2012 Cambridge Business & Economics Conference
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Towards Dreaming Literate Punjab
(A Study of ALCs & NFBE Schools)
By
Muhammad A Quddus*
Mazhar-Ul –Haq Baluch**
Abstract
Literacy & Non Formal Basic Education Department, Government of the Punjab launched a development
project titled “Literate Punjab Programme” during 2005-06 to 2010-11. The revised cost of the project
was Rs. 1754.130 million. The objective of the project was to make literate children of age 5-14 years
through NFBE schools and older persons of age group 15-35 years through Adult Literacy Centres (ALC
s).The results of both the institutions (ALCs & NFBE schools ) were quite encouraging since 37.4 percent
of NFBEs enrolled 36 -40 students and 62.6 percent of ALCs were found with 25 and above enrolled
students. Despite certain obvious and identified limitations both these institutions proved not only a good
tool to provide opportunity for completion of the primary education cycle for the rural un-resourceful
population but also were assisting to reduce educated unemployment. The environmental position
considering qualification of the school staff was completely good relative to general primary schools
despite teachers’ identified dissatisfaction regarding determined remuneration. This was on the one hand
a good indication that properly quailed personals were hired for ALCs, but on other hand it reflected
unemployment of educated youth, since even highly qualified young were out of job and they were to
accept teaching of ALCs or NFBE schools for the time being. Consequently, the expected dream of
educated Punjab cannot be achieved in reality without certain concrete effective measures to remove at
least the problems which can be tackled at administration level with the help of the concerned sponsoring
agency
Introduction
Education is universally accepted instrument in enhancing human beings comprehension, leading
individuals towards better thinking by broadening their vision’s horizons and making their participation
essential in national policies decisions. National literacy status is determined considering individual’s
education capacity collectively to reach a specific nation. Overarching role played by the education has
cross – cutting impact on all aspects of human life. Considering education an indispensible mean for
effective participation in the society and in economies of 21st century, we became the signatory of the,
“World Declaration of Education for All,” which took place at the, Conference on ‘Education for All’
at Jomtien, Thailand in March, 1990. This was subsequently reaffirmed in the World Education Forum at
Dakar, Senegal in 2000. Pakistan is also committed to the Millennium Development Goals according to
which by the year of 2015 children everywhere boys and girls alike will be able complete a full course of
primary schooling.
*
Director, Punjab Economic Research Institute, Planning &Development Department, Government of the Punjab LahorePakistan
** Senior Research Fellow, Lahore School of Education, Main Campus Burke Road, Lahore-Pakistan.
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According to Multiple Indicator Cluster Survey (2007-08) conducted by Bureau of Statistic,
Government of the Punjab, about 59 percent of the population of the Punjab (10 years and
above) is literate. Therefore, there are a huge number of persons, who can be categorized as
illiterates. The problem of dropout at primary level also persists in the province. According to
above referred MICS survey, the net enrolment ratio was 53 percent. Thus, there are a large
number of adult illiterates as well as young children who create a demand for a non-formal
education system through which they can complete primary education. Consequently, Literacy &
Non Formal Basic Education Department, Government of the Punjab launched a development
project titled “Literate Punjab Programme” during 2005 i.e. 2005-06 to 2010-11. The revised
cost of the project was Rs. 1754.130 million. The objective of the project was to make literate
children of age 5-14 years through Non Formal Basic Education (NFBE) schools and older
persons of age group 15-35 years though Adult Literacy Centers (ALCs). The project provided
for establishing 200 NFBE schools and 200 ALCs in each of 31 districts (excluding Khanewal,
Khushab, Mandi Bahu Din and Dera Gazi Khan where a separate project of 100 percent literacy
is already under implementation). 200 NFBE schools and 200 ALCs have been established in 10
selected Union Councils of each district having low literacy rate. So 12,400 Teachers (Fresh
Matriculates, Ex-Servicemen, and Retired Teachers etc.) were trained in teaching methodology
of Non-formal Education Sector under the project. The children of age group 5-14 years are
being provided 40 months’ schooling in NFBE schools culminating at the Class-V level and the
curriculum are the same as in the formal education. However, the illiterates of age 15-35 years
undergo six months crash literacy course and the curriculum comprises basic numeracy and
reading/writing skills. This was possibly one of the effective measures, implemented by the
public sector to fulfill the dream of making Punjab the literate state by having steps already being
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experienced in four districts (Khanewal, Khushab, Mandi Baha-ud-din and Dera Ghazi Khan).
The objective of the project was to make literate children of age 5-14 years through NFBE
schools and older persons of age group 15-35 years through Adult Literacy Centres (ALCs). To
assess performance of the implemented measures twelve (12) districts of Punjab were selected
randomly i.e., four (4) districts chosen in each of the Northern, Southern and Central zone.
The total sample size for the study was 2100 respondents comprising 166 NFBE/ALC teachers,
1490 students, i.e., 742 from NFBE and 748 from ALCs, 168 parents, 8 Executive District
Officers (EDO- Literacy), 10 District Literacy Officers (DLOs), 26 Literacy Mobilizes (LMs),
53 Village Education Committees (VECs) and 2 NGOs.
Results of the Study
All the activities, considered suitable to make the NFBE/ALC successful, and implemented to
achieve the targeted objectives, were considered step-wise for assessing the performance with
respect to implementation level and also to see the impact of the implemented activities on target
groups. Consequently, at the first stage the assessment was made on enrollment pattern in
NFBE/ALCs.
Enrollment Pattern and Attendance Status
The enrollment and attendance pattern was assessed considering the survey day, one week and
two weeks prior to the date of survey. Underlying reason was to assess the inclination of the
parents of the learners to get them enrolled for studying purposes and ensure pattern of the
existence of the learners within the school premises for at least a full week. That was completely
on random basis and without prior information to trace out bias results. The results of the date of
survey presented in Table -1 reflected that out of 83 sample NFBE schools 21 or 25.4 percent of
the schools enrolled above 40 students, 10 or 12.0 percent of the schools were found with
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enrollment of 36-40 students, 30 or 36.1 percent of the schools could enroll 30 to 35 students.
However, about one fourth of the schools could enroll more than 20 and less than 30 students.
This was a good indication that NFBE proved a good tool to provide opportunity for completion
of the primary education cycle for the rural un-resourceful population.
Attendance of the learners on the survey day was quite sufficient and could be ranked as good,
while the attendance on prior to one or two weeks was almost the same as it was on survey day
in every respective NFBE school.(Table-1).
As for the Adult Literacy Centres (ALCs) concerned, out of selected 83, 12 or 14.5 percent
enrolled above 25 students per centre, 40 or 48.2 percent enrolled 25 students per centre. There
were 34.9 percent of ALCs where the enrolled learners were more than 16 or up to 24 per centre.
However 2.4 percent of literacy centers have to depend on below 15 students per centre.
The average attendance in the sample ALCs on the survey day, one week prior to survey, and
two weeks before the survey was 17, 18 and 18 respectively. Consequently, it was suggested that
the teachers need to pay specific attention to bring all the enrolled students within center
premises. (Table-2)
Educational Qualification of the Teachers
A good teacher by himself is an incentive for the innocent children to keep them busy in school
premises, whereas it was difficult to bring as well as to keep the adults within the centre
premises, since they have sense that learning is an ornament to develop the personality of the
concerned person, but they practically do not bother and feel responsibility to get education.
Generally, they belong to the category of the population, which was provided opportunity to
equip itself with education in the childhood and they remained deprived of due to certain
environmental circumstances. Since, the teaching capacity and affectionate behaviour of the
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teacher will be prime characteristics to bring the youth in the centre to study, the educational
qualification of the teachers employed in the ALCs and NFBE schools has been assessed.
The data presented in this Table-3 reflected that the sample for the study was 82 and 84 teachers
for ALCs and NFBE schools respectively. As for the ALCs teachers qualification is concerned
about 3.7 percent of the teachers employed were even with M.A qualification. About one fourth
i.e., 25.6 percent were B.A, while the remaining 26.8 percent and 43.9 percent of the teachers
employed in ALCs were with Intermediate and Matric qualification. About similar pattern
regarding hiring of teachers for the NFBE schools was also observed. The teachers employed in
these schools with M.A qualification were 7.1 percent of the sample teachers. About one fourth
of them were found serving as teachers with B.A qualification. However, 32.1 percent and 35.7
percent were with matric and intermediate educational qualification respectively. The
environmental position considering qualification of the school staff was completely good relative
to general primary schools. This also indicated that NFBE schools and ALCs, despite making the
poor and rural population literate, were assisting to reduce educated unemployment as well.
Training Organized for the Employed
Teachers of NFBE Schools and ALCs
Actually teaching to the enrolled children from Prep to primary level is a difficult task
specifically for newly appointed un-trained teachers. To eke out that deficiency of the teachers,
entrusted teaching responsibilities in ALCs and NFBE schools, were provided opportunity to
obtain 3 days training for ALCs and 15 days training for NFBE schools. Since, the training was
not compulsory for the employed of both categories of the institutions, it was considered
essential to evaluate the participatory status of the teachers of ALCs and NFBE schools and
components of the training to assess relevancy with respect to promotion of teaching and
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administrative capabilities of the teachers for recommending future possible practicable policy
options. The teacher’s views indicating prospective of such training currently and searching
possible benefits for future in the context of learners and administration point of views were
considered and presented in the Table-4. According to the results in the Table 64.0 or 78.0
percent of the sample teachers from ALCs received training, while the remaining 22.0 percent
did not receive the training. The duration of training was only three days. The teachers, who
reported completed the training according to the schedule duration, were 80.0 percent of the
sample teachers. However, the remaining 20.0 percent attended the training but not the total
duration and their attendance remained less than the scheduled duration of three days. Out of 64
teachers, who participated in training for the complete duration, 62.0 or 96.9 percent were
satisfied regarding duration of training. However, all the trainees were completely satisfied with
the content of the training, while 93.8 percent of the trainees showed satisfaction about
competency of the trainers.
The teachers of NFBE schools were also provided an opportunity to receive training of
scheduled duration of 15 days. Out of 84 sample teachers, 69 or 82.1 percent obtained training,
while remaining 15 teachers or 17.9 percent of the sample teachers reported negative answer in
this context. About 80.0 percent of the teachers participated in training according to the
scheduled duration of 15 days. The remaining 20.0 percent attended training also but not as per
scheduled duration. However, 97.1 percent of the trainee teachers reported the training satisfied.
All the 69 teachers of NFBE schools who received training expressed satisfaction with respect to
contents of the training, while 97.1 percent of the trainees were satisfied with the competency of
the trainers. (Table-4).
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Awareness Regarding Institutional Involvement Pattern
The effective arrangement and functioning pattern of relevant institutions affiliated with the
executive body or PMU generally result in success of any development activity, but there needs
open demonstration of implementation or monitoring of the concerned activity by the responsible
institution to make constructive comments for success in implementation of the similar activity
in future at the same or any other location. To establish ALCs and NFBE schools and develop
smooth and efficient functioning of both these main institution, various allied institutions such as
NGOs, Literacy Mobilizes, Village Education Committee (VECs), District Literacy MIS Cells
and District Steering Committees (DSCs) were involved to make possible success in achieving
the targeted objectives. To assess the effectiveness of their entrusted role in assisting the
implementation of the activities, the awareness of all these described institutions and role played
by them was assessed considering the views of the teachers and learners.
The data presented in the table-5 reflected that 89.0 percent of teachers of ALCs were not aware
about engagement of any NGOs to work for these development activities. The remaining
proportion of the sample teachers has acquaintance regarding involvement of certain NGO to
improve performance of these educational activities. Out of the 11.0 percent, who have
knowledge regarding engagement of certain NGOs, 44.4 and 33.3 percent reported the
performance of this institution to the satisfied and to some extent satisfied level respectively.
Mobilizing the community was the activity, entrusted to the NGOs, but the assessment
performance of this activity was reported to the satisfied level by 11.1 percent and to some extent
level by 33.3 percent of the ALCs teachers having knowledge regarding involvement of the
NGOs. Cumulative to the above satisfaction level i.e., 44.4 percent and 55.5percent of such
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teachers reported in the context of provision of services of experts for skill enhancement and
advice of technical guidance respectively.
As far as the NFBE schools teachers are concerned, 16.7 percent of the sample teachers of these
institutions reported having awareness about the NGOs involvement to assist in improving
implementation performance of the schools. Out of them, 57.1 percent of the teachers reported
the role, played by NGOS regarding monitoring/visiting of the schools, to the satisfied level,
while 50.0 percent of the teachers having awareness regarding involvement of the NGOs
appreciated their performance regarding the role of mobilizing the community, provision of
expert services for skill enhancement and advice and technical guidance. This situation reflected
unsatisfactory role played by the concerned institutions in the context of activities entrusted to
them with respect to improvement in performance of ALCs and NFBE schools. (Table-5)
Awareness Regarding Involvement of VECs and Their Role
Village Education Committees (VECs) were involved to make implemented activities status
suitable for adjusting according to the local environment for betterment of the local learners and
be successful to achieve the targeted objectives. Consequently, the perception of the teachers of
both the categories of the institution regarding the role played by the VECs in response to the
entrusted one was assessed to determine the successfulness status of the implemented activities.
The data presented in the Table-6 reflected positive responses of 82.1 percent of the sample
teachers regarding awareness about VECs involvement in their respective areas of the ALCs and
NFBE schools while the remaining 17.9 percent were unaware of their role in this context.
However, the different responses were reported by the sample teachers with respect to entrusted
responsibilities separately such as:
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



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Opening of the schools
Selection of teachers
Selection of sites
Motivating learners/ parents to join the respective institutions
In rendering all the above described responsibilities, VECs were supposed to assist ALCs and
NFBE schools to make both the institutions successful from the very establishment level to
complete education cycle of primary level to include the learners in the list of literate citizens of
the province. During assessment it was found that 78.0 percent of the ALCs teachers showed
awareness regarding involvement of VECs to play certain roles in assisting to make the
described institutions successful in achieving the objectives. However, a majority of the teachers,
i.e., 75.0, 71.9, 68.8 and 71.9 percent of the teachers expressed satisfaction with respect to play
role in the context of opening the ALCs, selection of teachers, selection of sites and motivating
the learners/parents to join the ALCs respectively for studying purposes. When the rendering
status of the above described responsibilities with respect to NFBE schools were assessed, 72.5,
71.0, 72.5 and 66.7 percent of the sample teachers of the institutions reported satisfactory add
level provided by the members of VECs in their respective areas. (Table - 6).
Provision Status of Literacy Material to NFBE Schools & ALCs
To establish a school or literacy centre provision of certain items of literacy material becomes
essential to lead both the institutions towards successfulness to achieve the related goals.
Moreover, timeliness in provision of these compulsory items restricts certain needy activities
specifically to create teaching environment. In case of establishment of both these institutions
the required items were documented to be provided to the authorities to establish these
institutions successfully to educate the intended learners of them. However, the items were
different in both the institutions considering the environmental requirement of each of the
institution. The provision status has been reflected in the Table-7 to determine learning status of
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the learners of these institutions to decide regarding future of implemented educational
activities. The items and timeliness in provision was presented to relate and assess the
successfulness of these educational activities proposed for sharing in dreaming of literate Punjab.
Table-7 reveals that Black Board, Attendance Register + Roll Register and Books were provided
to 84.3 percent, 91.6 percent and 97.6 percent of ALCs respectively. Moreover the Sign Boards,
Copies / Notebooks, Bags and Charts were given to 62.7 percent, 44.6 percent, 42.2 percent, 19.3
percent and 15.7 percent of the sample ALCs. Most of the ALCs received the above items
except bags ranging from 83.8 percent to 98.8 percent on time. The bags were received by 56.3
percent of the ALCs. Despite of such prevalent situation, the ALCs were working quite
efficiently. It was interesting to note that in case of delayed receipt of these items, the delay time
reported by the teachers was up to 90 days while the time span of ALCs was only six months.
It is evident from the data given in Table-8 that the majority of teachers of NFBE schools got
these items according to the documented and approved list. NFBE school teachers reported that
the items received by them were the Black Board (96.4 percent), Attendance Register (95.2
percent), Sign Board (90.4 percent), Admission & Withdrawal Register (84.3 percent), Chalk
(84.3 percent) Armed Chair (71.1 percent) and Slates (79.5 percent). It was observed that many
schools got one Mat (Daree) / Chatai instead of two mentioned in the documented list, while
Chalks were provided once at the initial stage or opening of the schools and obviously this
quantity was reported quite insufficient. The other items were supplied in less quantity especially
the Flag (National) Mat / Daree, Slates, Teachers Diary, School Bell and Progress Report etc.
This situation was not favourable to achieve the targeted objectives towards dreaming the literate
Punjab. Consequently, these NFBE schools must be given under the supervision of the Education
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Department, by making extra informal funding so that the department should be held responsible
to give serious consideration to this responsibility.
Remuneration of the ALCs and NFBE schools’ Teachers
Though the principal objective of establishing of NFBE schools and ALCs in rural areas, with no
school facility, was to educate the illiterate community (children + adults) by completing at least
primary cycle to make them relatively better citizens by including them in literate community,
yet it became a source of employment to some extent for unemployed educated at village level.
Monthly remuneration is the prime incentive for the educated employed though less than his
required status and it is a motive power to drive the vehicle of development activities like this.
Consequently, the information regarding monthly remuneration, given to the appointed teachers
and their views about it has been presented in the Table-9
The data presented in the Table reflected that the remuneration of the teacher employed for
ALCs and NFBE school was not different according to the educational qualification of the
teachers, but it was just a stipend for educated unemployed and was determined a lump sum of
Rs.3000/- per month for every teacher without considering educational qualification, since it was
reported by 82.0 percent of the sample NFBE school teachers. Actually, it was not sufficient and
about 97.6 percent of the sample teachers of NFBE schools showed dissatisfaction about their
monthly remuneration (Table-9).
Moreover, adhering timeliness in payment of the monthly remuneration, though not sufficient,
may prove an incentive for an educated unemployed to perform entrusted responsibilities if it
would be paid in time. But it was disclosed by 80.9 percent of the sample teachers that their
monthly remuneration was not paid on time, whereas only 4.8 percent reported that they got the
monthly remuneration on time.
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However, 14.3 percent of the sample teachers of NFBE schools reported having monthly
remuneration sometime on time. The data disclosed that 97.0 percent of the sample teachers
reported not having their monthly remuneration up to 60 days or more than 60 days. (Table-10)
This situation was not justifiable to keep ones confined to work with devotion and enthusiasm.
Alike situation was observed in case of ALCs, the monthly remuneration determined was only
RS.3000/- per month for every teacher without discrimination of educational qualification of the
teachers. In this case dissatisfaction was expressed by 85.4 percent of the sample teachers of
ALCs. It is important to mention that the salary was very low but that was also not paid on time.
In certain cases of ALCs, the appointed teachers were not given their monthly remuneration up
to five months. In such a situation, possibility of achievement of the targeted objectives could not
be explored. Consequently, the expected dream of educated Punjab could not be exchanged in
reality without certain effective efforts by removing at least the problems which can be tackled at
administration level with the help of the concerned sponsoring agency (Table-10).
Problems Identified by Teachers
in Functioning of ALCs &NFBE Schools
Generally, a development activity is formulated considering the whole environment situation of
the area regarding proposed strategic measures for the practical implementation with
expectations to achieve the required results on the basis of certain targeted objectives. Then
every possible strategy is documented and brought under discussion at various levels to eke out
any raised discrepancy for smooth functioning of the implantation process to achieve the targeted
objectives successfully. However, there exist certain gaps, which cause obstacles and involved
agencies proved failure to implement certain aspects of that development activity according to
the requirement for successfulness. These confronted difficulties cannot be removed during
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implementation
ISBN : 9780974211428
phase which demand not to be replicated at the time of introduction of the
activity in the same area or some other areas second time. Consequently, such problems were
identified by the teachers functioning for the implementation phase of these educational
development activities and the same were presented in the Table-11.
According to the data given in Table, 92.7 percent, 85.4 percent, 32.9 percent and 30.5 percent of
ALCs teachers reported delay in monthly remuneration, low monthly remuneration, nonavailability of stationery and non-availability of furniture respectively the major problems.
The teachers of NFBE schools also identified about the similar problems encountered by them
during implementation process of this program, since 56.0 percent, 57.1 percent, 73.8 percent,
81.0 percent, and 97.8 percent of the sample teachers reported non-availability of books, nonavailability of furniture, non-availability of stationery, no summer vacations and low monthly
remuneration respectively. They also reported encountering delay in monthly remuneration.
Community‘s unawareness of literacy program as the other major problems encountered by the
teachers of NFBE schools. A small proportion (1.2 percent) of the sample teachers identified
lack of interest of students in study as one of the problems faced by the teachers of NFBE
schools during implementation phase. Their responses are given in Table -11 as well.
Institutional Personals involved in
Implementation of the Activities
For smooth implementation of the developmental education activities and supervise the
performance at field l
evel by facilitating provision of the required instruments, institutional personals were entrusted
various responsibilities. In this section their involvement status, rendering strategies and
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performance of entrusted responsibilities and problems identified by them were discussed in this
section.
The personals engaged for successful implementation of these development activities were
Literacy Mobilizers (LMs), District Literacy Officers (DLOs), Executive District Officers (EDOs
Literacy), Village Education Committees (VECs) and NGOs. The information regarding the
involved personals was presented in the Table-12.
In every district four Literacy Mobilizers (LMs) were deployed to assist for better performance
in implementation process of the introduced educational activities to see the Punjab, a Literate
Province. The information supplied by LMs working for ALCs or NFBE schools has been
presented in Table-13 for assessment of the assigned responsibilities. The data in the Table
reflected that the sample size of LMs determined for study purpose was 26. From them 96.2
percent belonged to male category, while 3.8 percent were females. They were supposed to visit
the ALCs and NFBE schools for monitoring purposes and assessing the performance with
respect to their assigned work. Consequently, it was the responsibility of every LM to supervise
55 ALCs and 50 NFBE schools. It was observed that the number of ALCs and NFBE schools by
Union Councils was not equally distributed. In some cases each LM has to supervise 4 Union
Councils instead of 2 to 3 Union Councils in certain others cases. The information also indicates
that during 2010-11, there were 3 Union Councils on the average under the jurisdiction of every
LM and they visited all these Union Councils. However, in 2009-10 there were 11 Union
Councils under jurisdiction of every LM and all of them were reportedly visited by the
concerned LM. The average monthly remuneration of appointed LM was RS. 8500/-, and they
all were reportedly not satisfied with this monthly remuneration. All the LMs were supposed to
play role in selection of teachers, site for the institutes and mobilizing the community to send
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their children in ALCs and NFBE schools as learners. It was observed that they reportedly
played 100.0 percent role in selection of teachers of ALCs and NFBE schools, 92.3 percent
reported that they assisted in selection of sites for the institutions and they also claimed 100.0
percent sharing in mobilizing community to convince learners or their parents by discussing
significance of the education and role of the established institutions (Table-12).
One post of District Literacy Officer (DLO) was created in every district to supervise the status
of the activities rendered by these educational institutions. For the study purposes 10 DLOs were
selected as the sample size. Out of the sample of 10 DLOs, 90.0 percent were males, while the
remaining 10.0 percent were females. Since the DLO was the focal person at district level, he
was assigned duties of monitoring the work of 184 ALCs and 189 NFBE schools on the average.
The average number of Union Councils (UCs) reported under the jurisdiction of the DLOs was
10 in 2009-2010 and was the same in 2010-11. However, the number of the UCs visited by
DLOs was reported to be 8 in 2009-10 and 9 in 2010-11. The average number of ALCs and
NFBE schools visited by DLOs during the last month was 26 and 37 respectively. The main
issue reported by the DLOs was that they were not provided any conveyance for visiting ALCs
and NFBE schools and they always visited institutions by using motorbikes of LMs. Average
monthly remuneration reported by DLO was RS.15500/- per month and all of them were not
satisfied with this amount. The DLOs were supposed to play role in selection of the teachers, and
sites for the institutes. It was also obvious from the data that 70.0 percent of the sample DLOs
reported having share in selection of the teachers and site identification for the institutions i.e.,
ALCs and NFBE schools. As for the mobilizing of community is concerned, DLOs worked as
joint venture with LMs and VECs and 70.0 percent of DLOs reported that they completed this
assignment by convincing the learners or their parents (Table-12).
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Focal person at district level was the Executive District Officer (EDO) Literacy, who was
responsible for day to day functioning of the development activities. This post was abolished by
the Government during implementation process before the initiation of the survey work. Despite
all endless efforts 8 Executive District Officers- Literacy could be contacted from the concerning
areas. The average number of schools under one EDO-Literacy was 180 ALCs and 181 NFBE
schools. However, the average visited ALCs and NFBE schools by EDO-Literacy were 26 and
40 respectively during the last month. As for the role played by the EDO-Literacy is concerned,
it was indicated in the Table that all the EDO-Literacy played role in selection of the teachers
and selection of the sites for the ALCS or NFBE schools.
A detailed discussion was completed in section- --- with respect to role of NGOs and VECs.
However, 57 VECs members were the sample size for the study to elaborate certain untouched
aspects of VECs. The average number of ALCs and NFBE schools under a VEC were 4 in each
case. However, the average number of ALCs and NFBE schools visited by the members of the
concerned VECs was 3 in case of ALCS and 5 in case of NFBE schools on the average. The
members of VECs were also supposed to play an effective role in selection of the teachers,
selection of the sites for the institutes and motivating learners and parents. The role played by the
members of VECs with respect to selection of the teachers and selection of site for institute was
to the level of 71.9 percent and 80.7 percent respectively.
Institutional Problems identified
by the Concerned Personals
The practical adoption of every development activity encounters unknown problems, which have
been given little importance at the time of formulation of the concerned development activity.
However these become problems of critical nature and restricted smooth performance of the
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concerned activities, leading towards gap in development process. Such situation encountered
can be identified in field at the time of implementation of the activities. The concerned personals
identified such problems during implementation phase and took these for essential to identify
them, which remained firstly ignored and might be replicated second time, while the activities
continued or initiated second time at the same location or at certain other location. These
identified problems by various concerned personals of institutions have been presented in
Table-13. It was observed in the Table that about all the institutional personals reported the low
remuneration as the main problem encountered by them. No job security was also problem
identified by 46.2 percent of LMs, 10.0 percent of DLOs and 37.5 percent of EDO-Literacy. Vast
area under jurisdiction was the problem reported by 80.0 percent of DLO and 70.0 percent of
EDO-Literacy, however, this problem was identified by 26.9 percent of LMs. Late release of
Financial budget was the problem encountered by 80.0 percent of DLOs. Allocation of
Insufficient budget was reported as problem by 34.6 of percent LMs and 35.4 percent of DLOs.
Non- availability of vehicle remained problem for 100.0 percent of DLOs and 50.0 percent of
EDOs- Literacy, the supervising personals, to visit the areas under vast jurisdiction. DLOs
specifically were to depend upon motorbikes of LMs. About 40.0 percent of DLOs complained
of non-provision of phone. No summer vacation for learners and no financial incentive were the
problems identified by 75.0 percent of EDOs –Literacy and VECs respectively.
Performance Assessment of Learners
of ALCs and NFBE Schools
For assessment of performance, the learners of ALCs and NFBE schools were given the written
and oral test. About 48 percent of the learners of NFBE schools obtained above 60 percent
marks, 18 percent learners got 51-60 percent marks, and it is worth noting that only 6 percent
students obtained below 30 percent marks.
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In case of ALCS, about 48 percent and 22 percent of learners obtained more than 60 percent and
more than 50 percent marks. However, only 4 percent of the learners obtained below 30 percent
marks in the written and oral test. Obviously, the ultimate result of both the institutions was
satisfactory and encouraging leading towards continuation of such development activities.
Conclusion and Recommendations

Literacy & Non Formal Basic Education Department, Government of the Punjab launched a
development project titled “Literate Punjab Programme” during 2005 i.e. 2005-06 to 201011. The revised cost of the project was Rs. 1754.130 million. The objective of the project
was to make literate children of age 5-14 years through NFBE schools and older persons of
age group 15-35 years though Adult Literacy Centres (ALCs). The project provided for
establishing 200 NFBE schools and 200 ALCs in each of 31 districts (excluding Khanewal,
Khushab, M.B. Din and D.G. Khan where a separate project of 100 percent literacy is
already under implementation). 200 NFBE schools and 200 ALCs have been established in
10 selected Union Councils of each district having low literacy rate. The children of age
group 5-14 years are being provided 40 months’ schooling in NFBE schools culminating at
the Class-V level and the curriculum is the same as in the formal education. However, the
illiterates of age 15-35 years undergo six months crash literacy course and the curriculum
comprises basic numeracy and reading/writing skills. This was possibly one of the effective
measures, implemented by the public sector to fulfill the dream of making Punjab the
literate state by having steps already being experienced in four districts (Khanewal,
Khushab, Mandi Baha-ud-din and Dera Ghazi Khan). The objective of the project was to
make literate children of age 5-14 years through NFBE schools and older persons of age
group 15-35 years through Adult Literacy Centres (ALCs). To assess performance of the
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implemented measures twelve (12) districts of Punjab were selected randomly i.e., four (4)
districts chosen in each of the Northern, Southern and Central zone.

The total sample size for the study was 2100 respondents comprising 166 NFBE/ALC
teachers, 1490 students, i.e., 742 from NFBE and 748 from ALCs, 168 parents, 8 EDOs
(Literacy), 10 District Literacy Officers (DLOs), 26 Literacy Mobilizes (LMs), 53 Village
Education Committees (VECs) and 2 NGOs.

The average strength of learners was 24 and 37 in ALCS and NFBE schools respectively on
the average, while the attendance reported on survey day was 18 and 29 in case of ALCs
and NFBE schools on the average respectively. This was a good indication that ALCs and
NFBE schools proved a good tool to provide opportunity for completion of the primary
education cycle for the rural un-resourceful population.

Literacy material viz blackboard, attendance registers and books were provided to ALCs in
most of the cases, and remaining items i.e., mats (darees), copies / notebooks, bags, slates
and charts etc. were provided to ALCs in less quantity as per documented for the activity.
However, these items were quite late after 3 months.

Monthly remuneration ALCs and NFBE schools teacher was RS. 3000/-. Furthermore the
teachers were not getting their monthly remuneration on time. So, the majority of the
teachers were not satisfied with their monthly remuneration. Similarly, the monthly
remuneration of DLOs was reported by them was quite insufficient. Despite their meager
remuneration the DLOs played effective role to make the introduced activities successful.

It was quite strange that no vehicle was provided to DLOs, who were supposed to visit the
schools throughout the length and breadth of the district for monitoring the implemented
activities as well as checking the work of LMs under their jurisdiction.
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
Most of the VECs were not functioning, however, the meetings of functional VECs

were held regularly. The members of VECs expressed no interest in this literacy project,
since VEC members were not given any incentive or power for performing their duties.

Despite the above described problems, the results of both the institutions (ALCs & NFBE
schools) were quite encouraging, since about 48 percent of the learners of both the
institutions obtained more than 60 percent marks in oral and written tests. This reflected that
the teachers of both the institutions were working very hard and they were rendering
teaching responsibilities efficiently despite certain limitations.
Recommendations
The principal objective of these educational development activities was to improve literacy ratio
and universalization of primary education to meet international commitments made by Pakistan
at various forums such as World Declaration on Education for All and Millennium Development
Goals. Thus, the children of age 5-14 years through NFBE schools and older persons of age
group 15-35 years through ALCs were to be educated up to primary level. Despite certain
obvious and identified limitations, the implemented educational developmental activities proved
successful. However, there are certain policy recommendations to initiate such educational
activities at the same place or at any other location to make such programme more successful.
These are as under:
Effective Supervision of the Engaged Staff
Though the staff engaged at the ultimate level showed performance well according to the
expectations, yet the supervisory role of Senior PMU staff need to be regularized and made more
effective than other supervisory personals to monitor the implementation aspects to identify the
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limitations and stage-wise problems and the efforts be introduced at the same time informing the
relevant agency to have needful measures without delay to make monitoring activities more
effective for the quite successfulness of the programme.
Incentive-Oriented Remuneration
The average monthly remuneration of certain personals engaged in implementation and
supervision of the responsible staff was meager and this problem was reported at every stage of
salaried staff. This situation was critical in implementation of the development activities
introduced for specific period. To make such activities’ performance successful to the required
level, the personals must be engaged considering the ability and capacity necessitated making the
implementation aspect according to the forecasted expectation level and the average monthly
remuneration must be attractive, compatible and incentive oriented for the satisfaction of the
engaged personal.
Ensured Provision of Literacy Material
According to the results of the study, various items regarding literacy material were supplied to
both the considered institutions (ALCs and NFBE schools) according to the documented list.
However, certain stationery items such as mats (darees), bags, books and even furniture were not
provided according to the documented lists. Certain items from them belonged directly to the
learners, which might have psychological negating effects on performance of the learners with
respect to day to day implementation of educational activities. Consequently, it was equally
essential that the literacy requisites must be supplied to the institutes according to the
documented list as per approval.
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Timeliness in Provision of Monthly Remuneration
Generally, issue of delay in disbursement of monthly remuneration is identified in development
activities introduced for a specific period, and the same complaint was lodged to include this
problem in others for this educational development activity. Since, this activity might have direct
negating effect on performance of the teachers temporarily employed for a specific period, there
must be developed certain specific strategy which should be implemented to adhere timeliness
and regularity in disbursement of the monthly remuneration specifically time bound employees
in future.
Main Pillars of Building
The PMU, teachers, LMs and DLOs are the four main pillars of on which such building of
educational development activity could be constructed in future. Since, the role played by them
is not crucial but unavoidable as well. The success and failure of the implementation of such
development activity would depend upon these four pillars. Consequently, in every development
programme of national or provincial level, such key personal be given extra financial and non
financial incentives to make the programme successful.
Award of Educational Certificates
Since the learners of ALCs and NFBE schools have been regularly sharing in learning activities,
they must be awarded certificates after passing a test of basic numeracy and read/ writing skill.
So, according to the definition of literate in Pakistan they are literate person and the learners
must be encouraged by awarding the certificate.
Initiation of Vocational Training
There were certain options identified by the people during visiting the area concerned that along
with other informal educational activities effort should be focused to explore possibilities for
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vocational training and other relevant skills in ALCs in addition to these, a specific separate class
in ALCs needs to be initiated for training of stitching, sewing, embroidery and knitting by
machines and manual knitting for female learners, since these trainings have been requirement of
the time.
Incentive-Oriented Informal Educational Activities
Though the ALCs and NFBE schools proved successful in bringing the children within the
institutional premises by motivating the parents through local VECs members, yet there was a
big gap to make the Punjab a literate province. There was a need to explore measures or steps
towards ensuring 100 percent enrollment of school going age children at primary level
educational institutions. In Punjab a cash incentive has been introduced to keep female students
within school premises during school hours, and that step has been proved successful. This
indicates that this measure i.e., cash incentive can be made tool to bring all the school going age
children specifically belonging to poor families to informal schools.
Strategies for Selection of VECs Members
VECs role is critical for motivating the parents and rendering of other relevant activities with
coordination of the other institutional personals engaged for successful implementation of the
educational activities through informal institutions. Consequently, the VECs would prove helpful
in this context whose members would have interest in community development activities. The
person already involved in organization formally or informally at village level such as Chairman
Zakat and Usher Committee and Lumberdar etc. would not show any interest for rendering any
type of responsibility concerning development activities. So, it is suggested that the VECs should
be oriented with monetary incentives. Consequently, the funds allocated to NGOs might be
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converted to monetary incentives for VECs members. In this way, the member might be made
responsible for proper implementation of various activities of some development project.
Literature Cited

Government of the Punjab (2005) Literate Punjab Programme, Literacy, Non-Formal
Basic Education Department, Lahore, Pakistan

Government of the Punjab (2008), Multiple Indicator Cluster Survey (MICS), Punjab
2007-08, Planning & Development Department, Bureau of Statistics, Lahore, Pakistan.

Quddus. M. A. at al (2011)”Mid-Term Evaluation of Literacy Programme in Punjab”.
Punjab Economic Research Institute (PERI) 48-Civic Centre, Johar Town, Lahore,
Publication # 404.
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Tables
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Table-1:- Enrollment and Attendance Pattern at NFBE schools
No. of Students
20 – 24
25 - 29
30 - 35
36 - 40
Above 40
Overall
NFBE
Schools
(No.)
NFBE
Schools
(%)
Attendance
on Survey
Day
(No.)
6
16
30
10
21
83
7.2
19.3
36.1
12.0
25.3
100.0
14
21
28
32
45
29
Attendance on
Prior to One
Week of
Survey Day
(No.)
19
23
29
32
45
30
Attendance on
Prior to Two
Week of
Survey Day
(No.)
21
23
28
33
47
30
Table -2:- Enrollment and Attendance Pattern at ALCs
Attendance on
Number of
Learners
Below 15
16-24
25
Above 25
Overall
Table 3:
Number
of ALCs
Percent of
ALCs
Survey Day
2
29
40
12
83
2.4
34.9
48.2
14.5
100.0
9
17
18
19
17
June 27-28, 2012
Cambridge, UK
Prior to Two
Week of
Survey Day
9
18
19
20
18
Distribution of Teachers on the Basis of Educational Qualification Employed
in NFBE Schools& ALCS
Level of Education
Matric
F.A.
B.A
M.A.
Prior to One
Week of
Survey Day
9
16
19
20
18
No.
36
22
21
3
ALCs Teachers
Percent
43.9
26.8
25.6
3.7
NFBE Teachers
No.
Percent
27
32.1
30
35.8
21
25.0
6
7.1
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Overall
82
ISBN : 9780974211428
100
84
100
Table -4: Proportion of Teachers Obtained Training from ALCs and NFBE Schools
Items
No.
Proportion of Teacher Obtained Training
Obtained Training
Didn’t Obtain Training
Overall
Duration of Training
Days
Numbers of Days Attended
Total days
Other
ALCs
Percent
64
18
82
78.0
22.0
100
69
15
84
3
57
7
Satisfaction Level of Teachers about Duration of Training
- Satisfied
62
- Not Satisfied
2
Satisfaction of Teachers about Contents of Training
- Satisfied
64
- Not Satisfied
Satisfaction of Teachers about Competency of Trainers
- Satisfied
60
- Not Satisfied
- Satisfied to some Extent
4
June 27-28, 2012
Cambridge, UK
NFBE Schools
No.
Percent
82.1
17.9
100.0
15
89.1
10.9
55
14
79.7
20.3
96.9
3.1
67
2
97.1
2.9
100.0
69
100.0
-
93.8
67
2
6.2
-
97.1
2.9
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Table-5:
ALCs & NFBE Schools Teachers having Knowledge about Involvement of
NGOs for the Improvement of the Introduced Education Activities
Items
ALCs
NFBE
SCHOOLS
No.
Percent
No.
Percent
Have Knowledge
9
11.0
14
16.7
Don’t have Knowledge
73
89.0
70
83.7
Overall
82
100.0
84
100
If have Knowledge, then Satisfaction of Teachers about Role of NGO regarding
Monitoring / Visiting of ALC
Satisfied
4
44.4
8
57.1
Not Satisfied
2
22.2
2
14.3
Satisfied to Some Extent
3
33.3
4
28.6
Mobilizing the Community
- Satisfied
1
11.1
5
35.7
- Not S Satisfied
5
55.6
7
50.0
- Satisfied to some Extent
3
33.3
2
14.3
Providing Expert Services for Skills Enhancement
- Satisfied
4
44.4
7
50.0
- Not Satisfied
5
55.6 6
42.9
- Satisfied to some Extent
1
7.1
Providing Advice and Technical Guidance
- Satisfied
4
44.4
7
50.0
- Not Satisfied
4
44.4
5
35.7
- Satisfied to some Extent
1
11.1
2
14.3
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Table-6: ALCs & NFBE School Teachers having Knowledge about Existence of Village
Education Committee (VEC) and Their Role
Items
ALCS
NFBE Schools
No.
Percent
No.
Percent
Have Knowledge about Existence of VEC
64
78.0
69
82.1
Don’t have Knowledge
18
22.0
15
17.9
Overall
82
100.0
84
100.0
If have Knowledge, then Satisfaction of Teachers about Role of VECs regarding:
Opening of the School
- Satisfied
48
75.0 50
72.5
- Not Satisfied
10
15.6 11
15.9
- Satisfied to some Extent
6
9.4
8
11.6
Selection of Teacher
- Satisfied
46
71.9 49
71.0
- Not Satisfied
10
15.6 13
18.8
- Satisfied to some Extent
8
12.5
7
10.2
Selection of ALC’s Site
- Satisfied
44
68.8 50
72.5
- Not Satisfied
11
17.2 8
11.6
- Satisfied to some Extent
9
14.1 11
15.9
Motivating Learners / Parents to Join the ALC
- Satisfied
46
71.9 46
66.7
- Not Satisfied
8
12.5
11
15.9
- Satisfied to some Extent
10
15.6
12
17.4
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Table -7:
ISBN : 9780974211428
Provision Status of Literacy Material in Case of ALCs
Items
Black Board
Sign Board
Attendance Register +
Roll Register
Mat (Daree)
Charts (4)
Slates (25)
Copies / Notebooks
(25X2)
Bags (25)
Books (25 Sets)
Others
June 27-28, 2012
Cambridge, UK
(Percent)
Received
Timely
Late
Received (Delay Time
in Days)
90.0
78
88.5
90
Received
Received
Fully
84.3
62.7
84.3
62.7
Received
but Less
than the
List
15.7
37.3
91.6
91.6
8.4
90.8
90
44.6
15.7
67.5
42.2
13.3
34.9
57.8
86.7
65.1
83.8
92.3
89.3
90
90
90
42.2
20.5
79.5
80.0
90
19.3
97.6
2.4
13.3
51.8
2.4
86.7
48.2
97.6
56.3
98.8
100.0
90
90
-
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Table -8:
Provision Status of Literacy Material in Case of NFBE
Items
Black Board
Sign Board
Armed Chair
School Bell
Flag (National)
Attendance
Register
Admission and
Withdrawal
Register
Education
Committee Register
Visitor Book
Mat (Daree) /
Chatai (2)
Charts (6)
Slates (35)
Teacher’s Diary
Chalk
Slatees
Wall Clock
Progress Report
(35)
Others
June 27-28, 2012
Cambridge, UK
ISBN : 9780974211428
Received
Received
Fully
Received
but Less
than the List
Timely
Received
96.4
90.4
71.1
25.3
19.3
96.4
90.4
71.1
25.3
19.3
3.6
9.6
28.9
74.7
79.5
97.5
93.3
91.5
95.0
66.7
(Percent)
Received
Late
(Delay Time
in Days)
75
68
66
90
60
95.2
95.2
4.8
96.2
75
84.3
84.3
15.7
89.9
66
47.0
47.0
53.0
86.8
60
24.1
24.1
75.9
100.0
-
78.3
43.4
56.6
93.8
70
42.2
91.6
37.3
84.3
79.5
10.8
16.9
37.3
37.3
84.3
79.5
10.8
83.1
62.7
62.7
15.7
20.5
89.2
97.1
97.4
83.3
98.6
100.0
100.0
90
90
50
90
-
34.9
10.8
89.2
78.6
52
26.5
12.0
88.0
100.0
-
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Table-9:
ISBN : 9780974211428
Average Monthly Remuneration and Satisfaction Level of ALCs & NFBE
Schools Teachers
Items
Average Remuneration (Rs. / Month)
Satisfaction Level of Teachers (%)
Satisfied
Not Satisfied
Note:
Table-10:
ALCs
3000
12
(14.6)
70
(85.4)
NFBE schools
3000
2
(2.4)
82
(97.6)
Figures in parenthesis indicate percentage
Timeliness in Getting Monthly Remuneration Reported by Teachers of
ALCs & NFBE Schools
6
(7.3)
68
(82.9)
8
(9.8)
NFBE
Schools
4
(4.8)
68
(81.0)
12
(14.3)
82
(100)
84
(100)
Monthly Remuneration
On Time
Not on Time
Some Time on Time
Overall
ALCs
If not getting on time, then duration of delay (Days)
5 days
-
30 Days
1
(1.3)
34
(43.6)
43
(55.1)
82
(100.0)
45 Days
60 Days
>60 days
Overall
Note:
June 27-28, 2012
Cambridge, UK
1
(1.3)
1
(1.3)
34
(42.5)
44
(55.0)
80
(100.0)
Figures in parenthesis indicate percentage
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Table -11: Different Problems Encountered by Teachers of ALCs & NFBE schools
Teachers during Implementation Process.
Problems
ALCs
Number
Percent
NFBE Schools
Number Percent
Non-Availability of Books
Non-Availability of Furniture
Non-Availability of Stationery
No Summer Vacations
Low Monthly Remuneration
Delay in Monthly Remuneration
Lack of Commitment of Students
Need/Awareness of Literacy
Timing of ALC is long for Adults Learners
No Proper Place for Learners
4
25
27
3
70
76
5
1
5
47
48
62
68
82
80
1
18
Table-12:-

56.0
57.1
73.8
81.0
97.6
95.2
1.2
21.4

-
2
-
2.4
Institutional Personals Involved in Implementation of Educational Activities their
Role and Performance
Items/ personals
Sample Size
Sex (%)
Males
Females
Schools/Mobilizer (No.)
ALCs
NFB ES
Visited Schools ALCs
NFBES
Union Councils under Jurisdiction (No.)
Visited
Remuneration (Rs.)
Not Satisfied (%)
Assigned rule
Selection of Teachers
Site selection
Community Mobilizing
**2009-10
June 27-28, 2012
Cambridge, UK
4.9
30.5
32.9
3.7
85.4
92.7
6.1
1.2
6.1
LMs
26
DLOs
10
EDO -L
8
57
96.2
3.8
90.0
10.0
-
-
55
50
52
50
11**--3*
11---3
8500
100
184
189
180
181
26
40
100.0
100.0
4
4
3
5
71.9
80.7
82.5
100
92.3
100
*2010-11
10
9
15500
100.0
70.0
70.0
90.0
VECs
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Table-13:-Problems Reported by Institutional Personals during Implementation Process of the
Development Activities
Problems
Personals
EDO
Literacy
LMs
DLOs
Less monthly Remuneration
No job Security
Watch area under jurisdiction
Lac of Medical Facilities
In- Sufficient Budget
Late Release of Budget
Non availability of vehicles
Lac of Transport Facility for Books
and Other Literacy Material
Non Availability of Phone
100.0
46.2
26.9
3.8
34.6
-
100.0
10.0
80.0
10.0
80.0
100.0
20.0
100.0
37.5
75.0
-
No Summer Vacation for Learners
No Financial Incentive for Adult
Learner
June 27-28, 2012
Cambridge, UK
ECs (%)
50.0
63.2
-
-
17.5
40.0
-
-
-
-
75.0
-
-
-
-
37.5
12.3
34