30

0.24 0.21
0.14

0.05 0.06
0.03
0.00 0.00 0.00 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

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Physical Disability - Children (Avg.) in Schools Physical Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.59
0.77

0.49
0.28

0.18 0.12 0.13

0.03 0.00 0.00 0.00 0.03

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Intellectual Disability - Children (Avg.) in Schools Intellectual Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.75
0.86

0.27 0.31
0.17
0.15
0.05 0.03
0.00 0.00 0.00 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Self Care Disability - Children (Avg.) in Schools Self Care Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

1.27 0.43

0.27

0.36
0.17
0.04 0.03 0.03 0.03
0.00 0.00 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Communica on Disability - Children (Avg.) in Schools Communication Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.92 0.66

0.43
0.48

0.29
0.15
0.12
0.07 0.04 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

*The graphs on disability report findings based on the Washington Short Set which assesses children across six func onings: visual, hearing, physical, intellectual, self-care and communica on with others, by school type and gender.

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Sample Composition · 58% children of age 3-5 are currently not enrolled in
any early childhood education program/school.
· ASER 2023 survey was conducted in 35 rural districts
· Of the children enrolled in ECE, 61% are enrolled in
of Punjab. The survey covered 20,565 households in
government schools and 39% are enrolled in non-state
996 villages across the country during September-
institutions/private schools.
November 2023.
· Detailed information was collected for 41,582 children
THEME 3: CLASS WISE LEARNING LEVELS
(51.9% males, 46.7% females and 1.4% transgenders)
aged 3-16 years. Out of these 32,803 children aged 5-
Learning levels of children are assessed through language
16 years were assessed for language and arithmetic
and arithmetic tools. The same tools are used for all children
competencies.
between the ages of 5 to 16. The literacy and numeracy
· School information was collected for public and non-
assessments cover up to Class 2 level competencies mapped
state/private schools. A total of 1001 government
to the National Curriculum of Pakistan.
schools and 528 non-state/private institutions,
including madrassahs and non-formal schools were
surveyed. Urdu Learning levels of class 3 improved and class 5
children have declined:
THEME 1: ACCESS
· 26% of class 3 children could read story in Urdu
Proportion of out-of-school children has decreased when compared to 22% in 2021.
compared to 2021 (5-16 years). · 65% of class 5 children could read a class 2 level story
in Urdu compared to 68% in 2021.
· In 2023, 7% of children were reported to be out-of-
school; a decrease when compared to 2021 (14%). English learning levels of class 3 remained same and class 5
Around 4% of children have never been enrolled in a children have declined:
school and 4% have dropped out of school for various
reasons. · 24% of class 3 children could read class 2 level
· 93% of all school-aged children within the age bracket sentences compared to 24% in 2021.
of 6-16 years were enrolled in schools. Amongst these, · 67% of class 5 children could read class 2 level
70% (77% in 2021) of children were enrolled in sentences compared to 73% in 2021.
government schools whereas 30% (23% in 2021) were
going to non-state institutions (28% private schools Arithmetic learning levels of class 3 and class 5 children
and 1% Madrassah and 1% others). The share of have declined:
private schools has increased by 7 percentage points
compared with 2021, indicating its return to pre- · 18% of children enrolled in class 3 could do two-digit
COVID level. division compared to 24% in 2021.
· Amongst the enrolled students in government · 61% of class 5 children could do two-digit division as
schools, 47% were girls and 53% were boys whereas in compared to 69% in 2021.
private schools 53% enrolled students were boys and
47% were girls. T H E M E 4 : L EA R N I N G L E V E L S BY S C H O O L T Y P E
(GOVERNMENT VS PRIVATE)
THEME 2: EARLY CHILDHOOD EDUCATION
The proportion of children enrolled in ECE has decreased in Children enrolled in private schools are performing better
2023 as compared to 2021. in literacy and numeracy compared to government
counterparts.

· 42% of all school-aged children in the age bracket of 3- · 61% children enrolled in class 5 in private schools are
5 years were enrolled in ECE compared to 43% in able to read at least a story in Urdu as compared to
2021.

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59% class 5 children enrolled in government schools. · 18% of the surveyed government schools (28% in
· 60% of class 5 children enrolled in private schools can 2021) and 19% of the surveyed private schools (25% in
read at least sentences in English whereas only 56% 2021) had Class 2 sitting with other classes.
government school children can do the same. · 4% of surveyed government schools (as compared to
· 52% of children enrolled in class 5 in private schools 8% in 2021) and 8% of surveyed private schools (20%
were able to do division as compared to 47% class 5 in 2021) had class 8 sitting with other classes.
children enrolled in government schools. · There is a marked decrease in multigrading in class 2
and class 8 across government and non-state
THEME 5: GENDER GAP
Gender gap in learning: girls outperform boys (age 5-16 institutions/private schools.
overall) in literacy and numeracy skills:
THEME 9: TEACHER & STUDENT ATTENDANCE
· 62% of boys and 63% of girls could read at least Student attendance is recorded by taking a headcount of all
sentences in Urdu. students present in school on the day of visit.
· 65% boys could read at least English words while 65% · Overall student attendance in both surveyed
of girls can do the same. government and private schools was 91%.
· 58% of boys were able to do at least subtraction · 59% school teachers in Government Schools and 64%
compared to 60% girls. Private School teachers follow up with parents in case
of student absence.
THEME 6: PARENTAL EDUCATION · Teacher attendance is recorded by referring to the
appointed positions in each school and the total
· 38% mothers (55% in 2021) and 43% fathers (66% in number of teachers present on the day of survey.
2021) in the sampled households had completed at · Overall teacher attendance in surveyed government
least primary education. schools was 89% whereas it was 85.3% in private
schools.
THEME 7: PAID TUITIONS
THEME 10: TEACHERS' QUALIFICATION
Private tuition incidence is greater for private school
students. Overall, 33% students enrolled in private schools
are attending paid tuition as compared to 20% students · 25% teachers in surveyed government schools have
enrolled in government schools (30% in 2021). done graduation as compared to 40% teachers in
private schools.
· However, 62% have completed M.Ed. in government
· Children across all classes/grades take private tuition.
In government schools, 15% of children enrolled in schools compared to 32% in private schools.
class 1 take tuition as compared to 29% children in
class 10. THEME 11: CAPACITY BUILDING OF TEACHERS
· In 2021, percentage of government school students
availing paid tuition had increased to 30% from 19% in · 47% of public-school teachers and 43% of private
2019 due to school closures. The decrease in share of school teachers received training in the preceding 30
government school students attending paid tuition by days or more from the date of survey.
10% (20% in 2023 compared to 30% in 2021) reflects · According to the public sector Head Teachers,
the return to pre-pandemic levels. Pedagogy (14%), Curriculum (15%), Assessment (12%)
and School Leadership (11%) are the key areas of
THEME 8: MULTI-GRADE TEACHING teacher training; followed by Classroom management
18% of surveyed government schools and 19% of surveyed
(11%), Subject Specific Knowledge (11%) and
private schools had Class 2 students sitting with other
Education and technology (9%).
classes.
· In comparison, for the private sector, Curriculum
· Children of Class 2 and Class 8 sitting together with any (16%), Pedagogy (13%) and Assessment (13%) are the
other classes were observed with one teacher key areas for teacher training, followed by Classroom
teaching more than one grade. Management (12%) and School Leadership (11%).

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· Whereas, the core teacher training needs identified THEME 14: SCHOOL GRANTS/FUNDS
by the Head Teachers in public and private schools
were Curriculum (13%), Pedagogy (13%), Assessment A higher share of government schools as compared to
(11%), School Leadership (11%), Classroom private schools receive grants in the academic year 2022
management (10%), Education and technology (10%)
Data Literacy (10%) and Subject Specific Knowledge · 67% government primary schools and 16% private
(10%). primary schools received grants in the academic year
2022.
THEME 12: PARENT TEACHER MEETINGS · 75% government elementary schools and 10% private
elementary schools received grants in the academic
· 60% of surveyed government schools schedule year 2022.
monthly parent-teacher meetings as compared to · 78% government secondary schools and 15% private
secondary schools received grants in the academic
74% of private schools.
year 2022.
THEME 13: SCHOOL FACILITIES
THEME 15: DISABILITIES & FUNCTIONINGS
GOVERNMENT SCHOOLS:
· In ASER 2023, as part of the school-level survey, a
"Health and Disability" section. Head
· 92% of the surveyed government primary schools
teachers/teachers were interviewed using the
have functional toilets as compared to 99% in 2021. Washington-UNICEF Short Set of questions, also
· 83% of the surveyed government primary schools known as the Washington Group/UNICEF Module on
have usable drinking water in contrast to 87% in 2021. Child Functioning, which assesses children against 6
· 94% of the surveyed government primary schools, functionings i.e., visual, hearing, physical, intellectual,
had complete boundary walls as compared to 93% in self-care and communication with others.
2021. · In Punjab level, 9% of the surveyed government
· 79% of surveyed government primary schools had schools and 5% of private schools reported to have
playgrounds as compared 73% in 2021. children with disabilities.
· 94% of surveyed government primary schools had
electricity connection as compared to 96% in 2021. THEME 16: HOUSEHOLDS' ACCESS TO TECHNOLOGY &
· 74% of surveyed government secondary schools had KNOWLEDGE OF ITS USAGE
computer labs and 69% had internet facilities.
· ASER 2023 (rural) included a range of questions at the
PRIVATE SCHOOLS: household level regarding access to technology and
knowledge of its usage.
· 93% of the surveyed private primary schools have · 87% of households across all rural districts have access
functional toilets as opposed to 26% in 2021. to mobile phones and 70% have smart phones.
· 83% of the surveyed private primary schools have · Amongst mobile users, 72% use WhatsApp services,
usable drinking water as compared to 86% in 2021. whilst 73% use (SMS) text messaging.
· 94% of the surveyed private primary schools had · 31% have an internet connection and 21% have
complete boundary walls in contrast to 12% in 2021. computers. 75% of households have TV and 9% have
· 56% of surveyed private primary schools had radio.
playgrounds as compared to 3% in 2021. · On average, at least 1 household member can use a
· 89% of surveyed private primary schools had smartphone.
electricity connection as compared to 82% in 2021.
· 30% of surveyed private secondary schools had THEME 17: HOUSEHOLDS' ACCESS TO SOCIAL SAFETY NETS
computer labs and 36% had internet availability. & IMPACT ON INCOME AND WELL-BEING

· 21% of the household respondents reported receiving

welfare transfers via BISP; 1% Baitul-Maal; 1% PSPA;
3% Akhuwat and 11% through other channels.

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THEME 18: CLIMATE CHANGE

· 29% of household respondents reported that they
are well “informed” about climate change, whereas a
significant share (71%) indicated that they are
“uninformed”.
· 20% of households/rains were “significantly”
impacted by natural disasters within the last year,
while 4% were “moderately” affected.
· 23% of household respondents reported that they
suffered losses amounting to more than 50% of their
earnings due to natural disasters/rains within the last
year, whereas 4% indicated that 26%-50% of their
earnings were negatively impacted.
· 22% households reported that children's schooling
was “extremely affected” by natural disasters/rains,
whereas 3% indicated that it was “moderately
affected”.
· A significant share (20%) of the household
respondents reported that their psychological
wellbeing was “substantially affected” due natural
disasters, while 7% indicated their mental wellbeing
was “somewhat affected”.
· 18% of surveyed government schools were reported
to be damaged by a natural disaster as compared to
16% of private schools.
· Out of surveyed government schools that were
reported to be damaged, 98% were “partially
damaged” while 2% were “fully damaged”.
· Out of surveyed private schools that were reported to
be damaged, 96% were “partially damaged” and 4%
“fully damaged”.
· Of schools that were reported to be damaged, 48%
Government and 61% private schools received some
assistance from the government or a donor
organization.

THEME 19: CHILDREN'S HEALTH

· 53% of children in surveyed households were

reported to have received all the five basic vaccines
(BCG, Polio, DPT-HepB-Hib, Pneumococcal, Measles)
while 6% received none of the five basic vaccines.

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AVAILABILITY OF BASIC FACILITIES & ACCESS TO MEANS OF COMMUNICATION

IN HOUSE

Availability of a func onal toilet Availability of Electrcity connection Availability of solar panel Availability of TV
No Yes No Yes No Yes
5% No Yes
5% 29%

55%
45%

71%

95% 95%

Availability of radio Availability of computer Availability of internet Availability of mobile phone

No Yes No Yes No Yes No Yes

13%
9%
21% 31%

79%
69%
91% 87%

Access to sms Availability of whatsapp Availability of smartphone

No Yes No Yes No Yes

27%
28% 30%

72% 70%
73%

IN SCHOOLS
GOVT PVT

Solar Panel Computer Lab Solar Panel Computer Lab

No Yes No Yes No Yes No Yes

26%
29% 33%
30%

67%

74% 70%
71%

Internet Connec on Internet Connec on

No Yes No Yes

38% 36%

62% 64%

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HOUSEHOLD LEVEL EFFECTS OF CLIMATE CHANGE

Was your household affected by floods? Are you a Migrant/refugee/idp? How Well Informed Are You About Climate Change?

No Yes No Yes Uninformed Don't Know Informed

1.92
2%

29.28
+ 37.58

33.15
98% 98.08

Has Your Family been Impacted by Natural Disaster? To What Extent Was Your Income Impacted?
Less than 10% btw 11% - 25% btw 26% - 50% More than 50% No affect
Yes, signficantly Yes, moderately No, not affected
3%
3%
20.07 4%

3.98 23%

67%

75.96

Was Children's Schooling Affected By Natural Disaster? Has Your Psychological Well Being Been Affected Due to Climate Change?

Moderately Affected Somewhat affected Extremely affected Not at all Not at all Substan ally affected Affected only a bit Some what affected
1.32 3.2
2.61
6.58

22.02
19.51

74.06 70.7

IN SCHOOLS
GOVT PVT
School damaged by any natural disaster Extend of the damaged caused by School damaged by any natural disaster Extend of the damaged caused by
natural disaster natural disaster
No Yes No Yes
fully par ally fully par ally
16
18% 2%
4

82% 84 96
98%

Recieved assistance for the recovery of damage Recieved assistance for the recovery of damage

No Yes No Yes

39
48% 52%
Rs Rs
61

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CHILD HEALTH INDICATORS - NATIONAL

% Children that Received None of the Five Basic Vaccines Whether Parent/Guardian Have a Vaccina on Card, Other Document or Both

Have a Vaccina on Card,

Other Document or Both

Have None

6% 31%

69%

Diagnosed With a Health Problem By Doctor or Heathcare Provider Has the Child Received Deworming Pills or Any Other Medicine in School?

No Yes

90 85.56

80
70
31.39
60
50
40
30
20
7.77 68.61
10 3.84
0.35 0.58 0.64 1.28
0
Type-2 Epilepsy Blood Asthma Heart Allergies Other
Diabetes disorder condi ons

SOCIAL SAFTY NET

Access to Social Safety Nets

Yes No

100%

80%

60% 79%
89%
97% 99% 99%
40%

20%
21%
11%
0% 3% 1% 1%
BISP recipient Other recipient Akhuwat PSPA recipient Baitul Maal
recipient recipient

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SINDH
(RURAL)
SINDH - RURAL 2023
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SCHOOL ENROLLMENT AND OUT-OF-SCHOOL CHILDREN

% Children in different types of schools % Out-of-school Total
Enrollment by gender and type of school
Age group Govt. Non-state providers Never Drop- Children (Age 6 to 16 years)
Pvt. Madrasah Others enrolled out
Boys Girls
6 - 10 80.7 7.6 0.3 1.4 8.8 1.4 100
100
11 - 13 72.3 10.0 0.3 1.1 10.7 5.6 100 80

% Children
61 55
14 - 16 62.7 9.7 0.3 0.7 16.0 10.6 100 60
39 45
40
6 - 16 75.9 8.4 0.3 1.2 10.3 3.8 100
20
Total 85.9 14.1 100 0
Government schools Private schools
By Type 88.4 9.8 0.3 1.4

Class-wise enrollment Out-of-school children by gender 6 to 16 years

2019 2021 2023 Boys Girls

40 50

30 40
% Children

22

% Children
20 14 14 30
12 10
10 9
6 6 4 20
13
3
0 10 7 8
1 2 3 4 5 6 7 8 9 10 6 10 6
Class 0
2019 2021 2023

EARLY YEARS SCHOOLING (PRE-SCHOOLING)

% Children who a end different types of pre-schools
Children not a ending any pre-school 3 to 5 years
Age group Govt. Non-state providers Out-of-school Total
2019 2021 2023
Pvt. Madrasah Others

3 12.7 0.9 0.2 0.3 85.9 100 100

86
80
4 49.3 3.2 0.2 1.1 46.2 100
% Children

61
60 46
5 34.7 1.6 0.3 2.7 60.8 100
40
3 to 5 34.2 2.1 0.2 1.2 62.3 100 20
Total 37.7 62.3 100 0
Age 3 Age 4 Age 5
By Type 90.7 5.6 0.5 3.1

AGE CLASS COMPOSITION

Age/Class 5 6 7 8 9 10 11 12 13 14 15 16 Total

1 100 37.27 15.98 7.59 3.15 0 1.59 0.57 0.98 0.29 0.8 1.71 19.42

2 0 62.73 24.68 16.03 7.22 0 1.19 1.19 0.27 0.38 0.32 0.49 14.05

3 0 59.34 22.04 15.23 9.21 5.1 2.08 1.3 1.06 0.96 0.98 13.37

4 0 54.34 20.54 14.39 8.79 5.7 2.93 2.02 1.11 1.95 12.54

5 0 53.86 27.29 16.68 10.3 6.34 4.62 3.98 2.68 10.69

6 0 49.11 17.87 15.65 10.3 9.23 5.57 4.88 9.47

7 0 48.78 16.71 12.14 18.08 13.38 8.54 6.56

8 0 47.79 17.89 18.27 16.72 18.05 6.6

9 0 47.86 24.33 20.22 17.07 4.94

10 0 21.73 36.94 43.66 2.36

Total 100 100 100 100 100 100 100 100 100 100 100 100 100

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LEARNING LEVELS (URDU/SINDHI)

Class-wise % children who can read
Learning levels by school type
Class Nothing Letters Words Sentences Story Total Urdu/Sindhi
1 43.9 38.1 13.3 3.5 1.2 100
Government Private
2 22.3 36.3 27.2 11.0 3.2 100
3 17.0 27.3 31.6 16.6 7.6 100 100
4 12.0 19.5 33.1 21.4 14.0 100
80

% Children
5 8.7 11.6 18.1 23.1 38.5 100 58 62
60
6 10.2 10.0 23.6 21.2 35.0 100
7 9.2 8.0 19.0 21.1 42.7 100 40 26 28
18 23
8 10.9 6.0 11.1 23.0 48.9 100 20
9 12.4 3.6 7.7 18.8 57.6 100 0
10 5.2 2.7 7.9 14.3 70.0 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least letters least sentences least story
How to read: 4.7% (3.5+1.2) children of class 1 can read atleast sentence

Children who can read story Urdu/Sindhi Learning levels by gender Learning levels: out-of-school (Urdu/Sindhi)
(Urdu/Sindhi) Children (Age 5 to 16 years)
2019 2021 2023 Children (Age 5 to 16 years)
100
100
100 80 71
80
% Children

% Children
80 60 60
% Children

40 38 33
60
38 35 20 40
40
14 0
20 20 11 10
Boys Girls 5
8 4
0 Who can read at least sentences 0
Class 3 Class 4 Class 5 Class 6 Beginner Letters Words Sentences Story

LEARNING LEVELS (ENGLISH)

Class-wise % children who can read Learning levels by school type English

Class Nothing Letters Words Sentences Total Government Private

Capital Small
100
1 59.0 24.5 10.6 4.5 1.4 100
2 32.3 31.4 22.4 11.6 2.4 100 80
3 24.4 25.3 24.4 21.3 4.6 100
% Children

4 16.0 20.2 22.6 30.5 10.7 100 60

5 12.3 14.1 18.9 32.8 22.0 100
40
6 12.3 11.0 13.6 30.1 33.1 100 26 31
21 21 23
7 10.9 7.9 11.4 28.3 41.6 100 20 17
8 12.6 4.7 8.1 20.5 54.2 100
9 13.6 3.0 5.0 17.6 60.8 100 0
10 5.2 1.8 4.6 12.8 75.6 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small letters least words least sentences
How to read: 5.9% (4.5+1.4) children of class 1 can read atleast word

Who can read sentences Learning levels by gender English Learning levels: out-of-school English
Children (Age 5-16 years) English Children (Age 5 to 16 years) Children (Age 5 to 16 years)

2019 2021 2023 100

100
80 77
100 80
% Children

60
% Children

80 60
41 36
% Children

60 40
40
40 33 20
22 20
11 0 8 6 6 3
20
Boys Girls 0
5 Beginner Capital Small Words Sentences
0
Who can read at least words letters le ers
Class 3 Class 4 Class 5 Class 6

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LEARNING LEVELS (ARITHMETIC)

Class-wise % children who can do

Learning levels by school type Arithme c
Class Nothing Number recogni on Subtrac on Division Total
1-9 10-99 100-200 2 Digits 3 Digits (2 Digits) Government Private

100
1 45.8 31.8 12.2 5.1 3.2 1.1 0.8 100
2 21.8 30.1 21.7 12.0 9.2 4.0 1.2 100 80
3 17.3 17.7 23.1 15.3 16.1 8.0 2.5 100

% Children
60
4 11.7 9.7 20.0 18.5 19.7 13.1 7.4 100
5 7.6 5.7 10.2 13.4 18.0 18.2 27.0 100 40
6 10.7 5.9 8.8 14.4 15.4 17.7 27.1 100 23 26 28 29
20 16 18
7 9.0 5.4 6.2 13.1 14.0 17.0 35.4 100
8 11.1 2.5 5.0 8.7 10.8 14.6 47.2 100 0
9 12.7 2.4 2.6 6.8 7.4 12.0 56.2 100 Class 1: Can Class 3: Can at Class 5: Can at
10 5.6 0.9 3.0 7.0 6.5 12.4 64.7 100 recognize at least least do least do division
numbers (10-99) subtrac on
How to read: 5.1% (3.2+1.1+0.8) children of class 1 can do atleast subtrac on

Children who can do division Learning levels by gender Arithme c Learning levels: out-of-school children Arithme c
(Age 5 to 16 years) Children (Age 5 to 16 years)
100
2019 2021 2023 100
80
80 70
100

% Children
% Children

60 60
80
40 35
% Children

40 40
60
20
40 27 20
27 7 6 5 5
0 2 3
20 0
7 Boys Girls
0 3 Beginner Number Subtrac on 2 Division
Who can at least do subtrac on recogni on 10- digits
Class 3 Class 4 Class 5 Class 6 99

PARENTAL EDUCATION AND PAID TUITION

Class-wise % children a ending paid tui on

Type I II III IV V VI VII VIII IX X By Institu on Total

Govt. 3.0 3.5 4.5 5.8 4.8 6.4 9.6 7.1 11.8 13.5 5.4

8.2

Pvt. 35.1 37.3 40.2 38.4 37.6 42.6 37.2 38.3 40.2 52.0 38.7

Parental educa on
Children a ending paid tui on
Parental Educa on- atleast primary
Government schools Private schools
Mothers Fathers 100
100
80
80
% Children

60
% Parents

60
44 47 39
40 40
40
26 22
20 17 20 16
20 12
4 5
0 0
2019 2021 2023 2019 2021 2023

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NUMBER OF SURVEYED SCHOOLS

Government schools Private schools
Type/Level
Boys Girls Boys & Girls Total Boys Girls Boys & Girls Total

Primary 343 86 45 474 17 1 0 18

Elementary 31 9 11 51 16 0 0 16
High 15 6 2 23 27 3 2 32
Others 112 29 31 172 24 1 0 25
Total 501 130 89 720 84 5 2 91

ATTENDANCE (%) ON THE DAY OF VISIT

Government schools Private schools

Type/Level
Primary Elementary High Others Overall Primary Elementary High Others Overall

Children a endance 75% 80% 75% 76% 76% 88% 87% 89% 83% 88%
Teacher a endance 89% 89% 94% 85% 88% 93% 95% 83% 92%

TEACHER'S QUALIFICATION (% TEACHERS)

General qualification Professional qualification

Government schools (%) Private schools (%) Government schools (%) Private schools (%)
Matricula on 3.53 11.29 PTC 9.2 19.92
FA 8.61 25.81 CT 13.15 25.5
BA 42.89 41.06 B-Ed 45.61 33.86
MA or above 42.95 20.38 M-Ed or above 29.11 11.95
Others 2.03 1.47 Others 2.93 8.76

SCHOOL FACILITIES (%SCHOOLS)

Government schools Private schools

Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Complete Boundary Wall/Fence 67.1% 85.7% 87.0% 69.6% 83.3% 93.8% 96.9% 95.5% 93.2%
Playground 49.5% 68.0% 59.1% 51.6% 50.0% 75.0% 65.6% 68.2% 64.8%
Electricity Connec on 44.9% 64.0% 65.2% 47.6% 88.2% 81.3% 93.8% 72.7% 85.1%
Solar Panels 22.1% 40.0% 26.1% 23.9% 50.0% 43.8% 71.9% 63.6% 60.2%
Working Library 5.0% 20.0% 27.3% 7.3% 27.8% 25.0% 75.0% 40.9% 47.7%
Useable Furniture 66.8% 90.0% 82.6% 69.7% 100.0% 100.0% 93.8% 100.0% 97.7%
Day care Facility for Teachers 4.4% 16.0% 21.7% 6.2% 23.5% 31.3% 67.9% 45.5% 45.8%
Running Water available in Handwashing Sinks 27.2% 50.0% 65.2% 31.0% 80.0% 100.0% 0.0% 100.0% 92.3%
Student Toilets Available 54.4% 70.0% 78.3% 56.9% 100.0% 93.8% 100.0% 90.9% 96.4%
Separate Toilets for girls and boys 19.4% 30.0% 60.9% 22.1% 70.6% 81.3% 85.7% 77.3% 79.5%
Running Water available in toilets 26.6% 72.2% 50.0% 31.5% 94.4% 87.5% 100.0% 90.9% 94.3%
Disinfectants available for cleaning 11.4% 22.2% 21.4% 12.8% 61.1% 81.3% 96.9% 81.0% 82.8%
Toilets Cleanliness 35.8% 64.0% 69.6% 39.9% 88.2% 93.8% 100.0% 95.5% 95.2%
Clean Drinking Water available for students 47.6% 72.0% 60.9% 50.5% 88.9% 93.8% 100.0% 90.9% 94.3%
Sick Room Available in schools 5.6% 10.0% 22.7% 6.7% 41.2% 18.8% 71.4% 40.9% 47.0%
First Aid Equipment Available 8.9% 32.0% 30.4% 11.9% 33.3% 56.3% 71.9% 72.7% 61.4%
Compute Lab Available 0% 12.0% 30.4% 5.4% 27.8% 25.0% 71.9% 45.5% 47.7%
Internet Available 4.1% 18.8% 17.4% 6.0% 38.9% 31.3% 75.0% 42.9% 51.7%

GRANTS

Government Schools Private Schools

Primary Elementary Secondary Other Primary Elementary Secondary Other
# of schools reported receiving grants 107 15 4 51 1 2 4 2
% of schools reported receiving grants 28% 34% 19% 31% 6% 13% 14% 8%
2022 Average amount of grant (Rs.) 6736.774536 7454.863636 14762.47619 8438.711656 50000 9375.125 12857.14286 12500
# of schools reported receiving grants 88 16 4 46 1 1 0 1
% of schools reported receiving grants 23% 36% 19% 28% 6% 6% 0% 4%
2023 Average amount of grant (Rs.) 6333.230769 13406.81818 62190.47619 11439.8773 50000 9375.125 0 12708.33333

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COMPUTER LAB AND INTERNET FACILITY IN SCHOOLS (% SCHOOLS)

Computer lab and internet facility in schools (%)
Computer Lab in Schools Internet available in Schools Internet in Computer Labs Internet in Offices Internet in Classrooms

100% 100%
100% 100%
84% 92%
75% 83%
72% 78% 80% 75% 80% 80% 77%
72%
56% 56%
47% 50% 50% 56% 54% 52%
43% 45%43% 50% 48% 44%
39%
30% 31%
28% 22% 25% 20%
19% 17%
12%
4% 5% 6%

Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall

Government Schools Private Schools

Mul grade Teaching % School Facili es at Primary Level

Government Schools Private Schools Government schools Private schools

88%

100% 69%
89% 60%
83%
48% 51%
48% 67% 47%
54% 49% 50% 48%
26%
16% 14%
5%
9%

Boundary Wall Toilets Playground Water Boundary Wall Toilets Playground Water
Class 2 Class 8
2023 2021
DISABILITIES AND FUNCTIONING IN SCHOOLS (% SCHOOLS)
Government Schools Private Schools
Children with Disabili es
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
No Disability 97% 90% 91% 96% 94% 100% 100% 95% 98%
Some Disability 3% 10% 9% 4% 6% 0% 0% 5% 2%

FACILITIES FOR CHILDREN WITH DISABILITIES IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Ramps 7% 3% 18% 7% 33% 50% 83% 50% 59%
Accessible Toilets 20% 35% 33% 22% 64% 38% 31% 24% 37%
Health and Nutri on Officer 1% 3% 0% 1% 7% 8% 9% 6% 8%
Other Facili es* 3% 6% 6% 3% 14% 18% 14% 10% 14%
*Special Staff, Hearing Assis ve devices and Transport Facility

TYPE OF DISABILITIES (AVG. NUMBER OF CHILDREN IN SCHOOLS)

Visual Disability - Children (Avg.) in Schools Visual Disability - Children (Avg.) in Schools
Government School Private School Government School Private School

0.36 0.07

0.2 0.04

0.01
0.04 0
0.01
0 0 0 0
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

Hearing Disability - Children (Avg.) in Schools Hearing Disability - Children (Avg.) in Schools
Government School Private School Government School Private School

0.13
0.08

0.09

0.05

0.01 0.01
0 0 0 0 0 0
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

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Physical Disability - Children (Avg.) in Schools Physical Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.22
0.4

0.28
0.1
0.14 0.08
0.11
0.04 0.02
0 0 0
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Intellectual Disability - Children (Avg.) in Schools Intellectual Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.64 0.4

0.4 0.43

0.175
0.04
0 0 0.01 0 0.01 0
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Self Care Disability - Children (Avg.) in Schools Self Care Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.25 0.25 0.25 0.25

0.1 0.1

0.03
0.01 0.01 0.01
0 0
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Communica on Disability - Children (Avg.) in Schools Communica on Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

0.11 0.05

0.07
0.05

0 0.01 0 0 0 0 0.01 0

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female
*The graphs on disability report findings based on the Washington Short Set which assesses children across six func onings: visual, hearing, physical, intellectual, self-care and communica on with others, by school type and gender.

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· 23% of class 5 children enrolled in private schools can other classes were observed with one teacher
read at least sentences in English whereas only 21% teaching more than one grade.
government school children can do the same. · 48% of the surveyed government schools (53% in
· 18% of children enrolled in class 5 in private schools 2021) and 26% of the surveyed private schools (35% in
were able to do division as compared to 16% class 5 2021) had Class 2 sitting with other classes.
children enrolled in government schools. · 9% of surveyed government schools (as compared to
6% in 2021) and 16% of surveyed private schools (29%
THEME 5: GENDER GAP in 2021) had class 8 sitting with other classes.

Gender gap in learning: boys outperform girls (age 5-16 THEME 9: TEACHER & STUDENT ATTENDANCE
overall) in literacy and numeracy skills:
Student attendance is recorded by taking a headcount of all
· 38% of boys and 33% of girls could read at least students present in school on the day of visit.
sentences in Urdu/Sindhi. · Overall student attendance in surveyed government
· 41% boys could read at least English words while 36% schools was 76% whereas it was 88% in private
of girls can do the same. schools.
· 40% of boys were able to do at least subtraction · 71% school teachers in Government Schools and 83%
compared to 35% girls. Private School teachers follow up with parents in case
of student absence.
THEME 6: PARENTAL EDUCATION · Teacher attendance is recorded by referring to the
appointed positions in each school and the total
· 20% mothers (20% in 2021) and 20% fathers (47% in number of teachers present on the day of survey.
2021) in the sampled households had completed at · Overall teacher attendance in surveyed government
least primary education. schools was 88% whereas it was 93% in private
schools.
THEME 7: PAID TUITIONS
THEME 10: TEACHERS' QUALIFICATION
Private tuition incidence is greater for private school
students. Overall, 39% students enrolled in private schools
are attending paid tuition as compared to 5% students · 43% teachers in surveyed government schools have
enrolled in government schools (22% in 2021). done graduation as compared to 41% teachers in
private schools.
· Children across all classes/grades take private tuition. · However, 43% have completed M.Ed. in government
In government schools, 3% of children enrolled in class schools compared to 20% in private schools.
1 take tuition as compared to 14% children in class 10.
· In 2021, percentage of government school students THEME 11: CAPACITY BUILDING OF TEACHERS
availing paid tuition had increased to 22% from 4% in
2019 due to school closures. The decrease in share of
government school students attending paid tuition by · 56% of public-school teachers and 81% of private
17% (5% in 2023 compared to 22% in 2021) reflects the school teachers received training in the preceding 30
return to pre-pandemic levels. days or more from the date of survey.
· According to the public sector Head Teachers,
THEME 8: MULTI-GRADE TEACHING Assessment (16%), Community Engagement (13%),
Pedagogy (13%), Education and technology (12%) and
48% of surveyed government schools and 26% of surveyed School Leadership (11%) are the key areas of teacher
private schools had Class 2 students sitting with other training; followed by Subject Specific Knowledge
classes. (10%) and Curriculum (10%).
· In comparison, for the private sector, Curriculum
· Children of Class 2 and Class 8 sitting together with any
(16%), Pedagogy (13%) and Assessment (13%) are the

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key areas for teacher training, followed by Classroom

Management (12%) and School Leadership (11%). THEME 14: SCHOOL GRANTS/FUNDS
· Whereas, the core teacher training needs identified
by the Head Teachers in public and private schools A higher share of government schools as compared to
were Curriculum (11%), Education and technology private schools receive grants in the academic year 2022.
(11%), Pedagogy (10%), Classroom management
(10%), Assessment (10%); followed by School · 28% government primary schools and 6% private
Leadership (9%), Subject Specific Knowledge (9%), primary schools received grants in the academic year
and Teacher leadership (8%). 2022.
· 34% government elementary schools and 13% private
elementary schools received grants in the academic
THEME 12: PARENT TEACHER MEETINGS year 2022.
· 19% government secondary schools and 14% private
· 38% of surveyed government schools schedule secondary schools received grants in the academic
monthly parent-teacher meetings as compared to year 2022.
58% of private schools.THEME 13: SCHOOL FACILITIES
GOVERNMENT SCHOOLS: THEME 15: DISABILITIES & FUNCTIONINGS
· 54% of the surveyed government primary schools
have functional toilets as compared to 66% in 2021. · In ASER 2023, as part of the school-level survey, a
"Health and Disability" section. Head
· 48% of the surveyed government primary schools
teachers/teachers were interviewed using the
have usable drinking water in contrast to 57% in 2021.
Washington-UNICEF Short Set of questions, also
· 67% of the surveyed government primary schools, known as the Washington Group/UNICEF Module on
had complete boundary walls as compared to 72% in Child Functioning, which assesses children against 6
2021. functionings i.e., visual, hearing, physical, intellectual,
· 49% of surveyed government primary schools had self-care and communication with others.
playgrounds as compared 49% in 2021. · At the national level, 4% of the surveyed government
· 45% of surveyed government primary schools had schools and 2% of private schools reported to have
electricity connection as compared to 52% in 2021. children with disabilities.
· 27% of surveyed government secondary schools had
THEME 16: HOUSEHOLDS' ACCESS TO TECHNOLOGY &
computer labs and 50% had internet facilities.
KNOWLEDGE OF ITS USAGE
PRIVATE SCHOOLS:
· ASER 2023 (rural) included a range of questions at the
· 100% of the surveyed private primary schools have household level regarding access to technology and
functional toilets as opposed to 47% in 2021. knowledge of its usage.
· 89% of the surveyed private primary schools have · 74% of households across all rural districts have access
usable drinking water as compared to 88% in 2021. to mobile phones and 37% have smart phones.
· 86% of the surveyed private primary schools had · Amongst mobile users, 35% use WhatsApp services,
complete boundary walls in contrast to 77% in 2021. whilst 56% use (SMS) text messaging.
· 83% of surveyed private primary schools had · 13% have an internet connection and 5% have
playgrounds as compared to 5% in 2021. computers. 63% of households have TV and 4% have
· 88% of surveyed private primary schools had radio.
electricity connection as compared to 73% in 2021. · On average, at least 1 household member can use a
· 100% of surveyed private secondary schools had smartphone.
computer labs and 90% had internet availability.
THEME 17: HOUSEHOLDS' ACCESS TO SOCIAL SAFETY NETS
& IMPACT ON INCOME AND WELL-BEING

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· 31% of the household respondents reported

receiving welfare transfers via BISP; 1% Akhuwat and
5% through other channels.
THEME 18: CLIMATE CHANGE
· 33% of household respondents reported that they are
well “informed” about climate change, whereas a
significant share (67%) indicated that they are
“uninformed”.
· 34% of households were “significantly” impacted by
natural disasters within the last year, while 30% were
“moderately” affected.
· 18% of household respondents reported that they
suffered losses amounting to more than 50% of their
earnings due to natural disasters within the last year,
whereas 18% indicated that 26%-50% of their
earnings were negatively impacted.
· 25% households reported that children's schooling
was “extremely affected” by natural disasters/floods,
whereas 17% indicated that it was “moderately
affected”.
· A significant share (28%) of the household
respondents reported that their psychological
wellbeing was “substantially affected” due natural
disasters, while 23% indicated their mental wellbeing
was “somewhat affected”.
· 53% of surveyed government schools were reported
to be damaged by a natural disaster as compared to
46% of private schools.
· Out of surveyed government schools that were
reported to be damaged, 88% were “partially
damaged” while 12% were “fully damaged”.
· Out of surveyed private schools that were reported to
be damaged, 94% were “partially damaged” and 6%
“fully damaged”.
· Of schools that were reported to be damaged, 16%
Government and 47% private schools received some
assistance from the government or a donor
organization.

THEME 19: CHILDREN'S HEALTH

· 48% of children in surveyed households were

reported to have received all the five basic vaccines
(BCG, Polio, DPT-HepB-Hib, Pneumococcal, Measles)
while 10% received none of the five basic vaccines.

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AVAILABILITY OF BASIC FACILITIES & ACCESS TO MEANS OF COMMUNICATION

IN HOUSE
Availability of a func onal toilet Availability of Electrcity connection Availability of solar panel Availability of TV
No Yes No Yes No Yes
No Yes 21%
29% 13%
40%

87%
60%
71% 79%

Availability of radio Availability of computer Availability of internet Availability of mobile phone

No Yes No Yes No Yes No Yes

13%
4% 5% 26%

95% 74%
87%
96%

Access to sms Availability of whatsapp Availability of smartphone

No Yes No Yes No Yes

44% 35% 37%

65% 63%
56%

IN SCHOOLS
GOVT PVT

Solar Panel Computer Lab Solar Panel Computer Lab

No Yes No Yes No Yes No Yes

5%
24%

40% 48%
60%
52%
95%
76%

Internet Connec on Internet Connec on

No Yes No Yes

6%

52% 48%

94%

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HOUSEHOLD LEVEL EFFECTS OF CLIMATE CHANGE

Was your household affected by floods? Are you a Migrant/refugee/idp? How Well Informed Are You About Climate Change?

No Yes No Yes Don't Know Informed Uninformed

9.21
18.01

+
49%
49.49
51%

32.5

90.79

Has Your Family been Impacted by Natural Disaster? To What Extent Was Your Income Impacted?
Less than 10% More than 50% btw 26% - 50% btw 11% - 25% No affect
Yes, signficantly Yes, moderately No, not affected
15%

30%
35.17 34.35

18%

19% 18%
30.47

Was Children's Schooling Affected By Natural Disaster? Has Your Psychological Well Being Been Affected Due to Climate Change?

Somewhat affected Moderately Affected Extremely affected Not at all Total Not at all Substan ally affected Some what affected
11.21 22.79

16.79 27.63

47.36
100

24.64 40.78

IN SCHOOLS
GOVT PVT
School damaged by any natural disaster Extend of the damaged caused by School damaged by any natural disaster Extend of the damaged caused by
natural disaster natural disaster
No Yes No Yes
fully par ally fully par ally

12% 6
46
53% 47%
54

88% 94

Recieved assistance for the recovery of damage Recieved assistance for the recovery of damage

No Yes No Yes

16%

47
Rs Rs 53

84%

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CHILD HEALTH INDICATORS - NATIONAL

% Children that Received None of the Five Basic Vaccines Whether Parent/Guardian Have a Vaccina on Card, Other Document or Both

Have a Vaccina on Card,

Other Document or Both

Have None

37%
10%
63%

Diagnosed With a Health Problem By Doctor or Heathcare Provider Has the Child Received Deworming Pills or Any Other Medicine in School?

No Yes

90 84.72
6.42
80
70
60
50
40
30
20
10 8.83
0.22 0.54 0.89 1.92 2.87
0
Epilepsy Type-2 Blood Asthma Heart Allergies Other 93.58
Diabetes disorder condi ons

SOCIAL SAFTY NET

Access to Social Safety Nets

Yes No
100%

80%

69%
60%
95% 99% 100%
40%

20%
31%

0% 5% 1% 0%
BISP recipient Other recipient Akhuwat recipient Baitul Maal recipient

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AZAD JAMMU
& KASHMIR
(RURAL)
AZAD JAMMU & KASHMIR - RURAL 2023
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SCHOOL ENROLLMENT AND OUT-OF-SCHOOL CHILDREN

% Children in different types of schools % Out-of-school Total
Enrollment by gender and type of school
Age group Govt. Non-state providers Never Drop- Children (Age 6 to 16 years)
Pvt. Madrasah Others enrolled out
Boys Girls
6 - 10 48.9 48.2 0.5 0.6 1.5 0.2 100
100
11 - 13 53.7 43.0 1.0 0.5 1.2 0.6 100 80

% Children
60 51 49 51 49
14 - 16 54.1 41.1 1.1 0.1 1.5 2.1 100
40
6 - 16 51.7 44.7 0.8 0.4 1.4 0.9 100
20
Total 97.7 2.3 100 0
Government schools Private schools
By Type 52.9 45.8 0.8 0.5

Class-wise enrollment Out-of-school children by gender

Children (Age 6 to 16 years)
2019 2021 2023
Boys Girls
40
50
30
% Children

40

% Children
20
10 10 11 11 11 10 10 30
8 9 9
10 20
0 10 4
1 2 3 4 5 6 7 8 9 10 1 1.2
0 2 4 1.0
Class
2019 2021 2023

EARLY YEARS SCHOOLING (PRE-SCHOOLING)

% Children who a end different types of pre-schools Children not a ending any pre-school 3 to 5 years
Age group Govt. Non-state providers Out-of-school Total
2019 2021 2023
Pvt. Madrasah Others
100
3 10.9 9.5 0.0 0.0 79.6 100 80
80
% Children

4 23.4 32.4 0.0 0.9 43.3 100 43

60
5 33.7 49.1 0.3 0.5 16.3 100 40
16
3-5 24.3 33.2 0.1 0.5 41.9 100 20
Total 58.1 41.9 100 0
Age 3 Age 4 Age 5
By Type 43.8 55.2 0.3 0.8

AGE CLASS COMPOSITION

Age/Class 5 6 7 8 9 10 11 12 13 14 15 16 Total

1 100 28.48 34.09 17.83 6.96 2.94 0.88 0.79 0.52 0.83 1.23 2.94 13.64

2 0 71.52 23.86 23.11 20.02 7.23 2.63 1.22 1.14 0.74 0.82 0.98 12.99

3 0 42.05 22.2 23.5 17.16 8.77 4.09 1.24 0.37 0.14 0 11.17

4 0 36.85 17.58 19.72 18.8 10.39 4.56 2.31 1.36 0.82 10.84

5 0 31.94 20.61 25.31 22.94 13.07 3.6 1.91 0.98 11.7

6 0 32.33 17.04 21.94 19.5 9.7 6.14 1.96 10.87

7 0 26.57 15.91 21.47 16.27 10.5 6.54 7.83

8 0 22.72 20.12 29.11 23.06 13.73 9.04

9 0 18.36 21.26 30.97 27.29 6.71

10 0 15.8 23.87 44.77 5.2

Total 100 100 100 100 100 100 100 100 100 100 100 100 100

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LEARNING LEVELS (URDU/SINDHI)

Class-wise % children who can read

Learning levels by school type
Class Nothing Letters Words Sentences Story Total Urdu
1 13.3 30.9 35.5 8.9 11.5 100
Government Private
2 6.3 11.1 39.2 24.8 18.6 100
3 5.8 3.4 20.0 29.1 41.7 100 100
87 91
4 4.2 1.0 9.3 19.5 66.0 100 75 74
80 67 73

% Children
5 5.2 0.9 3.9 13.9 76.1 100
60
6 6.2 0.2 1.2 7.4 85.0 100
7 3.4 0.1 0.0 4.2 92.4 100 40
8 5.3 0.0 0.2 1.2 93.3 100 20
9 2.7 0.1 0.1 1.0 96.1 100 0
10 1.9 0.1 0.0 0.9 97.0 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least le ers least sentences least story
How to read: 20.4% (8.9+11.5) children of class 1 can read atleast sentence

Children who can read story Urdu Learning levels by gender Learning levels: out-of-school children (Urdu)
(Urdu) Children (Age 5 to 16 years)
2019 2021 2023 Children (Age 5 to 16 years)
100
100 100
85 80 80
76 80
% Children

80 69 68

% Children
66 60
% Children

60
60 40
42 40
40 20
0 14
20 20
Boys Girls 5
0 1 0
Who can read at least sentences 0
Class 3 Class 4 Class 5 Class 6 Beginner Le ers Words Sentences Story

LEARNING LEVELS (ENGLISH)

Class-wise % children who can read

Learning levels by school type English
Class Nothing Letters Words Sentences Total
Capital Small Government Private

1 17.2 13.4 39.7 20.6 9.1 100 100

2 8.0 7.8 24.2 43.5 16.5 100 82
79 79
3 8.3 2.3 9.7 39.6 40.1 100 80 71
64 68
% Children

4 7.0 1.5 3.4 22.6 65.5 100 60

5 7.1 1.0 2.4 19.8 69.6 100
6 8.4 0.3 0.6 9.3 81.5 100 40
7 4.4 0.4 0.3 5.0 90.0 100
20
8 6.6 0.0 0.2 2.0 91.2 100
9 4.2 0.4 0.1 1.3 94.1 100 0
10 3.1 0.3 0.0 0.7 95.9 100 Class 1: Can read at Class 3: Can read at Class 5: Can read at
least small le ers least words least sentences
How to read: 29.7% (20.6+9.1) children of class 1 can read atleast word

Who can read sentences Learning levels by gender English 5 to Learning levels: out-of-school English
Children (Age 5-16 years) English 16 years Children (Age 5 to 16 years)

2019 2021 2023 100 100

80 80
100 71 71 80
% Children

81 60
% Children

80 70 60
65
% Children

60 40
40
40 20
40
20 13
20 0
Boys Girls 4 4
0 0
0
Who can read at least words Beginner Capital Small letters Words Sentences
Class 3 Class 4 Class 5 Class 6 letters

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LEARNING LEVELS (ARITHMETIC)

Class-wise % children who can do
Learning levels by school type Arithme c
Class Nothing Number recogni on Subtrac on Division Total
1-9 10-99 100-200 2 Digits 3 Digits (2 Digits) Government Private

100
1 16.3 20.7 24.2 19.9 8.6 3.1 7.2 100
2 7.1 6.9 18.1 22.4 20.6 12.6 12.3 100 80 71
67 66

% Children
3 6.9 3.4 5.4 16.2 20.0 21.6 26.4 100 62 63
60 56
4 6.5 0.6 2.4 8.2 11.6 17.4 53.3 100
40
5 5.5 1.0 2.2 7.9 9.0 14.6 59.7 100
6 6.6 0.3 0.3 3.1 4.4 10.4 74.8 100 20
7 3.6 0.1 0.1 2.8 3.8 7.4 82.2 100
0
8 5.4 0.0 0.3 1.5 2.2 4.0 86.7 100 Class 1: Can Class 3: Can at Class 5: Can at
9 3.0 0.0 0.2 0.5 1.2 1.3 93.8 100 recognize at least least do least do division
10 2.2 0.0 0.0 1.1 1.0 0.6 95.1 100 numbers (10-99) subtraction
How to read: 18.9% (8.6+3.1+7.2) children of class 1 can do atleast subtrac on

Children who can do division Learning levels by gender Arithme c Learning levels: out-of-school Arithme c
(Age 5 to 16) Children (Age 5 to 16 years) Children (Age 5 to 16 years)

2019 2021 2023 100 100

80 80 79
100 67 67
75 60 60
80
60 40
60 53 40
20
40 20
26 11
0 2 1 2 1 4
20 0
Boys Girls
Beginner Number Subtrac on 2 Division
0
Who can at least do subtrac on recogni on 10- digits
Class 3 Class 4 Class 5 Class 6 99

PARENTAL EDUCATION AND PAID TUITION

Class-wise % children a ending paid tui on

Type I II III IV V VI VII VIII IX X By Institu on Total

Govt. 3.9 4.7 7.0 5.6 4.2 4.2 2.8 3.9 5.0 7.4 4.5

6.2

Pvt. 5.1 8.3 9.8 6.6 7.9 10.2 5.4 7.3 12.1 14.1 8.0

Parental educa on
Children a ending paid tui on
Parental Educa on- atleast Primary Government schools Private schools
Mothers Fathers 100
100
80
83 79
80 72 71
% Children

65 60
59
% Parents

60
40
40
26
20 18
20 13
5 5 8
0 0
2019 2021 2023 2019 2021 2023

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NUMBER OF SURVEYED SCHOOLS

Government schools Private schools
Type/Level
Boys Girls Boys & Girls Total Boys Girls Boys & Girls Total

Primary 49 14 19 82 62 1 0 63
Elementary 33 21 12 66 75 1 0 76
High 34 28 25 87 51 1 0 52
Others 19 27 13 59 42 2 0 44
Total 135 90 69 294 230 5 0 235

ATTENDANCE (%) ON THE DAY OF VISIT

Government schools Private schools

Type/Level
Primary Elementary High Others Overall Primary Elementary High Others Overall

Children a endance 80% 87% 90% 87% 90% 86% 86% 93% 87.0%
Teacher a endance 95% 91% 92% 74% 92% 91% 84% 80% 86% 86%

TEACHER'S QUALIFICATION (% TEACHERS)

General qualification Professional qualification

Government schools (%) Private schools (%) Government schools (%) Private schools (%)
Matricula on 0.98 1.33 PTC 6.59 6.63
FA 6.25 13.35 CT 2.94 0.94
BA 29.76 44.18 B-Ed 38.77 54.56
MA or above 62.36 40.77 M-Ed or above 50.00 34.06
Others 0.64 0.37 Others 1.70 3.82

SCHOOL FACILITIES (%SCHOOLS)

Government schools Private schools

Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Complete Boundary Wall/Fence 55.9% 65.4% 62.9% 60.6% 42.6% 43.8% 69.4% 45.5% 49.3%
Playground 43.8% 53.8% 65.7% 52.7% 57.4% 46.5% 63.3% 61.4% 56.0%
Electricity Connec on 63.1% 79.5% 84.3% 73.7% 78.7% 91.7% 91.8% 77.3% 85.4%
Solar Panels 9.9% 16.7% 11.4% 12.4% 26.2% 9.7% 14.3% 13.6% 15.9%
Working Library 9.1% 12.8% 33.3% 16.7% 30.5% 19.4% 46.9% 16.3% 27.8%
Useable Furniture 65.5% 79.2% 76.8% 72.7% 75.0% 87.3% 87.8% 72.7% 81.3%
Day care Facility for Teachers 5.5% 11.7% 7.4% 7.9% 5.0% 11.6% 26.1% 19.0% 14.3%
Running Water available in Handwashing Sinks 32.1% 51.3% 52.9% 43.5% 40.0% 45.1% 62.5% 51.2% 48.6%
Student Toilets Available 67.3% 82.1% 80.0% 75.2% 78.7% 87.5% 89.8% 64.3% 81.3%
Separate Toilets for girls and boys 33.3% 37.7% 47.8% 38.5% 49.2% 56.3% 75.5% 46.5% 56.8%
Running Water available in toilets 55.0% 77.9% 78.3% 68.2% 74.6% 67.6% 85.7% 62.8% 72.5%
Disinfectants available for cleaning 25.5% 30.8% 47.1% 32.9% 35.0% 47.2% 65.3% 37.2% 46.0%
Toilets Cleanliness 48.6% 71.4% 71.4% 61.7% 71.7% 75.0% 89.8% 64.3% 75.3%
Clean Drinking Water available for students 56.4% 77.9% 75.4% 68.0% 73.8% 68.1% 89.8% 58.1% 72.4%
Sick Room Available in schools 11.8% 12.8% 14.5% 12.8% 13.1% 10.0% 28.6% 22.0% 17.2%
First Aid Equipment Available 8.2% 19.2% 15.9% 13.6% 13.3% 16.9% 28.6% 20.9% 19.3%
Compute Lab Available 0% 3.9% 19.7% 8.1% 5.6% 6.7% 26.2% 5.0% 10.2%
Internet Available 0.0% 2.7% 6.5% 2.6% 5.5% 3.5% 14.6% 0.0% 5.7%

GRANTS

Government Schools Private Schools

Primary Elementary Secondary Other Primary Elementary Secondary Other
# of schools reported receiving grants 1 2 3 0 0 1 1 1
% of schools reported receiving grants 1% 3% 5% 0% 0% 1% 2% 2%
2022 Average amount of grant (Rs.) 0 378.7878788 8110.689655 0 0 65.78947368 538.4615385 590.9090909
# of schools reported receiving grants 3 1 2 1 0 0 0 1
% of schools reported receiving grants 3% 2% 3% 4% 0% 0% 0% 2%
2023 Average amount of grant (Rs.) 0 0 7441 0 0 0 0 0.022727273

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COMPUTER LAB AND INTERNET FACILITY IN SCHOOLS (% SCHOOLS)

Computer lab and internet facility in schools (%)
Computer Lab in Schools Internet available in Schools Internet in Computer Labs Internet in Offices Internet in Classrooms

100% 100% 100% 100%100%

100% 100% 100%

67% 67% 67%

56%
50% 50% 50%
40% 38%
20% 26%
23%
8% 15% 10%
4% 3% 6% 3% 6% 5% 7% 4% 5% 6%
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Government Schools Private Schools

Mul grade Teaching % School Facilities at Primary Level

Government Schools Private Schools Government schools Private schools

79% 91% 89%
59% 74%
67%
56% 57% 56%
40% 57% 59%
55%
43% 44% 49%
41%
31%
11%
10%

Boundary Wall Toilets Playground Water Boundary Wall Toilets Playground Water
Class 2 Class 8 2023 2021

DISABILITIES AND FUNCTIONING IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Children with Disabili es
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
No Disability 87% 90% 76% 85% 90% 90% 79% 87% 87%
Some Disability 13% 10% 24% 15% 10% 10% 21% 13% 13%

FACILITIES FOR CHILDREN WITH DISABILITIES IN SCHOOLS (% SCHOOLS)

Government Schools Private Schools
Facili es in Schools
Primary Elementary Secondary Overall Primary Elementary Secondary Other Overall
Ramps 7% 0% 7% 6% 0% 20% 22% 50% 20%
Accessible Toilets 43% 57% 29% 40% 83% 60% 50% 60% 63%
Health and Nutri on Officer 0% 0% 0% 0% 0% 0% 0% 40% 8%
Other Facili es* 0% 5% 2% 2% 6% 0% 8% 27% 10%
*Special Staff, Hearing Assis ve devices and Transport Facility

TYPE OF DISABILITIES (AVG. NUMBER OF CHILDREN IN SCHOOLS)

Visual Disability - Children (Avg.) in Schools Visual Disability - Children (Avg.) in Schools
Government School Private School Government School Private School
2.75 4.33

1.00 1.00
1.33

0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female
Hearing Disability - Children (Avg.) in Schools Hearing Disability - Children (Avg.) in Schools
Government School Private School Government School Private School

1.67 1.75

1.33
1.00 1.00 1.00 1.00 1.00 1.00 1.00

0.00 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all
Male Female

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Physical Disability - Children (Avg.) in Schools Physical Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

2.50
1.50
1.91 1.33 1.33
1.22
1.50 1.00
1.00 1.00

0.00 0.00
Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Intellectual Disability - Children (Avg.) in Schools Intellectual Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

1.50

1.00 1.00 1.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Self Care Disability - Children (Avg.) in Schools Self Care Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

1.00 1.00 1.00 1.00

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female

Communication Disability - Children (Avg.) in Schools Communica on Disability - Children (Avg.) in Schools

Government School Private School Government School Private School

4.00 2.00

1.50

2.00 1.00

1.00

0.00 0.00 0.00 0.00 0.00 0.00

Some Dificulty A lot of Dificulty Cannot do at all Some Dificulty A lot of Dificulty Cannot do at all

Male Female
*The graphs on disability report findings based on the Washington Short Set which assesses children across six func onings: visual, hearing, physical, intellectual, self-care and communica on with others, by school type and gender.

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Sample Composition any early childhood education program/school.

· Of the children enrolled in ECE, 43.8% are enrolled in
· ASER 2023 survey was conducted in 10 rural districts
government schools and 56.2% are enrolled in non-
of Azad Jammu & Kashmir (AJ&K). The survey covered
state institutions/private schools.
5,843 households in 296 villages across the province
during September-November 2023.
THEME 3: CLASS WISE LEARNING LEVELS
· Detailed information was collected for 12,091 children
(49.5% males, 48.1% females and 2.4% transgenders)
Learning levels of children are assessed through language
aged 3-16 years. Out of these 10,022 children aged 5-
and arithmetic tools. The same tools are used for all children
16 years were assessed for language and arithmetic
between the ages of 5 to 16. The literacy and numeracy
competencies.
assessments cover up to Class 2 level competencies mapped
· School information was collected for public and non-
to the National Curriculum of Pakistan.
state/private schools. A total of 294 government
schools and 235 non-state/private institutions,
including madrassahs and non-formal schools were Urdu Learning levels of class 3 and class 5 children have
improved:
surveyed.

THEME 1: ACCESS · 42% of class 3 children could read story in Urdu

The proportion of out-of-school children has decreased compared to 22% in 2021.
when compared to 2021 (5-16 years). · 76% of class 5 children could read a class 2 level story
in Urdu compared to 72% in 2021.
· In 2023, 2% of children were reported to be out-of-
school; a decrease when compared to 2021 (8%). English learning levels of class 3 have improved, and class 5
Around 1% of children have never been enrolled in a children have declined:
school and 1% have dropped out of school for various
reasons. · 40% of class 3 children could read class 2 level
· 98% of all school-aged children within the age bracket sentences compared to 12% in 2021.
of 6-16 years were enrolled in schools. Amongst these, · 70% of class 5 children could read class 2 level
53% (56% in 2021) of children were enrolled in sentences compared to 86% in 2021.
government schools whereas 47% (44% in 2021) were
going to non-state institutions (45.8% private schools Arithmetic learning levels of class 3 and class 5 children
and 0.8% Madrassah and 0.5% others). The share of have declined:
private schools has increased by 3 percentage points
compared with 2021, indicating its return to pre- · 26% of children enrolled in class 3 could do two-digit
COVID level. division compared to 49% in 2021.
· Amongst the enrolled students in government · 60% of class 5 children could do two-digit division as
schools, 49% were girls and 51% were boys whereas in compared to 72% in 2021.
private schools 51% enrolled students were boys and
T H E M E 4 : L EA R N I N G L E V E L S BY S C H O O L T Y P E
49% were girls.
(GOVERNMENT VS PRIVATE)
THEME 2: EARLY CHILDHOOD EDUCATION
Children enrolled in government schools are performing
The proportion of children enrolled in ECE has decreased in
better in literacy and numeracy compared to private
2023 as compared to 2021.
counterparts.

· 50% of all school-aged children in the age bracket of 3- · 74% children enrolled in class 5 in government schools
5 years were enrolled in ECE compared to 52% in 2021. can read at least a story in Urdu as compared to 73%
· 50% children of age 3-5 are currently not enrolled in class 5 children enrolled in private schools.
· 71% of class 5 children enrolled in government

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schools can read at least sentences in English whereas other classes were observed with one teacher
only 68% private school children can do the same. teaching more than one grade.
· 63% of children enrolled in class 5 in government · 59% of the surveyed government schools (40% in
schools were able to do division as compared to 56% 2021) and 40% of the surveyed private schools (26% in
class 5 children enrolled in private schools. 2021) had Class 2 sitting with other classes.
· 10% of surveyed government schools (as compared to
THEME 5: GENDER GAP 12% in 2021) and 11% of surveyed private schools
(18% in 2021) had class 8 sitting with other classes.
Gender gap in learning: boys slightly outperform girls (age
· There is a marked increase in multigrading in class 2
5-16 overall) in literacy while they are at par with girls in
and decrease in class 8 across government and non-
numeracy skills.
state institutions/private schools.
· 69% of boys and 68% of girls could read at least THEME 9: TEACHER & STUDENT ATTENDANCE
sentences in Urdu.
· 71% boys could read at least English words while 71%
of girls can do the same. Student attendance is recorded by taking a headcount of all
· 67% of boys were able to do at least subtraction students present in school on the day of visit.
compared to 67% girls. · Overall student attendance in both surveyed
government and private schools was 87%.
THEME 6: PARENTAL EDUCATION · 79% of schoolteachers in Government Schools and
80% Private School teachers follow up with parents in
· 59% mothers (79% in 2021) and 74% fathers (65% in case of student absence.
2021) in the sampled households had completed at · Teacher attendance is recorded by referring to the
least primary education. appointed positions in each school and the total
number of teachers present on the day of survey.
THEME 7: PAID TUITIONS · Overall teacher attendance in surveyed government
schools was 92% whereas it was 86% in private
Private tuition incidence is greater for private school
schools.
students. Overall, 8% of students enrolled in private
schools are attending paid tuition as compared to 5%
THEME 10: TEACHERS' QUALIFICATION
students enrolled in government schools (18% in 2021).
· 30% of teachers in surveyed government schools have
· Children across all classes/grades take private tuition. done graduation as compared to 44% teachers in
In government schools, 4% of children enrolled in class private schools.
1 take tuition as compared to 7% children in class 10. · However, 62% have completed M.Ed. in government
· In 2021, the percentage of government school schools compared to 41% in private schools.
students availing paid tuition had increased to 18%
from 5% in 2019 due to school closures. The decrease THEME 11: CAPACITY BUILDING OF TEACHERS
in share of government school students attending paid
tuition by 13% (5% in 2023 compared to 18% in 2021) · 16% of public-school teachers and 13% of private
reflects the return to pre-pandemic levels. school teachers received training in the preceding 30
days or more from the date of survey.
THEME 8: MULTI-GRADE TEACHING · According to the public sector Head Teachers,
Pedagogy (13%), Curriculum (12%) and Assessment
59% of surveyed government schools and 40% of surveyed
(11%) are the key areas of teacher training; followed
private schools had Class 2 students sitting with other
by School Leadership (10%) and Subject Specific
classes.
Knowledge (10%).
· Children of Class 2 and Class 8 sitting together with any · In comparison, for the private sector, Pedagogy (17%),
Curriculum (14%), and School Leadership (11%) are

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the key areas for teacher training, followed by computer labs and 6% had internet availability.
Classroom Management (11%) and Education and THEME 14: SCHOOL GRANTS/FUNDS
Technology (10%).
· Whereas the core teacher training needs identified by A higher share of government schools as compared to
the Head Teachers in public and private schools were private schools received grants in the academic year
2022
Pedagogy (12%), Curriculum (10%) and School
Leadership (10%); followed by Assessment (9%),
Subject Specific Knowledge (9%), Education & · 1% government primary schools and 0% private
Technology (9%) and Classroom Management (8%). primary schools received grants in the academic year
2022.
THEME 12: PARENT TEACHER MEETINGS · 3% government elementary schools and 1% private
elementary schools received grants in the academic
· 21% of surveyed government schools schedule year 2022.
monthly parent-teacher meetings as compared to · 5% government secondary schools and 2% private
52% of private schools. secondary schools received grants in the academic
year 2022.
THEME 13: SCHOOL FACILITIES
THEME 15: DISABILITIES & FUNCTIONINGS
GOVERNMENT SCHOOLS:
· As part of the school-level survey, data on children
· 67% of the surveyed government primary schools with disabilities (CWDs) was also collected. Head
have functional toilets as compared to 56% in 2021. teachers/teachers were interviewed using the
· 56% of the surveyed government primary schools Washington-UNICEF Short Set of questions, also
have clean drinking water available in contrast to 49% known as the Washington Group/UNICEF Module on
in 2021. Child Functioning, which assesses children against 6
· 56% of the surveyed government primary schools had functionings i.e., visual, hearing, physical, intellectual,
complete boundary walls as compared to 57% in self-care and communication with others.
2021. · At the provincial level, 15% of the surveyed
· 44% of surveyed government primary schools had government schools and 13% of private schools
playgrounds as compared to 41% in 2021. reported to have children with some disabilities.
· 63% of surveyed government primary schools had
electricity connection as compared to 64.5% in 2021. THEME 16: HOUSEHOLDS' ACCESS TO TECHNOLOGY &
· 4% of surveyed government secondary schools had KNOWLEDGE OF ITS USAGE
computer labs and 0% had internet facilities.
· ASER 2023 (rural) included a range of questions at the
PRIVATE SCHOOLS: household level regarding access to technology and
knowledge of its usage.
· 79% of the surveyed private primary schools have · 89% of households across all rural districts have access
functional toilets as opposed to 91% in 2021. to mobile phones and 74% have smart phones.
· 74% of the surveyed private primary schools have · Amongst mobile users, 63% use WhatsApp services,
clean drinking water available as compared to 59% in whilst 73% use (SMS) text messaging.
2021. · 26% have an internet connection and 16% have
· 43% of the surveyed private primary schools had computers. 62% of households have TV and 22% have
complete boundary walls in contrast to 49% in 2021. radio.
· 57% of surveyed private primary schools had · On average, at least 1 household member can use a
playgrounds as compared to 31% in 2021. smartphone.
· 78% of surveyed private primary schools had
THEME 17: HOUSEHOLDS' ACCESS TO SOCIAL SAFETY
electricity connection as compared to 44% in 2021.
NETS & IMPACT ON INCOME AND WELL-BEING
· 6% of surveyed private secondary schools had

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· 10% of the household respondents reported receiving

welfare transfers via BISP; 1% Baitul-Maal; and 1%
Akhuwat.

THEME 18: CLIMATE CHANGE

· 27% of household respondents reported that they are

well “informed” about climate change, whereas a
significant share (73%) indicated that they are
“uninformed”.
· 24% of households were “significantly” impacted by
natural disasters within the last year, while 7% were
“moderately” affected.
· 3% of household respondents reported that they
suffered losses amounting to more than 50% of their
earnings due to natural disasters within the last year,
whereas 8% indicated that 26%-50% of their earnings
were negatively impacted.
· 34% households reported that children's schooling
was “extremely affected” by natural disasters/floods,
whereas 2% indicated that it was “moderately
affected”.
· A significant share (29%) of the household
respondents reported that their psychological
wellbeing was “substantially affected” due natural
disasters, while 5% indicated their mental wellbeing
was “somewhat affected”.
· 25% of surveyed government schools were reported
to be damaged by a natural disaster as compared to
11% of private schools.
· Out of surveyed government schools that were
reported to be damaged, 70% were “partially
damaged” while 30% were “fully damaged”.
· Out of surveyed private schools that were reported to
be damaged, 100% were “partially damaged”.
· Of schools that were reported to be damaged, 62%
Government and 67% private schools received some
assistance from the government or a donor
organization.

THEME 19: CHILDREN'S HEALTH

· 52% of children in surveyed households were

reported to have received all the five basic vaccines
(BCG, Polio, DPT-HepB-Hib, Pneumococcal, Measles)
while 15% received none of the five basic vaccines.

ASER Pakistan 2023 152

AZAD JAMMU & KASHMIR - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

AVAILABILITY OF BASIC FACILITIES & ACCESS TO MEANS OF COMMUNICATION

IN HOUSE
Availability of a func onal toilet Availability of Electrcity connection Availability of solar panel Availability of TV
No Yes No Yes No Yes
3% No Yes
6%
34% 38%

66% 62%

97% 94%

Availability of radio Availability of computer Availability of internet Availability of mobile phone

No Yes No Yes No Yes No Yes

11%
16% 26%
22%

84%
78% 74%
89%

Access to sms Availability of whatsapp Availability of smartphone

No Yes No Yes No Yes

24%
26%
37%

63%
74%
76%

IN SCHOOLS
GOVT PVT

Solar Panel Computer Lab Solar Panel Computer Lab

No Yes No Yes No Yes No Yes

8% 16%
12% 10%

92%
84% 90%
88%

Internet Connec on Internet Connec on

No Yes No Yes

3% 6%

97% 94%

153 ASER Pakistan 2023

 AZAD JAMMU & KASHMIR - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

HOUSEHOLD LEVEL EFFECTS OF CLIMATE CHANGE

Was your household affected by floods? Are you a Migrant/refugee/idp? How Well Informed Are You About Climate Change?

No Yes No Yes Don't Know Informed Uninformed

1.16
2%
23.98
+

49.31

26.7

98% 98.84

Has Your Family been Impacted by Natural Disaster? To What Extent Was Your Income Impacted?
More than 50% btw 11% - 25% btw 26% - 50% Less than 10% No affect
Yes, signficantly Yes, moderately No, not affected
3%
4%
23.84 8%

6.76 22%
63%

69.4

Was Children's Schooling Affected By Natural Disaster? Has Your Psychological Well Being Been Affected Due to Climate Change?

Somewhat affected Moderately Affected Extremely affected Not at all Not at all Substan ally affected Some what affected Affected only a bit
1.76 3.26
2.13
4.56

34.37
28.59

61.73
63.6

IN SCHOOLS
GOVT PVT

School damaged by any natural disaster Extend of the damaged caused by School damaged by any natural disaster Extend of the damaged caused by
natural disaster natural disaster
No Yes No Yes
fully par ally fully par ally
11

25% 0
30%

75% 70%
89 100

Recieved assistance for the recovery of damage Recieved assistance for the recovery of damage

No Yes No Yes

38% 33
Rs Rs

62% 67

ASER Pakistan 2023 154

AZAD JAMMU & KASHMIR - RURAL 2023
Facilitated by Idara-e-Taleem-o-Aagahi

CHILD HEALTH INDICATORS - NATIONAL

% Children that Received None of the Five Basic Vaccines Whether Parent/Guardian Have a Vaccina on Card, Other Document or Both

27%
Have a Vaccina on Card,
Other Document or Both
Have None

15%
73%

Diagnosed With a Health Problem By Doctor or Heathcare Provider Has the Child Received Deworming Pills or Any Other Medicine in School?

No Yes

90
4.87
80 77.05

70
60
50
40
30
20
11.87
10 5.77
0.41 0.9 1.54 2.47
0
Blood Epilepsy Type-2 Asthma Allergies Heart Other 95.13
disorder Diabetes condi ons

SOCIAL SAFTY NET

Access to Social Safety Nets

Yes No

100%

80%

60%
90%
99% 99% 100%
40%

20%

10%
0% 1% 1% 0%
BISP recipient Akhuwat recipient Baitul Maal recipient Other recipient

155 ASER Pakistan 2023

 2023
Facilitated by Idara-e-Taleem-o-Aagahi

ABOUT
THE
SURVEY
 SAMPLE DESIGN – Rural (Villages)
Total Popula on: The total popula on of this survey consists of 151 rural districts of Pakistan.

Sampling Frame: Each district is provided with

• A village list.
• Data from the Popula on Census 2017 on the total number of households.
• Total popula on of each village in the list.

Sample size and its Alloca on:

• Keeping in view the variability of the key variables, popula on distribu on and field resources, a total sample
of 600 households pertaining to 20 households from each village is being used.
• Sample primary sampling units (PSUs) have been considered sufficient to produce reliable es mates with 5%
margin of errors at 95% level of confidence.
• The detailed alloca on plan is shown below:

Number of Districts Number of Villages per District Number of Households per Village
151 30 20
Sample Design: A two stage sample design was adopted:

• First stage: 30 villages selected using the provisional village directory of the 2017 census1.
• Second stage: 20 households are selected in each of the 30 selected villages.

Selec on of Primary Sampling Units (PSUs): Villages of districts have been taken as PSUs:

• Sample PSUs have been selected using probability propor onal to size (PPS) method.
• Every year, 20 villages from the previous year are retained and 10 new villages are added. Ten villages are
dropped from the previous year’s list and 10 new villages are added from the popula on census village
directory. The 10 new villages are also chosen using PPS.
• The 20 old villages and the 10 new villages give us a” rota ng panel” of villages, which generates be er
es mates of changes.

Selec on of Secondary Sampling Units (SSUs): Households have been treated as secondary sampling units (SSUs).
• Based on actual households in each sample PSUs, 20 households have been selected.
• We divide the village into four parts:
o In each of the four parts, started from the central loca on and pick every 5 th household on the le hand-
side in a circular fashion ll 5 households are selected from each part.

Selec on of School
· 1 government school from each selected village (Mandatory)
· 1 private school from each selected village (Op onal)

1
“Block wise provisional summary results of 6 th popula on and housing 2017 (as on January 03,2018)” by census
division, Pakistan Bureau of Sta s cs www.pbscensus.gov.pk

157 ASER Pakistan 2023

SURVEY METHODOLOGY

WHAT TO DO IN THE VILLAGE

• Contact Village Elder: Introduce yourself to the village elder, councilor and/or to other senior members of the
Panchayat. As you walk to reach the village elder, Panchayat or Councilor, talk to different people and ask about
the village. Tell them about ASER. This ini al walking and talking may take more than an hour. Get the approximate
popula on number of households, languages spoken, and gas connec on in the village from the Councilor.
• Also get informa on about Private schools, Hospital, dispensary, and maternity center (if available how many
private schools in each category of private school i.e. purely private school, founda on assisted, trust/NGO, Special
educa on).
• Ask about Government schools, Madrassa, private clinic (if available ask how many),
• While roaming in the village check for electric wiring/transformers for electricity connec on.

HOW TO INTRODUCE ASER

It is important that ASER is introduced clearly and simply to the villagers. Following is a suggested
way of explaining your purpose of visi ng the village and the ASER survey: Our team is doing a
survey on quality of educa on in Pakistan called Annual Status of Educa on Repo rt (ASER). We
want to know if the children of age 3-16 are learning anything in the school or outside of it i.e. in
home. We are conduc ng this research in more than 4,500 villages and in 149 rural districts of
Pakistan and your village has been selected as one of them. We will also go to one government
school here and one private school (if there is one in the area) to look at their standard. We will
select 20 households in your village and ask children to read and do mathema c sums etc. This way
you will also know the standard of educa on, and as we ask the government, the village should
also come together to improve educa onal standards.

The next step is to iden fy the households:

o Talk to people: How many different hamlets/sec ons are in the village? Where are they located? What is the
social composi on of the households in each hamlet/sec on? What is the es mate of households in each
hamlet/sec on? How many government and private schools are in the village? Tell them about ASER.

It is o en helpful to first draw all the roads or paths coming into the village and going out of the village. It helps to first
draw a rough sketch on the ground so that people around you can see what is being done. Mark hamlets, schools,
households etc. with landmarks. With the help of the community members, iden fy different hamlets and their center
point.

ASER Pakistan 2023 158

HOW TO SELECT HOUSEHOLDS
• In the en re village, informa on will be collected for 20 randomly selected households.

• Go to each hamlet/sec on. Try to find the central point in that habita on. Stand facing the houses in the center of
the habita on. Visit every 5th house from the le -hand side in the habita on (e.g. 1st house, 6th house, 11th house,
16th house, and so on). Get informa on about the household and children following instruc ons in the next
sec on.

o House Closed: If the selected house is closed or if there is nobody at home, note that down on your
compila on sheet as “House Closed”. This household DOES NOT count as a surveyed household. Move
to the next/adjacent open house. Con nue un l you have 5 households in each hamlet/sec on in
which there were inhabitants.

o No Response: If a household refuses to par cipate, note that down on your compila on sheet as “No
Response”. However, as above, this household DOES NOT count as a surveyed household. Move on to
the next house. Con nue un l you have 5 households in each hamlet/sec on in which not only were
the inhabitants present, but they also par cipated in the survey.

o No Children: If there are no children or no children in the age group of 3–16 years in a household but
there are inhabitants, this household Does Not count as surveyed household.

• Stop a er you have completed 5 households in each hamlet/sec on. If you have reached the end of the sec on
before 5 households are sampled, go around again using the same every 5th household on the le -hand side rule.
If a surveyed household gets selected again, then go to the next household. Con nue the survey ll you have 5
households in the sec on.

• Now move to the next selected hamlet/sec on. Follow the same process.

• Make sure that you go to households ONLY WHEN children are likely to be at home. This means that the day of the
household survey should be a Sunday or holiday.

• If every house is turning out to be a No Response house, think about your team and strategy. It may be because
there are two male members going to the houses hence refused permission.

159 ASER Pakistan 2023

 Instructions:

1. Find central point in a hamlet. Stand facing

the dwellings.
2. Survey every 5th HH (household) occurring
on the Le Hand Side.
3. In case of a locked HH or if there is nobody
at home, note that down as ‘House Closed’
and move to the next open house.
4. If a HH refuses to par cipate, note that
down as ‘No Response’ and move to the In the 5th HH ask how many ‘chulhas/kitchens’ are
next HH. there? If there are more than 1, then randomly select
5. If there are no children or no children in the any one of the ‘chulhas/kitchens’. A er comple ng
age group of 3 -16 years in a HH but there survey in this house proceed to the next 5th HH.
are inhabitants, do not include that HH.
6. If you reach the end of the hamlet before
five (5) HHs are sampled, go around again
using the “every 5th HH rule”.

ASER Pakistan 2023 160

WHAT TO DO IN EACH HOUSEHOLD
Basics of the household sheet: Following is some basic informa on required to be filled in the household sheet before
the start of the survey.

Household with mul ple kitchens: If there is more than one kitchen (chulhas) in the selected household, then
randomly select any one of the kitchens in the household and record the total number of family members who eat
from that chosen kitchen.

• Household ID: Write the household number ( e.g. 1, 2, 3,……..20)

• Gender of the respondent: Select gender of the respondent. (Male, Female, other)
• Respondent head of the family: Ask if the respondent if s/he is head of family and select op on (yes/no)
accordingly.
• Name of Family: write down the name of Family head.
• Mother language: Write down the mother language of the family.
• Religion: Write down the religion of the household members.
• Date and Time: Write down the date, day, start & end me on the day of the survey visit.
• In Each Sampled Household: We will note informa on about the household and all the children (3 -16 years), their
mother and father who live in the household on a regular basis.
• Children 3 to 4: On the household sheet, note down child’s name, age, whether they are a ending Kachi or any
other form of pre-school centre. We will NOT test children who are under 5 years of age.

o Ask all children in this age group their current schooling status, meaning whether the child is currently enrolled
in kachi or any other school, dropped out of school or was never enrolled in any school.

o Ask all (enrolled and dropped out) children if they take any private supplementary tui on (paid classes in
addi on to regular school).

o Also ask the enrolled children if they go to the specific school which you have/will be surveying. whether they
receive scholarship from government
• Children 5 to 16: On the Household sheet, note down child’s name, age, gender and all other details.

o Ask the current schooling status of each child, i.e. whether the child is currently enrolled in school, dropped
out of school or was never enrolled in any school.

o If the child is enrolled then note down the class which the child is a ending at the me of the survey and the
type of school each child is going to, i.e. government, private, madrassah or any other type of school.

o Ask all (enrolled and dropped out) children if they take any private supplementary tui on (paid classes in
addi on to regular school).

o Also ask the enrolled children if they go to the specific school which you have/will be surveying. and if they
receive any government scholarship?

o All children in this age group (5 to 16) will be tested in basic reading, arithme c and English. (We know that
younger children will not be able to read much or do sums but s ll follow the same process for all children so
as to keep the process uniform). Ensure that the child is comfortable before and during the test and that
sufficient time is given to each child.

161 ASER Pakistan 2023

Out of school children (drop outs and never enrolled children)

o Ask the child if s/he has dropped out and the last class that has passed. Also ask for the reason of dropping out
or being never enrolled (such as law and order, poverty, flo od, school building shi ed by government or
others). Reasons for not enrolling and never enrolled is men oned at the bo om of the page with asterisk.

o Even the dropped out and never enrolled children aged 5 to 16 have to be tested.
OTHER THINGS TO REMEMBER:
o Non-resident children: Do not survey children who are visi ng their rela ves and friends in the sampled village.

o Older children: O en older girls and boys (in the age group 11 to 16) may not be thought of as children. Be
sensi ve to this issue and therefore avoid using words like “children”.

o Children out of the village: If there are children in the family but who are not present in the village during the
survey, do not take their details. There might be children of the household who study in other ci es, do not
include such children.

o Mothers under or 16 years of age: O en in villages, you can come across mothers who are less than 16 years
of age. Informa on on them will be collected as a mother as well as a child between the age 5 to 16 years, and
they will also be tested in all three assessments.

Many children may come up to you and want to be included in the process out of curiosity. Do not discourage these
children. You can interact with them. But concentrate on the fact that data must be noted down ONLY for children from
households that have been randomly selected.
o Parents’ Information: Following informa on regarding parent’s informa on will also be recorded:
▪ Name and Age
▪ Total number of Children (0 -16)
▪ Whether mother and/or father have gone to school?
▪ Mother and/or father’s educa on (Highest class completed)
▪ Does mother father have CNIC?
▪ Do not take informa on if the mother/father is Deceased/Alive.
▪ Is mother working woman and is she married/widowed.
Household Indicators: All informa on on household indicators is to be recorded based, as much as possible, on
observa on and evidence. However, if for some reason you cannot observe it note down what is reported by the
household. This informa on is being collected in order to link the educa on status of the child with household
economic condi ons.
1) House Ownership: Mark yes or no regarding the ownership of the house.
2) Type of house the child lives in: Types of houses are defined as follows:
• Kutcha House: The walls and/or roof of which are made of material other than those men oned here, such
as un-burnt bricks, bamboos, mud, grass, reeds, thatch, loosely packed stones, etc.
• Semi -Pucca house: A house that has fixed walls made up of pucca material but roof is made up of the
material other than those used for pucca house.
• Pucca House: A pucca house is one, which has walls and roof made of the following material.
Wall material: Burnt bricks, stones (packed with lime or cement), cement concrete, mber, ekra etc. Roof
Material: Tiles, GCI (Galvanised Corrugated Iron) sheets, asbestos cement sheet, RBC (Reinforced Brick
Concrete), RCC (Reinforced Cement Concrete) and mb er etc.

ASER Pakistan 2023 162

3) Total household members: Write down the number of male and female members ea ng from the same
kitchen. Total number if earning members in the house and number of earning members who are below 18
age.
4) Ask the source of clean drinking water which are as follows:
a. Tap water: Water that is supplied through the tap.
b. Bore: groundwater that has been accessed by drilling a bore/hole into underground aquifers (water
storages) and pumping to the surface.
c. Filtra on plant: water supplied through filtra on plant.
d. Toba: pond water.
e. Stream/Chashma: stream or chashma water.
f. Other
5) Func onal toilet: Mark yes or no
6) Electricity Connec on: Mark yes or no by observing if the household has wires/electric meters and fi ngs or
not.
7) Solar Panel: Mark yes if the household has a solar panel otherwise mark no.
8) Television – TV in the household: Mark yes if the household has a TV set otherwise mark No.
9) Radio: ask the respondent if they have a radio and mark yes or no accordingly.
10) Computer/Tablet/Laptop: Mark yes if the household has a Computer/Tablet/Laptop otherwise mark No.
11) Internet Connec on: Mark yes or no by observing if the household has an internet connec on.
12) Means of communica on: ask the respondent if they use mobile phone, smart phone, SMS, and WhatsApp for
communica on. And mark yes or no accordingly.
13) Vehicle owned by the households (Men on in numbers): Men on the number under the label “car” and
“motorbike” if it is owned by the household.
14) Recipient of cash transfer or Safety -Nets: mark yes or no if respondent receives BISP, Bait-ul-maal, Punjab social
protec on authority, and Akhuwat.
15) Write the number of household members who can use a computer, use a smart phone, and read newspaper.
16) Take support from digital learning pla orm: mark PTV Tele School, no, or other.
17) Ask the respondent if their HH was affected by 2022-23 floods and mark yes/no accordingly.
18) If the HH is migrant/refugee/IDP then mark “yes” otherwise mark “no”.
19) Ask how well they are informed about climate change.
20) Has your family been impacted by natural disaster/flooding within the last year? Choose from “Yes,
significantly”, “Yes, moderately”, or “No, not affected”.
21) To what extent were your earnings nega vely impacted by natural disasters. E.g flooding? Select “ Less than
10%”, “btw 11% - 25%”, “btw 26% - 50%”, “More than 50%”, or “No affect”.
22) Has your emo onal/psychological well-being been affected due to climate changes? Choose from
(Substan ally affected, somewhat effected, Affected only bit, Not at all).
23) Mode of travel: Select all that apply (by foot, Bicycle, school transport, motor bike, car, other).
24) Time travel: mark the approximate me required to travel to school from “ Less than 0.5 hr”, “0.5 to 1 hr”, or
“More than 1 hr”.
25) Registered under NADRA: Write the number of children who have been registered under NADRA (have B -form).
26) Birth cer ficate: write the number of children for whom birth cer ficate has been issued.

163 ASER Pakistan 2023

27) Change of school: if any of the children have change the school in last year then mark yes and write the reason
(such as law and order, poverty, flood, school building sh i ed by government, etc. these reasons are men oned
at the end of the survey tool page with an asterisk) to why they had to change school, otherwise choose no.
28) Educa onal expense: Total expense incurred on the child’s educa on per month. Write the aver age expense
of educa on per child per month.
29) Was any of your children’s schooling affected due to natural disaster within last year (eg. Due to school closure,
school absence, teachers’ absence etc.): choose from extremely affected, moderately affected, s omewhat
affected, or not at all.

Informa on on child’s health:

1) Copy name from the assessment sheet here.

2) Ask the respondent, how would they describe their child’s health on a scale from Excellent to poor (Excellent,
very good, good, fair, and poor).
3) Diseases: has a doctor or health care provider ever told you that the child has any of the following health
problems?
a. Allergies
b. Asthma (also known as Dama)
c. Type 2 diabetes (known as sugar)
d. Epilepsy (known as Mirgi)
e. Heart condi on
f. Blood disorder.
4) Vaccines: has the child received any of the following basic vaccines?
a. BCG (also known as TB)
b. Polio
c. DPT-HepB-Hib (also known as hepa s)
d. Pneumococcal
e. Measles (Khasra)
f. If all of the vaccines are received, then choose “All of the above” and if none of the vaccines are
received then choose “None”.
5) Ask the respondent if their child have immuniza on card or any other documenta on indica ng child’s
vaccina on. And choose the op on accordingly.
6) Has your child received de-worming pills or any other medicine in school? Choose yes, no or don’t know
accordingly.

ASER Pakistan 2023 164

HOW TO TEST READING?

Sentences
• Ask the child to read any paragraph. Listen carefully as to how s/he reads.
Start • S/he may read slowly.
• However, as long as the child reads the text like a sentence and not like a
Here string of words, mark her/him at a ‘sentence’ level child.

If the child stops very o en while reading the sentence or ha s difficulty with If the child reads the sentences
more than 4 words in the sentence or reads it as a string of words than show fluently and with ease, then ask
her/him the list of words. her/him to read the story.

Words Story
• Ask the child to read any 5 words from the word list. Let the child choose the • Show the child the story. If s/he can
words themselves. If s/he does not choose, then point out words to her/him. read fluently and with ease, then
• If s/he can correctly read at least 4 out of 5 words with ease, then ask her/him mark her/him as a child who can read
to try to read the paragraph again. a story. The child who has been able
• S/he will be marked at the ‘words’ level if s/he can correctly read words but to read a story, should be asked two
is s ll struggling with the paragraph. ques ons about the story and be
marked accordingly.
• If she is unable to read the story
fluently and stops a lot, mark her/him
as a child who is at the paragraph
level.

If s/he cannot correctly read at least 4 out of 5 words she chooses, then show her/him the list of le ers.

• Ask the child to read any 5 le ers from the list. Let her /him choose the le ers. If s/he does not choose
then point out le ers to her/him.
• If s/he can correctly recognize at least 4 out of 5 le ers with ease, the n show her/him the list of words
Letters again.
• If s/he can read 4 out of 5 le ers but cannot read words, then mark her /him as a child who ‘can read
le ers’.
• If s/he cannot read 4 out of 5 le ers correctly, then mark her as a child as a ‘beginner’ .

165 ASER Pakistan 2023

 HOW TO TEST ARITHMETIC?

Subtrac on
Start • Show the child the subtrac on problems. S/he can choose, if not you can
point.
Here
• Ask her/him to write and solve the problems. Observe to see if s/he does it
in the correct wri en numerical form.
• Ask her/him to do a second one.

If s/he cannot do both subtrac on problems, then give If s/he does both the subtrac on problems correctly,
her/him the number recogni on (100-200) task. ask her/him to do a division problem.

Number Recogni on (100-200) Division (2 digit by 1 digit)

• Point one by one to at least 5 numbers. Child can also • Show the child the division problems. S/he can choose
choose. one out of the rest.
• Ask her/him to iden fy the numbers. • Ask her/him to write and solve the problem.
• If s/he can correctly iden fy at least 4 out of 5 numbers • Observe and see if s/he is able to correctly solve the
then mark her/him as a child who can ‘recognize problem, and then mark her/him as a child who can do
numbers from 100-200. ‘division’.
• If s/he is unable to solve a division problem correctly,
If s/he cannot recognize 4 out of 5 numbers from 100-200, mark her/him as a child who can do ‘subtrac on’.
then give her/him the number recogni on 10-99 task.

Number Recogni on (10-99)

• Point one by one to at least 5 numbers. Child can also
choose.
• Ask her/him to iden fy the numbers.
• If s/he can correctly iden fy at least 4 out of 5 numbers
then mark her/him as a child who can ‘recognize
numbers from 10-99.

If s/he cannot recognize 4 out of 5 numbers from 10-

99,then give her/him the number recogni on 1-9 task.

Number Recogni on (1-9)

• Point one by one to at least 5 numbers. Child can also choose.
• Ask her/him to iden fy numbers.
• If s/he can correctly iden fy at least 4 out of 5 numbers then mark her/him as a child who can
‘recognize numbers from 1-9’
• If not then mark her/him at the level ‘nothing’.

ASER Pakistan 2023 166

 Word Problems
Show word problems to all children (5-16 years). S/he has to answer all three ques ons.

• Ask her/him to tell the me in the clock, if S/he answers correctly then mark as “can tell” otherwise
mark as “cannot tell”.
• Ask her/him to solve the problem # 2 and #3 on a piece of paper.
• Watch what s/he does.
• If s/he is able to follow the right method and solve with the right answer, then mark her/him as a
“can do” for each word problem otherwise mark her/him as “cannot do”.
• Ask at least one child from each household to do at least one word-problem at the back of the
household sheet.

167 ASER Pakistan 2023

 How to test English?

Start
Capital Letters Here
Point one by one to at least 5 le ers. Ask the child to iden fy the le ers.

• If s/he correctly recognizes 4 out of 5 capital le ers then show her/him the If s/he is unable to recognize 4 out of
list of small le ers. 5 capital le ers from the list, then
• If s/he reads capital le ers but is struggling with iden fying small le ers, then mark her/him under the category
mark her/him as a child who can read ‘capital le ers’. ‘nothing’.

Small Letters
Point one by one to at least 5 le ers. Ask her/him to iden fy the le ers.

If s/he can recognize 4 out of 5 small le ers with ease, If s/he reads small le ers but is struggling with words, then
then show her/him the list of words. mark her/him as a child who can read ‘small le ers’

Words
Point one by one to at least 5 words. Ask her/him to iden fy words.

If s/he correctly reads 4 out of 5 words, then show If s/he reads words but is struggling with reading
her/him the list of sentences. sentences, then mark her/him as ‘word’ level child.

Sentences
Ask her/him to read the 4 sentences. If s/he reads all 4 correctly, then mark her/him at the ‘sentence level’.

Meaning of the words are only to be asked from children who are at word or sentence level. If the child is able to tell the
Bonus Ques ons
meanings of 4 out of 5 words s/he has read, mark the child as “yes” ; if not, mark as “no”.

Meaning of the sentences should only be asked from children who are at sentence level. If the child can read at least 2 out
of the 4 sentences fluently, than ask the child to translate the sentence into his/her local language. If the child can trans late
the sentences, mark him/her as a “yes”, otherwise mark him/her as a “no”.

How to test General Knowledge?

ENGLISH
This sec on should only be asked from children who are at “Word” level on English Tool.
a) Ask the child to see the picture and then ask two ques ons from the child. Mark “yes” if the
child answer correctly, otherwise mark as “no”.
b) Ask the child to complete the sentences by iden fying the picture of the items drawn on the
sample. If a child answers any two correctly, mark him/her “yes”, otherwise “no”.

ASER Pakistan 2023 168

WHAT TO DO IN A SCHOOL
GENERAL INSTRUCTIONS:

Men on the name of the Target Village on the top.

• Take permission from Head Masters/Mistress or Teacher of respec ve Class before observing the class.
• Visit any government school in the village with classes from Class 1 to 10 or High School. If there is no High school
in the village, then go to a Middle School, in case Middle School is not available then go to a primary school. In
the top box of the Observa on Sheet, mark the school type. If there is no government school in the village, than
go to the nearest Government School located in a nearby village.
• If the village has a Boy’s High School and a Girl’s High School, preference should be given to the girl’s school.
• Meet the Head Master/Head Mistress (if the Head Master/Mistress (HM) is absent, then meet the senior most
teacher of the school) and note down the following informa on:
• Record the name of the School, name of the village, and name of Tehsil/Taluka, District/Agency an d the
Province.
• Tick the school level i.e. Kachi/ECE to 5, Class 1 to 5, Class 1 to 8, and Class 1 to 10.
• Tick the respec ve box for type of school i.e. High, Middle, Primary or Others.
• Tick type of school (by enrollment):
o Boys and Girls School
o Boys only School
o Girls only School
• Tick the Medium of Instruc on
o English
o Urdu
o Pashto
o Sindhi
o Arabic
o Or any other medium
• EMIS/BEMIS/SEMIS Code: write the EMIS/BEMIS/SEMIS code of the school.
• Write down school’s establishment year.
• If it is a private school or not, and whether the school is affiliated with any NGO.
• Note the Time of Entry into the school and Time of Exit from School.
• Date of visit: write down the date of survey
When at the school, ask the Head Master for the enrollment register or any official record of the school’s enrolment.
What to do in Government/Private School?

Children’s Enrollment & Attendance: (Sec on I)

1. ASK for the registers of all the Classes and fill in the enrollment. If there is more than one sec on for same class,
add the enrollment of all the sec ons and write accordingly.
2. Make sure the HM has introduced you to the teacher. If not, introduce yourself and the ASER survey. Request
for his/her permission to collect informa on on the classroom.
3. MOVE AROUND the class/area where children are seated and take down their a endance class-wise by counting
them YOURSELF. You may need to seek help from the teachers to dis nguish children class -wise as they are
normally found seated in mixed groups. In such a case, ask children from each standard to raise their hands.
Count the number of raised hands and accordingly fill the same in the observa on sheet, class-wise. Please note
that you should only COUNT those children who are physically present in the class.
4. You can fill this informa on a er you have collected all informa on from school records and reg isters. But make
sure you do the head count of children enrolled in the school yourself also.

169 ASER Pakistan 2023

Class Room Observa ons (Observe and Ask if required): (Sec on II)

1. This sec on is to be filled for Class 2 and Class 8 only (in case of a primary school, do class 2 only). If there is more
than one section for a class, then randomly choose any one. Write down the Class with whom these classes are
si ng.
2. Is there a usable black/white board in the class? Yes/No – write on the black/white board yourself to find out.
3. OBSERVE if children have their textbooks for at least of one subject. Ask the children to show English textbook
or that of Urdu to make a correct assessment.
4. Apart from the textbooks, OBSERVE if there is any other supplementary material (e.g. books, charts on the wall,
board games, etc.) in the room. Mark accordingly for each class you observe.
5. OBSERVE where the Class is si ng (room, verandah, outdoor) and fill accordingly.
6. Observe any ECE equipment (toys, ac vity material) and mark accordingly.

Health and Disability (Observe and Ask if required): (Sec on III)

Request the Head Teacher to provide informa on on health and disability sec on and ck the relevant response op ons.
a) Do you have children with disability in your school?
b) If yes, how many in each type of disabili es (“visual”, “hearing”, “physical”, “intellectual”, “self-care”,
“communica on”) in the specific extent of disability (“some difficulty”, “a lot of difficulty”, “cannot do
at all”)? Ask for total number and gender wise informa on.
c) Do you have special facili es/personnel available? (Tick relevant op on from the listed facili es:
“ramps”, “accessible toilets”, “health and nutri on officer”, “trained support staff”, “assis ve devices
for hearing impaired”, and “transport facility”).

Teachers: (Sec on IV – Govt. School Sheet & Pvt. School Sheet)

1. Request the Head Teacher to provide you informa on on teachers in the school. Collect and note down the
informa on on:

a. Number of sanc oned teaching posts (Only for Government school).

b. Number of teachers appointed (male and female both).
c. Regular/Government teachers (male and female both) do not include the Head Master.
d. ECE teacher/ECE assistant: If the school has ECE teacher or assistant.
e. Contract/Para-teachers: If the school has para-teachers or teachers appointed by the School
Management Commi ee (SMC), local government, or community. Mark that separately.
f. Administra ve staff
g. Support staff
h. Number of teachers/staff present on the day of the survey.
i. Number of teachers/staff living in the village, if applicable.
j. Also ask each category of teachers (Head Teacher, regular teachers, para -teachers) whether they reside
in the village or a neighboring village and how many have more than 3 years of experience. Count the
number of teachers residing in the same visited village and write this number in the observa on sheet.

ASER Pakistan 2023 170

No. of Qualified Teaching Staff: (Sec on V – Govt. School Sheet & Sec on VI - Pvt. School Sheet)

Qualifica ons of teachers should be incorporated separately in the form of their:

o Educa onal Levels i.e. Below Matric, Matric, FA/F.Sc, BA, B.Sc, MA/M.Sc, M.Phil , PhD or any other. Count
teachers for their respec ve highest educa onal level and men on the count in the respec ve boxes.
o Professional Qualifica on i.e. None, CT, PTC, B.Ed, M.Ed/MA.Ed, Others etc. Count teachers for their respec ve
professional qualifica ons and men on the count in the respec ve boxes.

Note: Total numbers of teachers must be equal to total number of appointed teachers.

SMC/SC/PTA Informa on: (Section VI– Govt. School Sheet)

• Is SMC/SC/PTA/PTC/PTSMC ac ve? (Yes or No).

• Write the total number of members.
• Write the number of ac ve members.
• Write amount in bank.
• Write last mee ng date.
• How many parents a ended the mee ng?
• When was the school council established?

Facilities in the School: (Sec on VII – Govt. School Sheet & Sec on VIII - Pvt. School Sheet)

Observe, count and write down:

• Total numbers of rooms in the school (observe and count)

• Number of rooms used for classes (observe and count)
• Average size of the classroom (in square feet)

Tick the relevant:

• Is there a complete school boundary wall/fence?
• Is there a playground?
• Does the school have an electricity connec on?
• Does the school have solar panels?
• Does the school have a working library?
• How many electronic tables does the school have or have been assigned? (Give number)
• Is there useable furniture available in this school?
• IS running water available in handwashing sink?
• Was your school damaged by the natural disaster? If yes, then ask the extent of the damage (par ally damaged
or fully damaged) and if they received funding from govt or any other donor body.
• Drinking facility available and being used by children.
• Are there usable toilets/latrines for students?
• Are there separate toilets for girls and boys?
• Are disinfectant available for cleaning?
• Are the toilets clean?
• Clean drinking water for students?
• Is sick room available?
• Is first aid equipment available?
• Day care facility available for teachers?
• Is there a computer lab?

171 ASER Pakistan 2023

 • Does the school have internet connec on? If yes where? Give numbers.
• No. of hand washing sinks without water (count yourself).
• No. of handwashing sinks without soap/handwash (count yourself).
• No. of hand washing sinks outside toilets?
• No. of hand washing sinks inside toilets?
• No. of wuzu taps?
• No. of toilets for teachers only?
• No. of toilets for students only?
• No. of toilets without running water (count yourself).

No. of teachers who got training(s) recently: (Sec on VIII – Govt. School Sheet& Sec on VII – Pvt. School Sheet)

This requires you to note down the number of teachers who received (teacher) training in the previous year. Mark how long
ago the training was received i.e., “less than 15 days”, “15-30 days”, “more than 30 days”, or “none”.

Ask the head teacher regarding the topics of these trainings. Mark the relevant response op ons from among those
listed: “Pedagogy”, “School Leadership”, “Subject Specific Knowledge”, “Curriculum”, “Assessment”, “Community
Engagement”, “Classroom Management”, “Educa on and Technology” and “Others”. More than one response op on
can be selected.

Then, ask the head teacher regarding the training needs for teachers in the school. Then mark the relevant op on s from
among those listed: “Pedagogy”, “School Leadership”, “Subject Specific Knowledge”, “Curriculum”, “Assessment”,
“Community Engagement”, Classroom Management”, “Educa on and Technology”, “Data Literacy”, “Teacher
Leadership”, “Change Management”, and “Others”. More than one response op on can be selected.

Parent-teacher meeting: (Sec on IX - Govt. School Sheet & Pvt. School Sheet)

• How many mes in an academic year does the school organize parent-teacher mee ngs? Mark the relevant
response from among: “monthly”, “quarterly”, “semi-annually”, “annually”, and “none”?
• Does the teacher follow up with the parent in case of student absence?
• How many marked absences are allowed in a month? Choose from 1, 2, 3, 4, and 5.
• Did the school remain closed due to any natural disaster within the last year? If yes, then for how many days?

Page No 2 (Only for Government School Sheet)

• Record Name of Head Teacher/Principal, school phone number and Head Teacher’s/Principal’s mobile number.
• The Head Master should be requested to provide informa on for this sec on. In the absence of the Head Master,
ask Senior Most teacher OR the person who is in charge of the school to provide informa on for this sec on.

ASER Pakistan 2023 172

School Fund Informa on: (Sec on X – Govt. School Sheet)

1. For this sec on, note down informa on for July 2022 to June 2023, and July 2023 to date.
2. Write down the name of the person who provided the informa on.
3. If the school gets any funds from Government/Private Individual/NGO You can write down the name of other
source of funds in the addi onal space given if there are any.
4. Ask if the school got a fund. If yes, then note down the amount and when this fund was received, write down
the month and year in which fund was received. If the person answering this sec on says that he/she is going
to receive the fund in the future, then mark “no”.
5. If the fund was received ask if the school has spent the en re fund? Yes, No, Do not know.
6. There are instruc ons under this sec on asking where the school fund was spent? Mark which is relevant.
7. Ask the person answering this sec on about the fund in a way that the person does not feel threatened or
uncomfortable. If the person refuses to answer or is hesitant to answer thi s sec on, then do not force the person
and move on to the next sec on. The remaining ques ons of this sec on should be le BLANK.

School Fund Informa on: (Sec on XI– Govt. School Sheet)

This sec on is similar to sec on IX other than the date by which you are required to record the informa on for school
fund. Record the informa on for school fund from July 2023 to date of survey.

School Fund Informa on: (Sec on XI and Sec on XII – Govt. School Sheet)

Below the fund sec on, also mark the relevant fields that inquire whether the fund was spend on u li es such as class
room construc on, school uniform, repair of computer etc.
Only for Private School Sheet

School Fund Informa on: (Sec on V – Pvt. School Sheet)

1. For this sec on, note down informa on for July 2022 to June 2023 and July 2023 to date of survey.
2. Write down the name of the person who provided the informa on.
3. If the school gets any funds from Government/ Private Individual/NGO, mark yes or no accordingly.
4. If the school has received funds, then note down the amount and when these funds were received i.e., month
and year. If the person answering this sec on says that he/she is going to receive funds in the future, then mark
“No”. Also write the name of the Department/Organiza on providing the funds.
5. If the school received a fund, then note down where that fund was spent or used.
6. Ask the person answering this sec on about the fund in a way that the person does not feel threatened or
uncomfortable. If the person refuses to answer or is hesitant to answer this sec on, then do not force the person
and move on to the next sec on. The remaining ques ons of this sec on should be le BLANK.
- Note the time of exit from the school.

173 ASER Pakistan 2023

 2023
Facilitated by Idara-e-Taleem-o-Aagahi

ANNEXURE
175 ASER Pakistan 2023
ASER Pakistan 2023
Schools
Province Districts covered Villages covered Households covered
Govt Pvt Total
AZAD JAMMU AND KASHMIR 10 296 5,843 294 235 529
BALOCHISTAN 36 1068 21,273 1038 145 1183
GILGIT BALTISTAN 10 298 5,866 298 190 488
KHYBER PAKHTUNKHWA 34 962 20,357 1013 465 1478
PUNJAB 35 996 20,565 1001 623 528
SINDH 25 734 15,108 720 91 811
SAMPLE DESCRIPTION

ICT 1 27 539 24 26 50
NATIONAL 151 4381 89551 4388 1775 5067

3-16 years children 5-16 years children 5-16 years children assessed
Province
Male Female Transgender Total Male Female Transgender Total Male Female Transgender Total
AZAD JAMMU AND
KASHMIR 5,987 5,813 291 12,091 5,675 5,281 76 11,032 5,194 4,766 62 10,022
BALOCHISTAN 34,270 29,864 700 64,834 29,332 25,314 650 55,296 23,270 18,275 500 42,045
GILGIT BALTISTAN 8,240 6,878 223 15,341 7,399 6,030 116 13,545 6,235 4,854 61 11,150
KHYBER PAKHTUNKHWA 27,109 16,245 134 43,488 24,387 14,303 130 38,820 20,891 10,627 100 31,618
PUNJAB 21,583 19,412 587 41,582 19,150 17,052 537 36,739 16,844 15,453 506 32,803
SINDH 19,443 14,447 22 33,912 17,093 12,445 21 29,559 14,607 10,172 15 24,794
ICT 704 585 0 1,289 604 486 0 1,090 506 416 0 922
NATIONAL 117336 93244 1957 212537 103640 80911 1530 186081 87547 64563 1244 153354

176
Facilitated by Idara-e-Taleem-o-Aagahi
2023
Article: 25-A Right to Education

The State shall provide free and

compulsory education to all
children of the age of five to sixteen
years in such manner as may be
determined by law.

ASER Pakistan Secretariat

Idara-e-Taleem-o-Aagahi (ITA)

1/A, Canal Park, Gulberg II,

Lahore, Pakistan
Tel: (+92-42) 35711107-9

#ASER2023