Thanks to more than a decade of ASER (Annual Status of Education Report) findings, the main headlines from the surveys are widely known.1 Even those who are not education experts or researchers can tell you that after five years of schooling, only half of all children in India can read at Grade 2 level. And that the results for basic arithmetic are even more worrying.
EI - Dialogues in Conversation with Dr. Rukmini Banerji, Pratham CEO and RISE Intellectual Leadership Team Member
As part of the EI - Dialogues video podcast series, Dr. Rukmini Banerji, CEO at Pratham and RISE Intellectual Leadership Team member was in conversation with Pranav Kothari, Vice President of Large Scale Education Programs at Educational Initiatives.
Trained as an economist in India, Dr. Rukmini Banerji completed her BA at St. Stephen’s College and attended the Delhi School of Economics. She was a Rhodes Scholar at Oxford University and earned her PhD at the University of Chicago.
While attending the CIES conference in Mexico City, I joined a session relevant to the RISE research programme.
The Indian NGO Pratham pioneered the use of simple, face-to-face, out-of-school assessments of basic learning at a massive scale—their typical annual report covers more than 500,000 children. The ASER reports have tracked the levels and trends in learning (tragically, there has actually been learning retrogression) of children aged 5 to 14 in rural India since 2004.
RISE Working Paper 17/018 - Review of High Stakes Examination Instruments in Primary and Secondary School in Developing Countries
Between 2011 and 2013, I had the opportunity to spend some months of my early researcher career doing field work in India, more specifically in Maharashtra and Andhra Pradesh. My own research is focused on organisational practices (i.e. management) and productivity, and in this particular set of projects, my co-authors and I were looking into the quality of school management practices across India. I had the opportunity to visit primary and secondary schools, both public and private.