Indian Engineering Students Perform Poorly on International Assessment Tests
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The results of a test called "Supertest", developed by researchers from the US, China, Russia and India,, show that Indian engineering students perform very poorly relative to their peers in other countries. Supertest is the first study to track the progress of students in computer science and electrical engineering over the course of their studies with regard to their abilities in physics, mathematics and critical thinking and compare the results among four countries.
Supertest was initiated by Stanford University, HSE University Moscow, the Educational Testing Service (ETS), and partner universities in China and India, according to Phys.org. Here's an excerpt of the article in journal that explains the test:
"More than 30,000 undergraduate students participated in the study. The researchers collected a sample of students from elite and large universities, roughly equal in number for each country. In Russia, the sample included students from six Project 5-100 universities and 28 other universities. Their skill development was measured three times: upon entering university, at the end of their second year, and at the end of their studies........Russian engineering students outperform Indian students while performing lower than Chinese students. In terms of developing these skills over the course of their studies, students of all three countries perform lower than students in the United States. "We found that, as the students progress in their studies, their critical thinking skills remain approximately the same in Russia and India, but significantly decrease in China. On the contrary, American students show improvement," said Igor Chirikov. This is a serious problem, the researchers note, because technologies change rapidly, and in order to be able to master new ones, you need not only a firm grasp of the subject area, but, above all, skills of the 21st century".
Earlier testing of Indian students on international assessment tests has also shown that they rank near the bottom on PISA, a global test of learning standards conducted in 74 nations in 2011. TIMSS, another standardized international test, produced similar results earlier in 2003.
The year 2011 was the first time that Indian students participated in PISA. Students from Himachal Pradesh and Tamil Nadu took the Program for International Student Assessment (PISA) test, coordinated by the Paris-based Organization for Economic Co-operation and Development (OECD). Prior to this participation, students from Indian states of Orissa and Rajasthan took a similar test called Trends in International Mathematics and Science Study (TIMSS) in 2003.
Tamil Nadu and Himachal Pradesh rank high on human development indicators among Indian states. The India Human Development Report 2011, prepared by the Institute of Applied Manpower Research (IAMR), categorized them as “median” states, putting them significantly ahead of the national average. IAMR is an autonomous arm of India's Planning Commission.
Himachal Pradesh ranked 4 and Tamil Nadu 11 in literacy rates on India's National Family Health Survey released in 2007. However, in the PISA study, Tamil Nadu ranked 72 and Himachal Pradesh 73, just ahead of the bottom-ranked Kyrgyzstan in mathematics and overall reading skills. Shanghai, China's biggest city, topped the PISA rankings in all three categories—overall reading skills, mathematical and scientific literacy. The new entrants included Costa Rica, Georgia, India (Himachal Pradesh & Tamil Nadu), Malaysia, Malta, Mauritius, Venezuela (Miranda), Moldova, United Arab Emirates. PISA 2009+ involved testing just over 46 000 students across these ten economies, representing a total of about 1,377,000 15-year-olds.
In Tamil Nadu, only 17% of students were estimated to possess proficiency in reading that is at or above the baseline needed to be effective and productive in life. In Himachal Pradesh, this level is 11%. “This compares to 81% of students performing at or above the baseline level in reading in the OECD countries, on an average,” said the study.
The average Indian child taking part in PISA2009+ is 40 to 50 points behind the worst students in the economic superstars. Even the best performers in Tamil Nadu and Himachal Pradesh - the top 5 percent who India will need in science and technology to compete globally - were almost 100 points behind the average child in Singapore and 83 points behind the average Korean - and a staggering 250 points behind the best in the best.
The average child in HP & TN is right at the level of the worst OECD or American students (only 1.5 or 7.5 points ahead). Contrary to President Obama's oft-expressed concerns about American students ability to compete with their Indian counterparts, the average 15-year-old Indian placed in an American school would be among the weakest students in the classroom, says Lant Pritchett of Harvard University. Even the best TN/HP students are 24 points behind the average American 15 year old.
The 2003 TIMSS study ranked India at 46 among 51 countries. Indian students' score was 392 versus average of 467 for the group. These results were contained in a Harvard University report titled "India Shining and Bharat Drowning".
These results are not only a wake-up call for the Hindutva brigade, but also raise serious questions about the credibility of India's western cheerleaders like Indian-American journalist Fareed Zakaria and New York Times' columnist Tom Friedman.
A World Bank report on student learning in South Asia is also depressing. Sri Lanka is the sole exception to the overall low levels of achievement for primary and secondary school kids in the region. The report documents with ample data from various assessments to conclude that "learning outcomes and the average level of skill acquisition in the region are low in both absolute and relative terms". The report covers education from primary through upper secondary schools.
Buried inside the bad news is a glimmer of what could be considered hope for Pakistan's grade 5 and 8 students outperforming their counterparts in India. While 72% of Pakistan's 8th graders can do simple division, the comparable figure for Indian 8th graders is just 57%. Among 5th graders, 63% of Pakistanis and 73% of Indians CAN NOT divide a 3 digit number by a single digit number, according to the World Bank report titled "Student Learning in South Asia: Challenges, Opportunities, and Policy Priorities". The performance edge of Pakistani kids over their Indian counterparts is particularly noticeable in rural areas. The report also shows that Pakistani children do better than Indian children in reading ability.
Here are some excepts from the World Bank report:
Unfortunately, although more children are in school, the region still has a major learning challenge in that the children are not acquiring basic skills. For example, only 50 percent of grade 3 students in Punjab, Pakistan, have a complete grasp of grade 1 mathematics (Andrabi et al. 2007). In India, on a test of reading comprehension administered to grade 5 students across the country, only 46 percent were able to correctly identify the cause of an event, and only a third of the students could compute the difference between two decimal numbers (NCERT 2011). Another recent study found that about 43 percent of grade 8 students could not solve a simple division problem. Even recognition of two-digit numbers, supposed to be taught in grade 2, is often not achieved until grade 4 or 5 (Pratham 2011). In Bangladesh, only 25 percent of fifth-grade students have mastered Bangla and 33 percent have mastered the mathematics competencies specified in the national curriculum (World Bank 2013). In the current environment, there is little evidence that learning outcomes will improve by simply increasing school inputs in a business-as-usual manner (Muralidharan and Zieleniak 2012).
In rural Pakistan, the Annual State of Education Report (ASER) 2011 assessment suggests, arithmetic competency is very low in absolute terms. For instance, only 37 percent of grade 5 students can divide three-digit numbers by a single-digit number (and only 27 percent in India); and 28 percent of grade 8 students cannot perform simple division. Unlike in rural India, however, in rural Pakistan recognition of two-digit numbers is widespread by grade 3 (SAFED 2012). The Learning and Educational Achievement in Punjab Schools (LEAPS) survey—a 2003 assessment of 12,000 children in grade 3 in the province—also found that children were performing significantly below curricular standards (Andrabi et al. 2007). Most could not answer simple math questions, and many children finished grade 3 unable to perform mathematical operations covered in the grade 1 curriculum. A 2009 assessment of 40,000 grade 4 students in the province of Sindh similarly found that while 74 percent of students could add two numbers, only 49 percent could subtract two numbers (PEACE 2010).
The report relies upon numerous sources of data, among them key government data (such as Bangladesh’s Directorate of Primary Education; India’s National Sample Survey, District Information System of Education, and National Council of Education Research and Training Assessment; and Pakistan’s National Education Assessment System); data from nongovernmental entities (such as Pakistan’s Annual Status of Education Report, India’s Student Learning Study, and its Annual Status of Education Report); international agencies (such as the Organisation for Economic Co-operation and Development [OECD] Programme for International Student Assessment [PISA] 2009+ for India; the World Bank Secondary Education Quality and Access Enhancement Project in Bangladesh); and qualitative studies undertaken for the report (such as examining decentralization reforms in Sri Lanka and Pakistan). The study also uses the World Bank Systems Approach for Better Education Results (SABER) framework to examine issues related to ECD, education finance, assessment systems, and teacher policies.
I hope that these reports serve as a wake-up call for political leaders and policymakers in South Asia to redouble their efforts with significant additional resource allocations of nutrition, education and healthcare.
Related Links:
Haq's Musings
South Asia Investor Review
Who's Better for Pakistan Human Development?
History of Literacy in Pakistan
Myths and Facts About Out-of-School Children in Pakistan
PISA, TIMSS Results Confirm Low Quality of Indian Education
India Shining, Bharat Drowning
Learning Levels and Gaps in Pakistan by Jishnu Das and Priyanka Pandey
Pasi Sahlberg on why Finland leads the world in education
CNN's Fixing Education in America-Fareed Zakaria
PISA's Scores 2011
Poor Quality of Education in South Asia
Infections Cause Low IQs in South Asia, Africa?
Peepli Live Destroys Western Myths About India
Learning Levels and Gaps in Pakistan by Jishnu Das and Priyanka Pandey
Pasi Sahlberg on why Finland leads the world in education
CNN's Fixing Education in America-Fareed Zakaria
PISA's Scores 2011
Poor Quality of Education in South Asia
Infections Cause Low IQs in South Asia, Africa?
Peepli Live Destroys Western Myths About India
PISA 2009Plus Results Report
Indian Engineering Students Perform Poorly on International Assessment Tests
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