The image displayed above depicts an individual engaged in solving a mathematical problem. — Pexels
The Pakistan Institute of Education (PIE) recently unveiled the National Achievement Test 2023 report, shedding light on the significant hurdles confronting Pakistan’s education system, particularly in the realms of mathematics and science education.
While parents and students widely expressed contentment with the learning environment, the NAT outcomes underscored crucial areas necessitating enhancement to elevate student learning outcomes.
A distinguished ceremony took place at a hotel last Friday to announce the NAT results, with Waseem Ajmal Chaudhry, the Federal Secretary of the Ministry of Education and Professional Training, presiding as the chief guest.
During the report launch, key figures such as DG PIE Dr. Shahid Soroya, Vice Chancellor Professor Dr. Nasir Mehmood from Allama Iqbal Open University, Saima Anwer from FCDO, Dr. Jessica Albrent from LUMS, Maliha Hyder, Toby Linden from the World Bank, and Georgina Glasby from Cambridge International Assessment, along with Special Secretary Mohyuddin Ahmad Wani, shared their insights and recommendations.
The NAT assessment, encompassing 1283 public sector schools and over 23,000 students nationwide, revealed disquieting trends in the proficiency levels of students in mathematics at Grade 4 and 8.
A mere 8% of Grade 8 students and 17% of Grade 4 students managed to attain a score of 75% or higher in math assessments, underscoring a substantial disparity in math proficiency between primary and middle school grades.
In his introductory speech, Waseem Ajmal Chaudhry remarked, “The National Achievement Test 2023 outcomes furnish us with validated data and invaluable suggestions. The report underscores a scarcity of teachers, emphasizing the imperative of bolstering teacher capacity and embracing contemporary training methodologies. It is disconcerting that a majority of eighth-grade educators have not undergone training in math and science over the past two years. To enhance the quality of education, we must advocate for interactive teaching approaches in classrooms and explore avenues to boost parental engagement in their children’s educational journey.”
Dr. Shahid Soroya, the Director General of PIE, articulated, “Established in 2022, the Pakistan Institute of Education endeavors to fortify partnerships with federal and provincial governments, compile and analyze educational data, and bolster data-informed policymaking. Our research concentrates on tackling enduring challenges in the education sector, fostering a research culture among educational departments, and fostering research collaborations. The identified challenges demand concerted endeavors, including a focus on teacher training initiatives, addressing teacher deficits, and enhancing mathematics and science education.”
A deeper scrutiny of the NAT results exposes the underlying factors contributing to low math proficiency levels. Educators, pivotal in shaping students’ academic achievements, exhibited the lowest proficiency levels in math assessments, registering 74% and 71% proficiency in Grade 4 and 8, respectively. This deficiency in teacher performance, particularly in Grade 8 subjects, accentuates the pressing need for augmented teacher training and support in math education.
Georgina Glasby, the Assessment Manager at Cambridge International Assessment, emphasized, “The recommendations stemming from the National Achievement Test underscore the significance of comprehending teachers’ requisites and addressing skill gaps. This can be achieved through teacher competency evaluations and imparting training on novel curriculum facets. Additionally, enhancing the competency of school administrators to decipher learning assessments and make informed decisions is paramount. We must also strive to heighten parental involvement in their children’s education.”
Despite the prevalent satisfaction among parents and students regarding the overall school performance and learning milieu, a notable dissonance exists between perception and actual academic accomplishments. While over 75% of parents with children in Grade 4 and 8 expressed contentment with the school’s performance and the learning atmosphere, the academic achievement levels unveiled by the NAT assessment paint a different picture.
At the Grade 4 level, students attained a mere 49% in mathematics, 56% in English, and 68% in Urdu/Sindhi. Similarly, student performance at the Grade 8 level lingered below 51% in mathematics and science. This disparity underscores the urgent necessity for targeted interventions to bridge the gap and elevate student outcomes.
A significant systemic impediment identified by the NAT assessment is the dearth of teachers, notably at Grade 4 and Grade 8 levels. More than 50% of surveyed head teachers cited teacher shortages as a major contributor to school challenges. This sentiment was echoed in the parent perception survey, with 41% of parents of Grade 4 students believing that teacher shortages adversely impact the school’s overall performance.
Addressing the issues spotlighted by the NAT assessment demands collaborative efforts from policymakers, educators, and stakeholders to invest in teacher training programs, mitigate teacher deficits, and implement tailored interventions aimed at enhancing math and science education. By tackling these systemic challenges, Pakistan can strive towards granting all students access to quality education and the requisite support for academic success.
Concluding the ceremony, Mohyuddin Ahmad Wani, the Special Secretary of the Ministry of Federal Education and Professional Training, emphasized the imperative of translating data into action following the revelations of the National Achievement Test. He stressed the need to prioritize basic education to ensure quality learning outcomes. “Identifying a model school in any region of the country and replicating its successful measures and policies across all educational institutions is crucial,” he underscored.