EFA 2000: Literacy Assessment
Pakistan
EDUCATION FOR ALL: THE YEAR 2000 ASSESSMENT
COUNTRY REPORT
BY
PAKISTAN
Government of Pakistan
Ministry of Education
Islamabad
[This is an excerpt of country report containing relevant sections on literacy and non-formal
education.]
Downloaded from Asia-Pacific Literacy Data Base (http://www.accu.or.jp/litdbase).
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EFA 2000: Literacy Assessment
Pakistan
EXECUTIVE SUMMARY
…..
0.1
The main policies and programmes on Education For All presently under implementation include; National
Education Policy (1998-2010); Social Action Programme phase-II (1997-2002) and Pakistan 2010 programme. The
goals and targets fixed in the area of primary education and literacy, include universal enrolment of primary school age
children; 80% completion rate and 70% literacy rate by the year 2002-03.
…
0.5
Investment in primary education (both development and recurring) has increased from Rs.9563 million in
1990-91 to Rs.38674 million in 1998-99. It is a record increase of 304% in a short period of 9 years. Increase in
development budget is 231% (Rs.1179 million to 3904 million) and recurring budget 315% (Rs.8384 million to 34770
million). However, allocations for adult literacy had been quite insufficient.
…
0.7
However, in spite of these achievements, net enrollment /participation rate could not exceed 60% against the
Jomtein target of 100% net enrollment by the years 2000. It shows that around 8 million children of 5-9 age group are
never enrolled in school and half (50%) of those (12 million enrolled) may drop out before completing primary
education. At this rate total number of out of school children may reach 14 (8+6) million by the year 2002.03. Pupil
teacher ratio could not be improved. It is still 48. Early childhood care and development continues to be a neglected
area. Despite serious problem of high illiteracy rate, only a few projects and programmes for eradication of illiteracy
could be launched during nineties which do not commensurate with the great challenge and gigantic task of making
literate a large number (42 million) of adult illiterates. Particularly provincial education departments could not make
any breakthrough in this regard. In 1998 adult literacy rate of Pakistan was 45 percent (Male 56.5%, Female 32.6%)
against the Jomtein/National Education Policy 1992 target of 70%. Literacy gender parity index is 0.48 against 0.54 in
1990, which shows that high gender disparities in adult literacy could not be eliminated
0.8
Major issues and problems confronting basic education in Pakistan which are yet to be resolved, interalia, are;
inadequate physical facilities and infrastructure in view of high population growth rate of 2.6 percent; resource
constraint, low participation and high dropout rates; adult illiteracy, especially female illiteracy; disparities and
imbalances in gender and area, (females, rural children and children in urban slums being the most disadvantaged
segment of population); socio-cultural inhibitions and taboos (though removed considerably yet still existing) against
female education; economic barriers, such as, poverty and high opportunity cost; insufficient political commitment,
chronic problem of political instability; inconsistencies in education policies and programmes; lack of teachers
competency, low motivation and commitment; partly non-relevance of curricula to the needs of the learners and the
community; over centralization and inadequate level of local capacity to programme formulation, institutional
management and evaluation; lack of integrated planning and coordination amongst organizations and institutions from
different sectors of society; and Ineffective assessment, monitoring and evaluation system specially for quality
improvement.
…
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EFA 2000: Literacy Assessment
Pakistan
INTRODUCTION/BACKGROUND
…..
IV. Education
The planning and coordination of major components of basic education i.e. primary education and
literacy is the responsibility of the Primary, Non-Formal Science and Technical Education (PNSTE) Wing of
Ministry of Education, whereas the implementing agencies are the Provincial Education Departments and
Prime Minister's Literacy Commission and (NGOs). Learning achievement and training in essential skills
(curricula, examination, evaluation, standard of education, learning/competency level, teacher training) are
under the purview of the Curriculum Wing of Ministry of Education and the provincial line
departments/organizations. ….. In the provinces of Balochistan and Punjab literacy programmes are run by
Social Welfare Department.
…..
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EFA 2000: Literacy Assessment
Pakistan
1. EFA GOALS AND TARGETS
….
I. NATIONAL EDUCATION POLICY (1992)
…..
c.
Literacy
A planned effort will be made to increase the literacy rate to 70% by the year 2002. The
target for 1995 was set at 50%. The Provincial Governments, NGOs, Local Institutions
shall be actively involved both in planning and implementation. Allocations for adult
literacy programmes will be substantially enhanced at the Federal and Provincial levels.
e.
Training in Essential Skills
Such changes will be introduced in education to enable the young to earn an honourable
living for themselves and contribute to the development of the country. Through changes in
the curricula, school education will be further vocationalized with such disciplines which
could improve skill acquisition by the work force according to market needs. Semi-literate
and school drop-outs will be given the opportunity of upgrading their skills through
functional literacy and through distance education in the non-formal sector programmes.
…..
….
1.3 EIGHTH FIVE YEAR PLAN
….
EFA Goals and Targets in quantitative terms set in Post Jomtein Educational Policies and Plans
including in the Current Education Policy i.e.1998 -2010 are as follows:
Table-I
EFA GOALS AND TARGETS
EFA DIMENSION
BENCHMA
RK 19901991
JOMTEIN
CONFERE
NCE
TARGETS
1990-2000
NATIONAL
EDUCATION
POLICY (1992-2002)
TARGETS FOR 2000
PRESENT
(1998)
STATUS
NATIONAL
EDUCATION POLICY
(1998-2010) TARGET
FOR 2010
34.8%
47.7%
21.1%
68%
74%
61%
70%
-
45%
56.5%
32.6%
70%
85%
55%
-Adult Literacy 10+
Y
e
a
r
Total
Male
Female
Source:
National Education Policy (1992-2000); 8th Five Year Plan; Social Action Programme Report (1994) Document;
National Education Policy (1998-2010)
Academy of Educational Planning and Management/Provincial EMIS, Planning and Development Wing, Ministry of
Education.
The aforementioned national objectives, goals and targets especially in the areas of Primary
Education and Literacy indicate that they are almost consistent and compatible with the goals and targets set
in the Jomtien Conference. ….
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EFA 2000: Literacy Assessment
Pakistan
2. EFA STRATEGY AND/OR PLAN OF ACTION
The main programmes, agreed strategy and plan of action to achieve the EFA goals and targets as
reflected in the National Education Policy (1992), the Social Action Programme (SAP) and the Eighth Five
Year Plan are as follows:
…..
b. Literacy
The literacy programmes shall be implemented through the Provincial Governments, NGOs
and local organizations.
-
Literacy programmes will be integrated with skill-based community development
programmes.
-
Post-literacy phase will be made an integral part of all literacy programmes.
-
Greater attention will be focused on the deprived segments of society in rural areas and
urban slums, with special emphasis on the female population.
-
The strategy of achieving 100% literacy in selected areas will be carefully employed to
produce the emulative effect.
-
The potential of electronic and print media will be fully utilized for motivating the public at
large for supporting literacy effort, and for delivering literacy programmes.
-
Appropriate legislation will be enacted by the Provincial Governments on the pattern of the
Literacy Act 1987, to provide incentives for acquiring literacy.
…..
3. EFA DECISION MAKING AND MANAGEMENT
….
The Planning and Coordination of major components of EFA i.e. Primary Education and Literacy is
the responsibility of the Primary, Non-formal education Science and technical Education (PNSTE) Wing,
Ministry of Education. Whereas the implementing agencies are the Provincial Education Departments for
Primary Education, the Prime Minister's Literacy Commission and (NGOs). ….
….
4. COOPERATION IN EFA
….
However, a number of Non-Governmental Organizations, some of them well established, are also
providing literacy and basic education to a limited segment of the population. But their coverage is nominal,
in view of the overall literacy situation as well as basic education needs of the country. A mushroom growth
of NGOs in 1990s has been observed. The services and contribution of some of these NGOs for educational
development are appreciable.
….
5.INVESTMENT IN EDUCATION
…..
…..
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EFA 2000: Literacy Assessment
5.2
Pakistan
ADULT LITERACY
Adult Literacy could not be given the requisite and desired attention and focus in Pakistan.
Neither in terms of programmes and projects nor budgetary resources and finances.
Following tables indicate that province as such do not allocate any budget for literacy. However,
federal government has earmarked some budget for promotion of literacy and mass education with in
federal areas and provinces but it is too meagre and insufficient in view of needs of the country.
Table-6
PROVINCE-WISE LITERACY & MASS
EDUCATION RECURRING ALLOCATIONS (1990-99)
(Rs.in million)
Province/
Area
1990-91
1991-92
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
199899
Total
Punjab
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
Sindh
0000
0000
23.88
0000
0000
0000
0000
0000
0000
23.88
NWFP
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
Balochistan
0000
0000
0000
0000
0000
0000
0000
0000
0000
0000
Federal
0000
0000
0000
3.00
0.40
3.30
4.10
3.11
141.25
155.5
Total
0000
0000
23.88
3.00
0.40
3.30
4.10
3.11
141.25
179.0
Source: Planning and Development Wing, Ministry of Education.
Note: The figures/expression "0000" in the above table indicate that no budget was
allocated by the respective province
Table-7
ADULT LITERACY & MASS EDUCATION
DEVELOPMENT ALLOCATION (1990-99)
(Rs.in million)
Province/
Area
1990-91
91-92
92-93
1993-94
94-95
95-96
96-97
97-98
98-99
Total
Punjab
0000
0000
0000
0000
0000
0000
0000
0000
0000
7.00
Sindh
0000
0000
3.00
16.00
7.00
10.00
5.00
0.20
0000
41.2
NWFP
0000
0000
0000
0000
0000
0000
0000
0000
Balochistan
0000
0000
0000
2.50
4.50
6.00
0000
0000
0000
13.00
Federal
61.76
27.76
1.82
12.94
4.25
52.00
201.00
87.76
141.25
590.05
Total
61.76
27.76
4.82
31.44
15.75
68.00
206.00
87.96
141.25
651.7
0000
Source: Planning and Development Wing; Ministry of Education.
Note: The figures/expression "0000" in the above table indicate that no budget
was allocated by the respective province
Total allocations for literacy in recurring sector is only Rs.179 million over a period of nine years.
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EFA 2000: Literacy Assessment
Pakistan
Sindh is the only province which has allocated some budget i.e. Rs.23.88 million for adult literacy. In
development sector total allocation during post Jomtein period is Rs.651.7 million. Major chunk of this
allocation i.e. Rs.590 million is made under federal budget. The provinces of Sindh and Balochistan allocated
Rs.41 million and Rs.13 million respectively. It is admitted fact that when you give minimum to the system
you get minimum out of it.
…..
It is to be highlighted that in adult literacy and mass education sector provincial allocations are
almost negligible and are maintaining the status quo (as was in 1990-91) with the exception that the
province of Punjab has recently launched a crash literacy programme investing around ten million rupees.
However, federal level allocations have increased from 61.76 million in 1990-91 in 155.8 million in 199899 (152% increase) as shown in the following table.
Table 11
PROVINCE-WISE BUDGET/EXPENDITURE (DEV & REC) OF ADULT
LITERACY & MASS EDUCATION (PUBLIC SECTOR) IN SELECTED YEAR
(RS.IN MILLION)
Province/Area
1990-91
1998-99
Commut
ative
Change
(%)
1990-98
Dev
Recurr
Total
Dev
Recurr
Total
Total
Pakistan
61.76
000
61.76
144.25
11.60
155.8
152%
Punjab
000
000
000
3.00
7.00
10.00
-
Sindh
000
000
000
000
000
000
-
NWFP
000
000
000
000
000
000
-
Balochistan
000
000
000
000
000
000
-
Federal
61.76
000
61.76
141.25
4.60
145.8
136%
Source: Planning and Development Wing, Ministry of Education.
Note: The figures "000" signify that no budget was allocated by the respective province
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EFA 2000: Literacy Assessment
Pakistan
PART - II
ANALYTIC SECTIONS
PROGRESS TOWARDS GOALS AND TARGETS
6.
…..
….
6.2 Primary Education
Indicator 6
Net enrolment ratio
CAUSES OF LOW ENROLMENT
Some of the basic causes of low enrolments of girls at all levels of education and continuing large
male-female differentials in literacy and participation rates, as identified by different research studies and
groups of experts are as follows:
(i)
Poverty, illiteracy and conservatism of the parents generating negative attitudes against the education
of girls.
(ii)
Low base of female education at the time of independence and persistent obsession of parents
planners and community leaders that first available educational facility must be reserved for boys and
girls be treated as a second preference as compared to boys.
(iii)
Demand for separate girls schools and lack of adequate financial support.
(iv)
Non-availability of qualified and experienced female school teachers and neglect of basic
physical facilities for female schools.
(v)
Lack of incentives for girls to attend schools and teachers to take up teaching duties with
commitment and devotion.
(vi)
Irrelevant curricula and ineffective teaching methodology for multigrade teaching in
schools where two teachers teach five classes in one or two rooms.
(vii)
Inhibiting role of uneducated mothers and severe attitudinal barriers to girls’ education in the rural
and tribal areas.
(viii)
Non-existence of a girls primary school or availability of a school at an inaccessible
distance.
(ix)
Heavy population growth-rate and burden of household work in large families on the female
children.
(x)
Absence of essential facilities like drinking water, mats for squatting or benches for
sitting, urinals and space for playing, etc in existing girls schools.
(xi)
Apathy of the community and ineffective supervisory system.
(xii)
Poor impact of non-governmental organisations on the motivation of parents and girls.
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EFA 2000: Literacy Assessment
Pakistan
Table-21
PROVINCE WISE 5-9 AGE GROUP POPULATION AND NET ENROLMENT
(1-V) AND OUT OF SCHOOL (PUBLIC SECTOR) FEMALES 1997-98
(IN MILLION)
Province/Area
Population
5-9 age group
Net enrolment
Percentage
Out of School
Children (girls)
Percentage
Pakistan
10.0
4.11
41%
5.89
59%
Punjab
5.34
2.44
46%
2.9
54%
Sindh
2.24
0.69
31%
1.55
69%
NWFP
1.43
0.56
39%
0.87
61%
Balochistan
0.51
0.16
21%
0.35
69%
FATA
0.18
0.04
22%
0.14
78%
FANA
0.07
0.02
29%
0.05
71%
ICT
0.05
0.04
80%
0.01
20%
Source: i.
ii.
Academy of Educational Planning and Management (AEPAM).
EMIS Punjab, Sindh, NWFP and Balochistan.
Table-22
PROVINCE WISE 5-9 AGE GROUP POPULATION NET ENROLMENT (1-V)
AND OUT OF SCHOOL CHILDREN (PUBLIC SECTOR) MALES 1997-98
(IN MILLION)
Province/Are
a
Population 59 age group
Net
enrolment
Percentage
Out of School
Children (
boys)
Percentage
Pakistan
10.6
6.1
61%
4.5
39%
Punjab
5.7
3.2
56%
2.5
44%
Sindh
2.44
1.29
52%
1.17
48%
NWFP
1.55
1.11
72%
0.44
28%
Balochistan
0.63
0.31
49%
0.32
51%
FATA
0.19
-
-
-
-
FANA
0.08
0.05
62%
0.03
38%
ICI
0.05
0.046
92%
0.004
8%
Source: i.
ii.
Academy of Educational Planning and Management (AEPAM).
EMIS Punjab, Sindh, NWFP and Balochistan.
…..
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EFA 2000: Literacy Assessment
Pakistan
6.4 Adult literacy
Literacy Programme in Pakistan could not be institutionalized . The Prime Minister’s Literacy
Commission at the federal level and the Education Departments and NGOs at the provincial local levels are
running literacy programmes. Baluchistan is the only province of the country that has a separate directorate of
non-formal education under Social Welfare Department and is running number of literacy programmes at
provincial level.
Main projects and programmes launched in Pakistan for adult literacy since 1990 are as follows:
1. Eradication of illiteracy from selected areas of Pakistan
This project was launched by Prime Minister's Literacy Commission with a total cost of Rs.72.83
million from 1992-94. The target was to literate 174460 adults (both male and female) salient features of the
project were as follows:
Opening of 3460 face to face literacy centres and 200 TV literacy centres in 5 selected
districts Islamabad - Hafizabad - Karachi East - Quetta and Tehkal Bata, Peshawar.
-
Implementation through NGOs and community with strong motivational drive.
-
Area specific approach.
Under this project 138025 (79%) adult illiterates were made literate against the target of 174460.
Out of these 120082 (87%) were females and 17943 (13%) males.
II. Quranic literacy project 1992-94
Knowledge has been highly esteemed in Islam. Seeking knowledge is the duty of every Muslim
(man and woman). Islam stresses life long education. The last prophet of Islam, Hazrat Muhammad (P.b.u.h)
emphasized the pursuit of knowledge from the cradle to the grave. The first quranic Aya starts with Iqra (to
read).
Motivated by the golden teachings of Islam, Pakistani women attach high importance and play an
important role in learning and transmitting Islamic teachings and knowledge to the future generations. The
most valuable contribution of Pakistani Women especially the mother is the teaching/learning of the Holy
Quran which is the last Divine Book and the most comprehensive code of conduct of life. The subject project
was initiated in 1992 with a cost of Rs.4.06 million to make females literate through their knowledge and
reading skills of the Holy Quran. Project aimed to test as to whether the females who are able to read/recite
Holy Quran can be made Literate in Urdu with greater ease and in shorter time for which special primer was
introduced. Project was tested in five union councils in 4 districts surrounding Islamabad. 494 face to face
centres were established at the places provided by the community. Teacher was paid honoraria of Rs.500.
Total 4 cycles of 6 months each were completed. 10867 female 10+ age group were made literate through this
project.
The limitations of this programme are as given below:(i)
Timetable arrangement sometimes kept some of the literacy teachers busy throughout the
day as all the learners were not able to attend the centres at the same time.
(ii)
There was no incentive, in any form for the learners due to which drop-out could not be
checked.
(iii)
Rural community is very much buey in, Marriage ceremonies, Harvesting work, Festival
ceremonies, Death functions etc.
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EFA 2000: Literacy Assessment
Pakistan
Hence total number of days attended by learners were not up to the required level and their actual
involvement in the learning process during the six-month cycle was much reduced in many cases.
(iv)
In one of the districts, parents hesitated in letting their girls learn the skill of writing
although they let them learn the skill of reading.
III. Establishment of 10000 Non Formal Basic Education Schools
Prime Ministers Literacy Commission in 1995 formulated a project titled "Establishment of 10000
Non-formal Basic Education Schools" with the total cost of Rs.1263.375 million. The project is to be
implemented within the period of five years.
The project is based on the idea of home school to be run through NGOs and CBOs. The project
was started in April, 1996 and in the first financial year 1052 NFBE Schools were established with the
enrolment of 31560 students. In the next financial year another 6065 NFBE Schools were opened through out
Pakistan, raising the total to 7117 NFBE Schools. The financial allocation for the year 1996-97 was
Rs.241.352 million but the allocated amount was later reduced to Rs.100 million. Resultantly, the project
received a major setback. The teachers could not get salaries in time nor the students received the books and
learning materials.
The Education Policy (1998-2010) recommended to expand the programme to larger scale by
opening 75000 NFBE Community Schools during the next three years. The Prime Minister of Pakistan while
announcing the National Agenda has emphasised on Universal Literacy for children and constituted a
committee for preparation of an Action Plan. The Action Plan also recommends the expansion of NFBE
Community Schools Programme. ECNEC has also approved the expansion of the programme on July 11,
1998 from 7000 to 82000 NFBE Community Schools with a total budget of Rs.11214.898 million and the
programme is included in the SAPP II. However, its expansion is to be made after an evaluation of the
existing schools by the third party.
Salient Features of the Project
Basic Education Schools are established in those areas/villages or hamlets where Govt.
Primary Schools are non-existent, or where separate schools for girls are not available, or
where girls participation rate at primary level is low, or where female illiteracy is
pronounced, or where drop out rate is higher.
-
Basic Education Schools offer learning opportunities to out of school children of age 5-9
and mis -out/drop-outs between the age of 6 to 14 years.
-
An educated person preferably a trained PTC to be contracted for the task against a fixed
emolument of Rs.1000/ Per month. In case trained PTC teacher is not available at local/
village level, simple Matriculates are considered. In the backward areas the educational
qualification is also relaxed.
-
Teaching aids like black boards, charts, mats etc for students are provided by the
Government .
-
Learning material in the form of books, notebooks, pencils, slates etc. is supplied to learners
free of cost.
-
Curriculum of formal primary school system is used for all fresh entering children of age 59. Whereas, a condensed non-formal primary level basic education course has been
11
EFA 2000: Literacy Assessment
Pakistan
developed for drop-outs and out of school youth of age 10-14 and above
IV
-
Fresh entrants, or children of age 5-9 complete the primary level course during 3-4 years,
depending upon their learning pace and efficiency of the teacher.
-
Preference has been given to the establishment of schools for females.
-
Final examinations are conducted by Examination Teams headed by authorized
representatives from District Education Offices. Graduates of Non-Formal Basic Education
Schools are eligible for admission in 6th Class in formal Schools.
-
Schools function at places provided by the community free of charge. These may include
public places, Mosques, community centres, buildings spared by -philanthropists, or
residence of teachers. For drop-outs and mis-outs of 10-14 age group, existing school
building can be used in the evening, wherever possible.
Crash Literacy Programme
Ministry of Education planned a Crash Literacy Programme in May 1998. The purpose of the
programme was to increased participation rate by making maximum use of the available resources like school
buildings and teachers during summer vacations and evening hours. This programme aimed to promote
literacy and basic education in the country.
To make the programme cost effective, the existing schools buildings with all the infrastructure of
shelter and supplies was used to open the literacy centers. The teachers who were qualified, trained and
available during summer vacations (June - September,1998) were engaged for the programme. They were
paid nominal honorarium for this extra duty after a short orientation.
The students were quite free from any obligation of school uniform and were provided with free
textbooks and learning materials. The location of the center was nearest to the majority of the beneficiaries/
out of school children.
SALIENT FEATURES OF THE PROGRAMME
The subject programme was started in Federal Areas of Islamabad and in the province of Punjab as a
pilot project. The salient features of the programme are as follows:*
Focus has been given to rural girls/female illiterates and also to provide a second chance to
out of school children within the age group of 6-14.
*
Around 87 literacy centers have been opened in Federal Area and 222 schools in the
Province of Punjab.
For each center/ school services of a teacher were provided who was paid Rs.1500/- per
month as salary/honoraria in Federal areas and Rs.1000/- in Punjab.
*
*
The syllabus prepared by Allama Iqbal Open University was selected for the course.
*
Teaching/learning material was selected out of the literacy materials developed through
National workshops as well as books and premiers taught in formal schools.
*
Literacy Teachers were given brief orientation/training for the purpose.
*
A literacy campaign was also launched to create awareness amongst the target groups.
12
EFA 2000: Literacy Assessment
Pakistan
*
Students were paid Rs.20/- per attendance as an incentive (in Punjab only).
*
*
Learning material was provided free of cost.
Unit cost of the programme was around Rs.1899 per student.
OUT PUT
a.
Federal Areas Programme
Under Federal Areas Crash Literacy programme about 87 literacy centers were opened in
three phases. Total enrolment of these centers was around 1500. Assessment/Evaluation test
conducted by the Ministry indicated that 82% qualified/passed. Moreover, the literacy
programme/campaign created awareness amongst the masses and local communities who
were motivated to play effective role in eradication of illiteracy. Total cost of the project was
only Rs.6.4 million.
b.
Punjab Literacy Pilot Project
The Punjab programme was successful in terms of enrolment. The target of 5550 students
was fixed and the Department was able to meet 96% of the target. In a few girls schools,
enrolment exceeded the maximum number of 25 students per class and the girls in excess of
the maximum limit attended the center without any financial incentive. This showed
encouraging prospects and so was the number of parents who were willing to send their
children to formal schools after the Pilot Programme.
Encouraged by the results of this Programme, the Government of the Punjab is undertaking
the Phase II of the Programme with a tenfold expansion. The target enrolment is 50,000
students for which 1668 centers of 30 students each would be opened. The honoraria of
teachers were raised to Rs.1500/- with added financial incentives related with the results of
the final examination. The monitoring system has also been strengthened and the course
contents have been revised. The Department intends to continue with this programme on
even large scale after the Phase II. It is being considered to expand the programme in terms
of enrolment and also in terms of the support from the community. Total cost of the project
was Rs.10.5 million.
V.
Literacy Programmes Run by NGOS
The programmes launched by NGOs in basic education and literacy at the provincial and local levels
are in addition to the above. Some of the programmes run by well-established NGOs are reported to be very
effective and productive.
Non-Governmental Organizations (NGO) have been actively involved for the promotion of literacy
and adult education since 1990. In 1992 the NGOs were involved in the project namely "Eradication of
illiteracy from the Selected Areas of Pakistan.” From there onward the NGOs are coming forward in the field
of literacy and non-formal education. Adult Basic Education Society (ABES) and BUNYAD in Punjab.
SHOAA IN Balochistan and Khyber Welfare Association in NWFP were the NGO, involved in the Pilot
Literacy Projects of 1992.
INDICATOR 16 :
Literacy Rate of 15-24 years old
Literacy rate of 15-24 years age group is the highest in Pakistan. It is 55% for both sexes (male 67%:
Female 43%) against 48.37% for the age group 15-45 (Male 61.4%: Female 34.4%).
The province of Balochistan has the lowest and Islamabad Capital Territory the highest literacy rate
both for male and female. It ranges between 34% - 81% overall; 47% - 89% male; and 20% - 75% female.
Next highest literacy rate is in the province of Punjab having 60% total, (70% male and 49% female) higher
13
EFA 2000: Literacy Assessment
Pakistan
than the national average. Further details have been given in the following three tables (total, male and female
literacy rates of 15-24 year age group along with the population and number of illiterates.
TABLE-40
PROVINCE WISE 15-24 YEAR AGE GROUP TOTAL POPULATION,
NUMBER OF LITERATES AND LITERACY RATE 1997-98
Province/Area
Total Population of
Age Group
15-24 Year (million)
No.of literates 15-24
years (million)
Literacy rate 15-24
years
Pakistan
24.67
13.65
55%
Punjab
13.93
8.33
60%
Sindh
5.99
3.15
53%
NWFP
3.36
1.62
48%
Balochistan
1.24%
0.42
34%
FATA
N.A
N.A
N.A
FANA
N.A
N.A
N.A
ICT
0.16
0.13
81%
Source:
Population Census Organization 1998
14
EFA 2000: Literacy Assessment
Pakistan
Table-41
PROVINCE WISE 15-24 YEAR AGE GROUP MALE POPULATION,
NUMBER OF LITERATES AND LITERACY RATE 1997-98
Province/Area
Male Population of
Age Group
15-24 Year (in
million)
No.of Male literates
15-24 years (in
million)
Male Literacy Rate
Pakistan
12.54
8.42
67%
Punjab
7.06
4.97
70%
Sindh
3.04
1.9
63%
NWFP
1.71
1.16
68%
Balochistan
0.64
0.3
47%
FATA
N.A
N.A
N.A
FANA
N.A
N.A
N.A
ICT
0.09
0.08
89%
Source: Population Census Organization 1998
15
EFA 2000: Literacy Assessment
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Table-42
PROVINCE WISE 15-24 YEAR AGE GROUP FEMALE POPULATION,
NUMBER OF LITERATES AND LITERACY RATE 1997-98
Province/Area
Female Population of
Age Group
15-24 Year (in
million)
No.of Female literates
15-24 years (in
million)
Female Literacy Rate
Pakistan
12.13
5.23
43%
Punjab
6.88
3.36
49%
Sindh
2.94
1.24
42%
NWFP
1.6
0.5
31%
Balochistan
0.6
0.12
20%
FATA
N.A
N.A
N.A
FANA
N.A
N.A
N.A
ICT
0.08
0.06
75%
Source: Population Census Organization 1998
INDICATOR 17:
Adult literacy percentage of the population aged 15+ that is literate
Total population of 15+ year age group is 72.38 million (male 37.65 and female 34.73 million).
Overall Literacy rate is 43% (male 55.3%; Female 29%). Islamabad Territory has the highest literacy rate i.e.
70% (male 78.6% Female 58%) whereas, the province of Baluchistan has the lowest literacy rate overall
24%(male 35.32% Female 12%).
I.
Pakistan adult literacy means literacy rate of 10+ age group. According to the census report of 1998
overall literacy rate of Pakistan for the age group 10+ was 45% (female: 32.65). it ranges between from
26.6% in the province of Balochistan to 69% in the Islamabad Capital Territory. Second lowest province with
respect to literacy rate is NWFP. The provinces of Punjab and Sindh have slightly higher literacy rate than
the national average.
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EFA 2000: Literacy Assessment
Pakistan
Table - 43
PROVINCE WISE MALE-FEMALE AND
URBAN RURAL LITERACY RATE IN PAKISTAN 1998
Area
Total
Rural
Both
Male
Female
Both
Male
Pakistan
45.0
56.5
32.6
34.4
47.4
NWFP
37.3
52.8
21.1
32.5
Punjab
47.4
58.7
35.3
Sindh
46.7
56.6
Balochistan
26.6
Islamabad
69.0
Urban
Female
Both
Male
Female
20.8
64.7
72.6
55.6
48.2
16.7
58.7
72.4
42.7
38.5
51.3
25.1
65.8
73.4
57.2
35.4
26.9
39.5
13.11
65.2
72.1
57.1
36.5
15.0
18.9
27.8
8.8
50.3
62.4
35.3
77.9
58.2
56.3
71.0
40.3
75.2
81.1
67.7
Source: Population and Housing Census Report 1998
Trend in Literacy
The adult literacy rate has increased at the rate of around 1 percent per annum since 1981.
According to the 1981 census the overall literacy rate 10+ age group was 26.2 percent which increased to
34.8 percent in 1990-91; 36.8 percent in 1993-94; and 45 percent in 1997-98. Cumulative increase in literacy
rate over 8 years is 10 percent. However, increase in female literacy rate is more than the male i.e. 11.4
percent against 9.2 percent male. This is to be pointed out that according to the targets set in Jomtien the
literacy rate of Pakistan should have been 62 percent by now counting at the average rate of 3.5 percent
increase per year to achieve the goal to double the literacy rate.
The trend in literacy rate is reflected in the following table:
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EFA 2000: Literacy Assessment
Pakistan
Table - 44
MALE/FEMALE & RURAL URBAN
ADULT 10+ AGE GROUP LITERACY RATE IN PAKISTAN
(Percentage)
1981
1990-91
1993-94
1997-98
Change 1990-98
Total
26.2%
34.8%
36.8%
45%
+10.2%
Male
35.0%
47.3%
48.9%
56.5%
+9.2%
Female
16.0%
21.1%
23.5%
32.6%
+11.4%
Urban
47.1%
53.50
55.56%
64.7%
+21%
Rural
17.3%
20.90
26.27%
34.4%
+65%
Source: 1. Prime Minister's Literacy Commission, Islamabad
2. Economic Survey 1990-91: 1993-94: 1997-98
3. Population and Housing Census Report 1998
INDICATOR 18
Literacy Gender Parity Index
Literacy gender parity index indicates that in all the provinces/areas of the country proportionately
fewer women than men have basic literacy skills. Despite the fact that female literacy rates have increased
considerably since 1990 the said ratio has further deteriorated in all the provinces except in Baluchistan. It is
evident from the fact that literacy gender parity index/value has gone down to .48 in 1998 (-.06 point) from
.54 in 1990 in Pakistan. This decrease/reduction is maximum in Sindh i.e. .60 to .52 (-.08 point). In the
provinces of NWFP and Baluchistan the gender parity index has slightly improved.
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EFA 2000: Literacy Assessment
Pakistan
Table-45
Province Wise Literacy Gender Parity Index
for Selected years 1990-91 and 1997-98
Province/Area
1990-91
1997-98
Change
Pakistan
-54
.48
-.o6
Punjab
.56
.51
-.o6
Sindh
.60
.52
-.08
NWFP
.32
.34
.02
Baluchistan
.28
.32
.04
FATA
Not available
.18
-
FANA
Not available
.33
-
ICT
Not available
.59
-
Source: Pakistan Census Organization.
6.5 Training in Essential Skills
Some of the programmes, projects and strategies initiated both in public and private sector for
training in essential skills required by youth and adults are as given below:Public Sector
o
Non-formal education Programme for rural women of the 15 to 25 age group which would combine
literacy skills, i.e., reading, writing and arithmetic with health, hygiene, population education,
environment, productive and marketable skills, as well as access to micro credit and enterprise
education has been initiated in collaboration with Asian Development Bank. The Project may
include an estimated 2.5 percent of the rural women aged 15 to 25 of Punjab and Balochistan
totalling 150,000 as learner-beneficiaries. The project is estimated to cost Rs.2.8 billion or US$ 69.2
million.
o
Pakistan Bait-ul-Mal (a Social Welfare Organization) has started a joint venture with Allama Iqbal
Open University for vocational training of child workers, working as apprentices in auto workshops.
One hundred and seventy existing auto workshops have been selected all over Pakistan in which
Open Tech Study Centres had been established. PBM provides tool boxes to successful candidates
on completion of their training, enabling them to earn livelihood through self-employment.
o
Dastkari Schools
The main purpose of establishing Dastkari Schools is to enable widows, orphan girls, daughters of
invalids to earn their livelihood honorably. Trainers are provided all the required material free of
cost. A stipend @ Rs.15/-per student per day on the basis of attendance is also given. The Pakistan
Bait-ul-Mal (PBM) also offers three courses in cutting, Sewing, Hand-Knitting and Machine
Embroidery, for the duration of six months.
19
EFA 2000: Literacy Assessment
o
Pakistan
ECONOMIC EMPOWERMENT OF WOMEN
(i)
Export Trade Houses have been established at Lahore and Islamabad for women
entrepreneurs;
(ii)
Micro credit amounting to Rs.14.4 million has been provided to 586 women through First
Women Bank Limited; during 1997-98;
(iii)
Separate enclosures for women have been set up in weekly bazaars;
(iV)
An allocation of Rs.76 million has been made for women development in PSDP in 1998-99
as against Rs.50.0 million in 1997-98. During 1998-99, the Women Development Bank
continued funding of Women's development ongoing projects in all parts of the country. The
projects being funded during 1998-99 are in the field of education and training, mother and
child health care, credit, relief to women in distress and consciousness raising and awareness
for women's rights & responsibilities through mass media.
o
The programme in functional literacy and training in essential skills are conducted and
coordinated by the Allama Iqbal Open University (AIOU), the Women's Division, the Local
Government Rural Development departments, the Education Departments, Industries and
the private sector. These programmes are interalia, vegetable growing, electrical wiring,
welding, food and nutrition, poultry farming, family planning, baby care, carpet weaving
and environmental pollution etc.
o
The Pakistan Television Corporation (PTVC) and ETV (Second channel of PTVC) are a
strong source of non-formal education. One of its biggest programmes in non-formal
education was the Adult Functional Literacy Project in which the Television made the major
input. Lessons were telecast and were viewed at the community centres (CVCs). Lessons
were followed by the teacher present at the CVC. Between 1,20,000 to 1,53,000 men and
women were made literate during each cycle and were able to read, write and do simple
arithmetic. Moreover, they got an insight into health, nutrition, saving and basic agriculture.
PTV and ETV also telecast programmes of the Allama Iqbal Open University (AIOU) for
its courses ranging from the lower levels to the degree level. These programmes and
strategies though effective were limited in scope and coverage, in view of the high need of
the country.
Apprenticeship Training:
Manpower and Labour Division give apprenticeship training to youth in eighty six trades in
collaboration with industries.
PRIVATE SECTOR
Role of NGOs. in rural development
through training in Skills and trades.
Besides public sector's development programmes for rural development, the private sector/NGOs are
also being encouraged for enhancing the pace of rural development in the country particularly through
innovative participatory approaches. The Agha Khan Rural Support Programme (AKRSP) and National
Rural Support Programme are the two main non-governmental organizations which have undertaken various
innovative uplift schemes/programmes for the rural areas in Pakistan. Their activities are briefly discussed as
under:
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EFA 2000: Literacy Assessment
a)
Pakistan
Aga Khan Rural Support Programme
The Aga Khan Rural Support Programme(AKRSP) is private, non-profit NGO, established
by the Aga Khan Foundation with the assistance of foreign donor agencies and Aga Khan
Foundation itself, It started its activities in December , 1982 initially in the villages of Gilgit
and Ghizer districts of the Northern Areas to improve quality of life of the villages in
programme area. In 1986, the programme was extended and replicated in the Chitral district
of the NWFP and the districts of Skardu and Ganchey of the Northern Areas. The AKRSP
since its beginning focussed on enhancing incomes and quality of life of the people of the
programme area. On entering into its new five year phase, 1997-2001, the AKRSP's
objectives have been further clarified to reflect the development context of the Northern
Areas and Chitral, Encompassing the institutional and economic development issues, the
two major objectives of the new phase are :-
(i)
Promotion of local institutions to be the part of an effective and sustainable system
for broad-based rural development, and
(ii)
Increase average per capita incomes to levels, comparable to that of the rest of the
country.
Major achievements of the AKRSP by the end of 1998 are listed below.
(i)
More than 3500 village organizations and 2300 women's organizations have been
formed in the Programme Area.
b)
(ii)
Approximately 2000 infrastructure schemes have been initiated of which 1700 have
been completed. These projects have collectively benefited more than 100,000
households in the Programme Area. 55000 kanals of new land has been brought
under cultivation , as a result of investment in the irrigation schemes.
(iii)
More than 300,000 kilograms of improved cereal seed, 150,000 kilograms of
fodder seed, and 200,000 kilograms of improved potato seed have been supplied to
small local farmers. In addition, over 1 million fruit trees had been distributed.
Also 3500 community members, both male and female have been trained, as
agricultural specialists.
(iv)
Around 5000 cross-breed cattle have been supplied to local populations. 240
brooding centres had been established, and 600,000 poultry chicks supplied to these
brooding centres. Around 5000 male and female livestock and poultry specialists
have been trained.
(v)
Some 15 million forest plants have been provided to communities in Northern
Pakistan, while village organizations themselves have planted 8 million trees
established 1500 forest nurseries, and 1300 village forestry specialists trained.
(vi)
A big vegetable seed production venture has been started in Gilgit, through a
system of contract farmers. A major wool spinning and weaving project, primarily
benefiting women, has also been started in Chitral. Over 2000 male village
specialists and 1000 female specialists have been trained for various enterprise
sectors.
National Rural Support Programme
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EFA 2000: Literacy Assessment
Pakistan
The National Rural Support programme (NRSP), has been registered as a Limited Company
since November, 1991 with its headquarter in Islamabad. The objective of the NRSP is to
foster a country-wide network of community organizations at the grassroots level and enable
them to plan, manage and implement their development plans at their own. The ultimate
goal of the NRSP is to reduce intensity of poverty and improve rural people's quality of life.
The NRSP is the largest private non-profit national development organization in the country,
operating in twenty one districts of Pakistan and Azad Kashmir in some of the biggest partnerships, involving
the government, NGOs, banks and donors. it has the following 5 major fields of operation.
-
Human Resource Development
Rural Credit and enterprise Development
Natural Resource Management
Physical Infrastructure and technology
Development.
Social Sector Services.
6.6 Education for Better Living
In pursuance of policy directions, curricula for various classes at the primary and secondary level
have been developed/revised. Textbooks from class I to V deal with the subjects of language, Islamic and
social studies. Lessons specifically designed to inculcate basic humanistic, ethical and cultural values, have
been generally included in the form of short stories, poems and essays around three main themes namely the
ideological, moral and ethical. About 40% of the lessons are designed to foster an attitude of love and loyalty
for the country and the national heroes. About 25 to 30% of the lessons seek to inculcate a sense of
patriotism, sensitize the children to the virtues of kindness, discipline, dignity of labour, truthfulness, honesty
and other humanistic norms.
Humanistic, ethical and cultural aspects have been integrated in the formal as well as non-formal
education system of the country. These aspects are also highlighted through the electronic media, like the
radio and the television.
The new information technologies available for rural women include the electronic media. These are
being extensively used for providing non-formal education to the rural populace, including women.
Besides radio programmes that complement formal class-room education and teacher training efforts,
numerous broadcasts are made to increase public awareness in child care, health and sanitation, community
development, agriculture practices, vocational training and communication. These programmes are in
addition to the regular broadcasts of the Open University or open learning that is carried within the framework
of a degree programme.
The Pakistan Broadcasting Corporation (PBC) has three objectives namely: information,
entertainment and education. PBC broadcast programmes in the national as well as the regional languages. A
major portion of educational programmes is meant for the rural population and is non-formal in character.
The beneficiaries of the programmes are illiterate farmers and the rural population. The radio programmes
not only fill the gap in the communication of information but also provide entertainment. BPC has been
transmitting promotional and motivational programmes for adult education in collaboration with relevant
agencies.
The Farm Forum programme has been a success. According to an FAO Report, 95 percent of
farmers listen to this programme, which provides the benefit of expert advice on creating a climate for the
modernization of agriculture. These programmes are agricultural skill development oriented, and helped a lot
22
EFA 2000: Literacy Assessment
Pakistan
in improving agricultural production.
The programmes for rural areas are broadcasted from all stations except Islamabad and Karachi. The
popular stock characters try to disseminate information on agriculture, health, education, social issues and also
give motivational talks.
Programmes for women are broadcasted in the national language. Topics include child-health,
domestic economy, care for women and home management etc. Functional literacy is an important
component of these programmes.
The PBC also broadcasts programmes in Urdu and the regional languages for children every week.
These programmes include general knowledge, Islamic values, science, health etc. Documentaries prepared
during tours are also used for these programmes.
The PBC provides for the educational programmes of the Allama Iqbal Open University as well.
These are released for specific courses and the number of programmes runs into hundreds. In addition,
special feature programmes and documentary programmes are broadcasted and provide education.
Television in Pakistan has made significant contributions, especially since 1990, in educating the
masses and in their skill development through educational programmes.
7. EFFECTIVENESS OF THE EFA STRATEGY, PLAN AND PROGRAMMES
Strengths:
…..
iii.
Recognition of non-formal education and involvement of NGOs as a complementary
measures towards the achievement of UPE.
x.
Establishment of Prime Minister's Literacy Commission and Primary/Elementary Education
Directorates in each province.
Special Focus on Women and Girls Education with incentives of providing stipend,
textbooks, and nutritious food to the girls child.
…..
xi.
….
Three principal achievements in Education For All are:
….
ii.
Establishment of Educational Television Channel: Educational TV in Pakistan, established
in 1992-1993 has made significant contributions in educating the masses. These
programmes are largely aimed at adults who are keen to improve their knowledge and
vocational skills. ETV is a strong source of non-formal education in Pakistan.
iii.
Community and Private Sector Participation
in Promotion of Basic Education:
The strengthening and capacity building for active involvement and effective participation
23
EFA 2000: Literacy Assessment
Pakistan
of the Private Sector in the development of basic education is one of the major/principal
achievements of EFA. These efforts include the establishment of Education Foundations
both at the provincial and the Federal levels; the constitution of Village Education/School
Management Committees; the introduction of a Public-Private Partnership Scheme for the
promotion of basic education; the establishment of community model schools; and the
strengthening of Non-governmental organizations for the promotion of literacy and basic
education in the country.
….
WEAKNESSES
….
Adult Literacy
Adult Literacy has not been given needed/desired priority n EFA programmes. Only a few
projects on adult literacy could be launched during the post Jomtein period whose coverage
was limited and restricted to not more than 10% of target group
-
Resources/funds earmarked for adult literacy programmes were hardly 1% of the education
budget. Secondly, funds could not be provided on time
-
Coordination amongst the principal actors in the field of adult literacy remained weak.
-
Monitoring and evaluation mechanism at gross root level could not be strengthened which
adversely affected the internal efficiency and effectiveness of the literacy programmes and
projects.
-
Resultantly, the country with 45% literacy rate grossly fell short of the 70% literacy targets
set in Jomtein World Conference and National Education Policy 1992. Female literacy rate
could not exceed 33% in 1998. However, keeping in view the high population growth rate,
inadequacy of resources, slow pace of educational development and such other factors, the
targets set in adult literacy were too ambitious to be achieved in such a limited time.
8. ISSUES AND PROBLEMS
…..
Adult Illiteracy
The adult illiteracy rate in Pakistan is 45 percent. The high illiteracy rate among rural females is one
of the major constraints in achieving EFA goals and the overall development of the country. Because
of high female illiteracy there is a shortage of trained female teachers in the rural areas of the country.
….
Lack of Coordination
EFA programmes are dealt with by different ministries, departments and organizations both at the
federal, provincial and local levels. There is no permanent body at any level to coordinate and
monitor EFA activities. There is no organizational set up or structure at the provincial or local levels
for literacy programme. As a result a number of difficulties and constraints crop up which prevent
and adversely affect the achievement of EFA goals.
Disparities and Imbalances
24
EFA 2000: Literacy Assessment
Pakistan
Gender, and rural urban disparities are a chronic problem of the social sector in Pakistan. The rural
female is the most disadvantaged segment of population. Socio-economic and cultural inhibitions
and taboos against female education is still a major constraint.
9. PUBLIC AWARENESS, POLITICAL WILL AND NATIONAL CAPACITIES
….
Basic Education services are mainly provided by government departments, Non-governmental
Organization's (NGOs), private sector and the religious institutions. The successes of these organizations are
clear objectives, goals and targets; well-established organizational structures from the federal through
provincial down to the local levels for the promotion of primary education; well established and motivated
Non-Governmental Organizations (NGOs) for the eradication of illiteracy; quality education provided by
commercial institutions in the private sector; and commitment and a motivation of religious institutions for the
promotion of religious/moral education.
…
10. GENERAL ASSESSMENT OF PROGRESS AND PROSPECTS
…
The country has made some head way in the development of mass media, particularly in the fields of
print and electronic media. The television signals now reach 89% of population and radio transmissions cover
95% of the entire population. New information technologies are available which are being extensively used
for providing non-formal education including educational programmes in functional literacy and skill
development fostering humanistic, ethical and moral values and creating a demand for education.
Despite all these accomplishments and achievements especially in the provision of universal access
to primary education the situation/status of other two dimension of UPE i.e. universal retention and universal
achievement has not improved substantially. The country has to traverse a long road to achieve the EFA
targets of literacy and learning achievement. Rapid population growth, resource constraints, internal
inefficiency of the system, low enrolment and high dropout, lack of adequate political will and undue political
interference are some of the main constraints and difficulties that thwart the government efforts to achieve the
desired goals and targets of EFA.
In order to ameliorate the situation, a number of policy measures, programmes and strategies have
been/are being evolved. These programmes include:
…..
ii.
Establishment of 250,000 Non-Formal Basic Education Centres and Strengthening of
Organizational Infrastructure for literacy and basic education at provincial level.
iii.
A strategy to form a Youth Literacy Corps is to utilize the services of educated youth to fight
against the menace of illiteracy.
iv.
Establishment and strengthening of Education Foundation and constitution of Village
Education and School Management Committee at grass-root level to ensure effective
community participation.
25
EFA 2000: Literacy Assessment
Pakistan
PART - III
PROSPECTS
National Education Policy 1992 while assessing future needs and demands of the country particularly
in primary education and adult literacy provided the very basis for future policy prospects in EFA. Further, it
serves as conceptual framework for future EFA strategies and programmes which needs to be reviewed first:
Review of 1992 Education Policy
(Conceptual framework)
….
o
considering the low literacy rates and low participation at the primary level, the sub-sectors
retain a high place on the priority list of educational development. The dilemma is
essentially due to limitations of finance; the costs involved are almost prohibitive. Yet, the
policy places equal emphasis on universal primary education and adult education. However,
it proposes to attract private finance by shifting most of the adult education programmes to
non-governmental organizations to be supported through `incentive' grants.
o
women education continues to be a difficult area to tackle. Social, cultural and economic
factors have put off the women participation rates. For improvement of female education,
innovative approaches, both in the formal and non-formal sectors, are clearly warranted. The
Policy, recognizing the difficulties attendant upon this vital issue, proposes to make a shift in
the hitherto used approaches in the education of females both in the formal and non-formal
sectors. Accordingly, increased access of females to general and vocational education
through a wider spread of educational facilities, use of a mix of non-formal and distance
education modes based on new education technology, expansion of the non-governmental
sector through financial incentives, and motivation campaigns through print and broadcast
media, among others, are the measures which will form the basis of new Policy parameters.
….
11
….
FUTURE POLICY IN EDUCATION FOR ALL
11.1
Guiding Principles for Future Policy in EFA
Based upon these policy prospects and framework the following guiding principles for future policy
in EFA particularly basic education have been evolved:
i.
Forging a link between basic education and development strategies;
ii.
Improvement and enhancement of the relevance of training programmes for teachers;
iii.
Modernization of Planning and Management;
iv.
Shifting the focus of the Curricula from disciplines to basic Learning Needs;
v.
Building new alliances for basic education and increasing the roles of the traditionally less
involved actors in basic education;
26
EFA 2000: Literacy Assessment
Pakistan
vi.
Strengthening the participatory dimension in the provision of basic education;
vii.
Diversification of the financial resource base of basic education;
viii.
Introduction of the pre-school programmes as part of the efforts to improve the achievement
of pupils at the primary school level;
ix.
Implementation of special programmes aimed at the indigenous sectors in the rural areas;
x.
Modernization of the concepts and programmes of literacy which are to be anchored on
integrated literacy education.
xi.
Maximization of the roles of the family, schools, community, non-governmental
organizations and the media in the provision of basic education;
xii.
According higher priority in the provision of basic education to the out-of-school children,
illiterate adults, those who have relapsed into illiteracy; females, rural population,
inhabitants of settlements, tribesmen, nomads special children;
…..
11.3
….
National Education Policy (1998-2010)
POLICY PROVISION FOR LITERACY
Salient policy provision for literacy in the current National Education Policy, interalia, are:
i.
The policy of democratization of education, through the expansion of elementary education
both through formal and non-formal methods, and expanded programmes of adult
education, literacy and functional literacy programmes, as a basic requirement for economic
development, modernization of social structure and for providing equality of opportunity for
all citizens.
ii.
Pakistan's international commitment to double the rate of Literacy by the year 2000 cannot
be accomplished without achieving Universal Primary Education (UPE). This will be
achieved by complementing the formal primary school system by a strong Non-Formal
Basic Education initiative.
iii.
A massive Non-Formal Basic Education Programme, on a war footing, will be launched to
provide access economically and expeditiously to all the (5-9 years old) children that are at
present out-of-school. The 10-14 year old adolescents and youth who have missed primary
education will be given a second chance through a crash condensed course to enable them to
complete primary education cycle in 2-3 years time.
iv.
The Asian Development Bank sponsored pilot project for 15-25 year old rural women on
successful completion will be replicated nationwide.
v.
Attainment of literacy, social and occupational skill training programmes will equip the
beneficiaries with appropriate income generating skills to ensure socio-economic
development of Pakistan. Educated unemployed adults will also be able to benefit from
these skill training programmes.
27
EFA 2000: Literacy Assessment
Pakistan
vi.
Additional strategies, such as the tested Quranic Literacy Programme and other methods in
collaboration with the other sectors, will be used to achieve universal literacy.
vii.
A Literacy Fund will be created to finance the literacy movement in the country.
viii.
The current literacy rate will be raised to 55% during the first five years of the policy and
70% by the year 2010.
…...
28
EFA 2000: Literacy Assessment
Pakistan
Annex-V
LIST OF ACRONYMS/ABBREVIATIONS
SAP
SAPP
MLL
NGOs
SMC
NWFP
PMLC
FATA
FANA
ICT
DEOs
ECNEC
ADEOs
LCs
VEC
EMIS
EEC
GCETs
TTIs
AIOU
AEPAM
PTC
PTV
PTR
NFBES
PBC
ADP
Social Action Programme
Social Action Programme Project
Minimum Learning Level
Non-governmental Organizations
School Management Committee
North West Frontier Province
Prime Ministers Literacy Commission
Federally Administered Tribal Areas
Federally Administered Northern Areas
Islamabad Capital Territory
District Education Officers
Executive Committee for National Economic Council
Assistant District Education Officers
Learning Coordinators
Village Education Committee
Education Management Information System
European Economic Community.
Government College for Elementary Teachers.
Teacher Training Institutes
Allama Iqbal Open University
Academy of Educational Planning and Management
Primary Teachers Course.
Pakistan Television
Pupil Teacher Ratio
Non-Formal Basic Education Schools
Pakistan Broadcasting Corporation
Annual Development Plan
29