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ASER Centre

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ASER Centre

The measurement, assessment and research unit of Pratham Education Foundation.

ASER-Annual Status of Education Report-is a unique citizens' initiative to assess basic learning levels of children in rural India. Facilitated by Pratham, Annual Status of Education Report (ASER) is an annual nationwide survey of status of education in the rural districts of India.

07/04/2025

Our team has been actively engaged in a range of events, workshops, and discussions that reflect our commitment to driving meaningful change in education and community development.

Below is a round-up of our recent contributions:

1. Suman Bhattacharjea presented the ASER 2024 findings to an audience of over 400 at the Agricultural University, Raichur.

2 & 3. Shweta Bhutada, Karishma Vats, Akanksha Bisht, and Nandita Banerjee conducted a capacity-building session on qualitative research methods at the Goa Institute of Management.

4. Vikram Guria delivered a presentation on the basics of assessment to the faculty and students of DIET Mohali.

5 & 6. Nataraja J, Bhalachandra Sahare, Nazmal Sheik, and Vittil Nixon participated in the research training program for MBA students at the Goa Institute of Management (GIM).

7. Sunil Kumar presented on the education landscape in India and insights from ASER data at the National Conclave on the Global Perspective of Indian Education, at IUCTE, Banaras Hindu University.

8. Pankaj Kumar Pandey was invited by Udaan IAS Academy to conduct a session with their students on ASER and the ASER 2024 report.

9. Yambem Chingshang Singh conducted a capacity-building course on understanding data for the Education Department at Mayai Lambi College, Imphal West, Manipur.

10. Sneha Dash was invited to a state-level consultation program on gender equality organised by Breakthrough India.

11. Sneha Dash also facilitated a capacity-building workshop on data understanding at DIET, Bargarh.

12. Santosh Kumar conducted a capacity-building workshop on data understanding for PMIR and Rural Studies students at Patna University.

13. Jobin P Joy participated as a panelist in a discussion organised by the Kerala Association of Professional Social Workers, Palakkad Chapter.

14. Vittil Nixon was invited as a guest for the World Social Work Day celebration program organised by the Kerala Association of Professional Social Workers.

15 & 16. Rokoselie Nakhro concluded a two-day capacity-building workshop on basic data at Kohima Science College.

04/04/2025

From Policy to Practice: Reflections on NEP 2020 in the Classroom

Based on the article by Suman Bhattacharjea, Shweta Bhutada, and Akanksha Bisht

In their deep-dive exploration across 8 states, the authors reveal that the core message of Foundational Literacy and Numeracy (FLN)—why it matters, and how it should be approached—has reached the grassroots. Teachers across most schools not only acknowledged the shift but also largely welcomed it.

The real breakthrough? Attitudinal changes are already visible in classrooms. Teachers now understand that how we treat young learners is just as important as what we teach them.

But when it comes to sustained support post-training, the picture grows more uneven.

🔸 In some states, teachers couldn’t even name any form of ongoing support they receive after FLN training.
🔸 Several teachers mentioned monitoring visits, but these are often more about data compliance than meaningful pedagogical mentoring.
🔸Others can consult trainers, but only if they actively seek help.

What does real support look like in the aftermath of training, and who is accountable for delivering it?

To read the complete article, visit asercentre.org.

30/03/2025

Bringing data to action! 📊

Swipe to see key moments from our dissemination sessions, where our team presented ASER 2024 findings to political leaders and education officials.

These conversations help inform decisions and strengthen efforts to improve learning outcomes.

22/03/2025

Turning Data into Action! 📊

Swipe through to see highlights from our ASER 2024 dissemination sessions, where our team engaged with political leaders and education officials.

These conversations help inform decisions and strengthen efforts to improve learning outcomes.

20/03/2025

This post is based on an article titled From Policy to Practice: Reflections on NEP 2020 in the Classroom by Suman Bhattacharjea, Shweta Bhutada, and Akanksha Bisht.

At first glance, classrooms still resemble the traditional chalk-and-talk approach—teachers standing at the front, engaging students in whole-class interactions.

Across 215 snapshots from 45 observed lessons, whole-group teaching remained dominant, with teachers primarily speaking to or questioning the entire class.

But look closer, and change is unfolding.

📌 In 27 classrooms, teachers incorporated local examples to make lessons more relatable. Some even used local languages to connect with students.

📌 Teaching-learning materials (TLMs) are gaining ground—though still underutilized, 17% of observed interactions featured materials beyond textbooks, like workbooks, wall charts, and even puzzles or games.

📌 Teachers are making efforts to engage students—moving beyond the blackboard to interact with children sitting at the middle and back of the classroom in 30 out of 45 lessons.

While these changes are promising, they also highlight the gap between policy intent and classroom realities. The NIPUN Bharat guidelines emphasize interactive, student-centred learning, yet structural challenges persist

How can we empower our teachers to build effective NIPUN classrooms?

18/03/2025

This post draws insights from the article, “From Policy to Practice: Reflections on NEP 2020 in the Classroom” by Suman Bhattacharjea, Shweta Bhutada, and Akanksha Bisht.

In mid-2024, an ASER Centre team set out to examine how NEP 2020 is shaping classroom transactions. Through classroom observations and teacher interviews, this 'deep dive' exercise explored teaching methods and teacher attitudes in classrooms.

Conducted in 24 schools across 8 states—including Assam, Chhattisgarh, Himachal Pradesh, Madhya Pradesh, Odisha, Rajasthan, Uttar Pradesh, and West Bengal—the study observed 45 lessons in Std II classrooms and engaged in in-depth conversations with teachers.

Visible shifts in teacher attitudes are observed:

📌 Many teachers now recognise that early education needs a different approach—one that prioritizes a smooth transition from home to school, emotional well-being, and joyful learning.
📌 Classrooms have become warmer, more welcoming spaces, where teachers interact with students by name, encourage them, and foster a positive atmosphere.
📌 However, deep-seated beliefs about learning persist—many teachers still categorize students as "bright" or "weak," often shaping their teaching methods accordingly.

It is important to note that this exercise was conducted in 24 schools and involved the observation of 45 lessons, which is not a representative sample and cannot be generalized.

While the structural shift in early education is evident, a critical question remains: Does a positive classroom environment automatically lead to better learning outcomes? If teachers still assume that some children "cannot learn," how do we ensure inclusive, equitable education for all?

Drop your insights below! ⬇️

14/03/2025

ASER Centre wishes everyone a joyful and colourful Holi!

This Holi, as we fill the air with vibrant colours, let’s also paint a brighter future with education and opportunity for every child. 📚🌈

Wishing you a Holi full of happiness, hope, and endless possibilities!

13/03/2025

In her article More than a Recovery from the ASER 2024 Report, Wilima Wadhwa (Director, ASER Centre) delves into key trends in school enrollment and learning outcomes across government and private schools.

She highlights steady improvements in learning and attributes the New Education Policy's emphasis on foundational literacy and numeracy as a driving force behind this progress.

ASER 2024 revisited almost all rural districts, tracking children’s schooling status and foundational skills in reading and arithmetic. The report provides a crucial new data point, helping verify if the changes seen post-pandemic are sustained or if the trajectory has shifted once again.

Since ASER assessments serve as a floor-level measure of foundational skills, this data is key to tracking the progress of NIPUN Bharat and NEP 2020’s impact on early learning.

As states continue to push for improvements in foundational learning, what does this mean for the future of education in India? Are we witnessing a structural transformation or just a temporary recovery?

🔍 Stay tuned to understand how these policies translate into classroom practice.

10/03/2025

ASER 2024 surveyed 649,491 children across 17,997 villages in 605 rural districts, providing crucial insights into three key age groups:

📌 Pre-Primary (Ages 3-5): Early learning & school readiness
📌 Elementary (Ages 6-14): Foundational literacy & numeracy
📌 Older Children (Ages 15-16): Digital access & skills

This video is the second in our series, focusing on the elementary age group (6-14 years) and shedding light on:

📚 Government school enrollment trends
📊 How children are recovering from COVID-era learning losses
📈 Key factors driving this recovery

🎥 Watch the full video on our YouTube channel!

Stay tuned for more insights!

08/03/2025

ASER Centre wishes all incredible women a very Happy Women’s Day!

We celebrate your strength and resilience and the countless ways you make the world a better place.

Your hard work and dedication—whether in homes, workplaces, or communities—make a real difference. Keep shining, keep inspiring!

06/03/2025

In the ASER 2024 report, Rukmini Banerji, CEO of Pratham Education Foundation, explores the challenges and opportunities in implementing the foundational stage envisioned by NEP 2020.

The path ahead is clear: invest early, invest well—because a strong start in pre-primary and early grades determines a child’s entire learning journey.

The foundational stage is India’s chance to leap forward, but only if we connect policy to practice effectively.

Are we moving fast enough to ensure every child gets a strong start?

📖 Read the full article in the ASER 2024 report
💬 Drop your thoughts👇

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B-4/58, Safdarjung Enclave
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Opening Hours

Monday	9am - 5pm
Tuesday	9am - 5pm
Wednesday	9am - 5pm
Thursday	9am - 5pm
Friday	9am - 5pm
Saturday	9am - 5pm

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http://www.asercentre.org/

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