NEEDS ASSESSMENT REPORT ON
LITERACY INITIATIVE FOR
EMPOWERMENT:
PAKISTAN
Sponsored by
UNESCO Office, Islamabad
Projects Wing, Ministry of Education
Government of Pakistan
Islamabad
DECEMBER 2007
MAP OF PAKISTAN
2
ACRONYMS
ABES
Adult Basic Education Society
ADEO
Assistant District Education officer
AIOU
Allama Iqbal Open University
AREP
Afghan Refugees Education Project
AJ&K
Azam jammu & Kashmir
ALC
Adult Literacy Center
APWA
All Pakistan Women Association
BECS
Basic Education Community Schools
BELA
Basic Education and Literacy Authority
BPS
Basic Pay Scale
CDR
crude death rate
CLC
Community Learning Centre
CSO
Civil Society Organization
CSP
Community Support Process
DCO
District Co-ordination Officer
ECE
Early Childhood Education
EDO
Executive District officer
ESR
Education Sector Reforms
EEF
Elementary Education Foundation
EFA
Education For All
ERIC
Education Resource Information Center
FANA
Federally Administered Northern Areas
FATA
Federally Administered Northern Areas
FLAME
Friend of Literacy and Mass Education
GER
Gross Enrolment rate
GNP
Gross national product
GoP
Government of Pakistan
GPI
Gender Parity Index
HANDS
Health And Nutrition Development Society
3
ICT
Islamabad Capital Territory
ICT
Information Communication Technology
ILO
International Labour Organization
IPSPG
Increasing Primary School Participation of Girls
IT
Information Technology
JICA
Japan International Cooperation Agency
KK
Khawendo Kor
LAMEC
Literacy & Mass Education Commission
LC
Literacy Center
LEF
Labour Education Foundation
LFA
Literacy for All
LIFE
Literacy Initiative for Empowerment)
LITMIS
Literacy Management Information System
MIS
Management information system
NCHD
National Commission for Human Development
NETCOM
National Education & Training Commission
NFBE
Non formal Basic Education
NFE
Non formal education
NGO
Non Government organization
NIPS
National Institute of Population Studies
NPA
National Plan of Action
NRSP
National Ruler Support Program
NWFP
North West Frontier Province
PACADE
Pakistan Association for Adult & Continuing Education
PEQIP
Primary Education Quality Improvement Programme
PERD
Pakistan Education Research and Development
PIHS
(Pakistani Integrated Household survey
PLC
Pakistan Literacy Commission
PMLC
Prime Minister’s Literacy Commission
PMU
Project Management Unit
PRSP
Poverty Reduction Strategy paper
4
PSLM
Pakistan Standard of Living Measurement
PTA
Parent Teachers Association
PTC
Primary Teachers Certificate
RCC
Releasing Confidence and Creativity
SMC
School Management Committee
SCSPEB
Society for Community Support for Primary Education in Balochistan
SDC
Skill Development Centre
SEF
Sindh Education Foundation
SHE
Self Help Enterprises
SRSP
Sarhad Rural Support Programme
NER
Net Enrolment Rate
TBA
Traditional Birth Attendants
UNDP
United Nations Development Program
UNESCO
United Nations Educational, Scientific and Cultural Organization
UNFPA
United Nations Population Fund
UNICEF
The United Nations Children's Fund
UNLD
United Nations Literacy Decade
USAID
United States Agency for International Development
VDC
Village Development Committee
WES
Water and Environmental Sanitation
5
FOREWORD
As the leading agency of Education for All (EFA), UNESCO plays a catalytic and substantive
role in furthering and supporting education priorities and objectives around the world. In
2005, UNESCO launched LIFE (Literacy Initiative for Empowerment) as a global strategic
framework for collaborative action to enhance literacy efforts in those countries that have a
literacy rate of less than 50% or an adult population of more than 10 million without literacy
competencies. Pakistan coming under this category is part of the LIFE programme and hence
UNESCO Islamabad and the Ministry of Education are working closely to make this venture
a success.
As a part of this effort, the Ministry of Education has formulated this needs assessment report
which provides a clear picture of the situation of literacy and primary education in Pakistan
and analyzes the strategies needed to reach the goals of EFA and MDGs in each province and
area. The report is comprehensive and is based on the feedback from the four provinces and
Azad State of Jammu and Kashmir.
UNESCO is grateful to the Federal and Provincial Ministries of Education for their effort in
developing this important report and support to the LIFE project. We look forward to
continuing collaboration with our valued partners.
UNESCO Islamabad
6
EXECUTIVE SUMMARY
Pakistan is an Islamic Republic with an area of 796096 square kilometers and a
population of 159.10 million. It is a federation consisting of four provinces, NWFP,
Punjab, Sindh and Balochistan and three areas, Federally Administered Tribal Areas,
Federally Administered Northern Areas and Azad Kashmir.
Pakistan’s economy continues to gain traction as it experiences the longest spell of its
strongest growth in recent years. However, annual addition of nearly three million to the
population is diluting the results of the development efforts and this in turn is adversely
affecting the literacy rate.
Article 37 (b) of the Constitution of Pakistan makes it obligatory for the state to
eliminate illiteracy and provide free and compulsory education up to secondary level
within the minimum possible period. In line with this constitutional provision, a number
of Acts and Ordinances have been promulgated in Punjab, Sindh and NWFP to promote
literacy with the exception of Balochistan. However, these laws have not been enforced
so far and hence have no legal binding.
The population growth rate (2007-15) is declining and hence the number of children is
decreasing. However there are variations among provinces/areas in the trend of the 10-14 age
groups, whereas the number of persons in 15 plus age group is on the increase in all the
provinces/areas. While planning for providing inputs for promoting the cause of literacy, the
phenomena of population growth at national and provincial levels will have to be taken into
consideration.
The literacy rate which was 45 percent in 2001-02 rose to 54 percent in 2005-06
showing a sharp and substantial rising trend in all the three indicators: literacy, Gross
Enrolment rates (GER) and Net Enrolment Rates (NER). Within the literacy rates sex
wise division shows that, as expected, literacy among males is higher. However, the rate
of increase in literacy for females is faster as compared to the males.
7
The state of literacy at the provincial and area level also varies widely due to the different
cultural and social norms of each area. Hence different strategies will need to be applied to
tackle their individual issues.
Some of the key findings of the needs assessment report are:

Independent national level literacy authority, BELA (Basic Education Literacy
Authority) and separate administrative departments of literacy need to be set up at the
provincial level.

Positions of Executive District Officers, with necessary support staff need to be
created at district level to facilitate the process of plan formulation and
implementation responsive to local needs of the target people.

A total of 892,980 ALCs need to be set up in Pakistan with 501,340 in Punjab,
215,680 in Sindh, 128,160 in NWFP and 47,800 in Balochistan in order to achieve
literacy-related goal of EFA by the year 2015.

937629 teachers (526407 in Punjab, 226464 in Sindh, 134568 in NWFP and 50190 in
Balochistan) and 46882 supervisors will be required to run the ALCs.

The total estimated cost of setting up and operating the ALCs, teachers training,
material production at the national, provincial and district level will be 111109.777
million rupees.

The average per annum expenditure on all the heads is likely to cost 13888.722
million rupees.
8
TABLE OF CONTENTS
ACRONYMS
FOREWORD
EXECUTIVE SUMMARY
1. INTRODUCTION
1.1 What is LIFE (Literacy Initiative For Empowerment)
1.2 Need Assessment Study
1.3 Objective of the Study
1.4 Study Methodology / Process
1.5 Significance of the Study
1.6 Limitations of the Study
2. CONCEPTUAL FRAMEWORK OF LITERACY
2.1 Definition of Literacy in Pakistan
3. NATIONAL AND PROVINCIAL SCENARIO
3.1 Geographical Location
3.2 Administrative Set-up
3.3 Economic Condition
3.4 Population Dynamics
3.4.1 Analysis of anticipated population trends 2007-2015
3.5 Primary Education and Literacy
3.5.1 Constitutional provisions for education
3.5.2 Primary education scenario
3.5.3 Literacy scenario
3.6 Organizational Set-up: Literacy
3.6.1 Federal level
3.6.2 Provincial/ Regional level
3.7 Training of Literacy Teachers and Development of Literacy Material
4. MAJOR LITERACY PROGRAMMES IN PAKISTAN
4.1 Present Programmes
9
4.1.1 National level
4.1.2 Punjab
4.1.3 Sindh
4.1.4 NWFP
4.1.5 Balochistan
4.2 Future Programmes
4.2.1 Skill Development:
5. LEARNING ENVIRONMENT IN LITERACY CENTRES AND ITS IMPACT
5.1 Impact on retention, learning and quality
5.2 Illiterates profile
5.3 Main Concentration of illiterates
6. NEEDS AND REQUIREMENTS AT NATIONAL AND PROVINCIAL/AREA AND
DISTRICT LEVELS
6.1 Organizational Set-up
6.2 Training of Literacy Professionals and Material Development Experts
6.3 Adult Literacy Centres and Finances
6.4 Summary of financial requirements at national and provincial/area levels
6.5 Miscellaneous needs
7. MAJOR ISSUES AND CHALLENGES
8. MAJOR RECOMMENDATIONS
BIBLIOGRAPHY
WEBLIOGRAPHY
ANNEXURES
10
LIST OF TABLES
TITLE OF TABLE
Page
No.
TABLE 1: SYNOPTIC VIEW OF THE ADMINISTRATIVE UNITS OF
PAKISTAN
TABLE 2: AGE-GROUP BREAK-UP OF POPULATION (MILLI.) OF PAKISTAN
IN
1998, 2007 AND PROJECTIONS FOR THE YER 2015
TABLE 3: GROSS ENROLMENT RATE (GER) AND NET ENROLMENT
RATE (NER) IN CLASS-I IN PAKISTAN DURING THE PERIOD 2005-06
TABLE 4: NER AT PRIMARY LEVEL (5-9 AGE-GROUP) DURING 2001-02
AND 2005-06
TABLE 5: PROVINCE-WISE LITERACY RATE IN 10 PLUS POPULATION
TABLE 6: PROVINCE-WISE AND GENDER-WISE NUMBER OF
LITERATES, POPULATION, LITERACY RATE 15 PLUS POPULATION
AND GENDER PARITY INDEX (2005-06)
TABLE 7: YEAR-WISE GROWTH IN LITERACY RATE IN 15 PLUS
POPULATION BETWEEN 2001-02 TO 2005-06 AT NATIONAL LEVEL
TABLE 8: PROVINCE-WISE NON-FORMAL BASIC EDUCATION
SCHOOLS ENROLMENT AND TEACHERS UPTO THE YEAR 2005-06
TABLE 9: PROVINCE-WISE ESTIMATED NUMBER OF LITERACY
CENTRES, 2005-06
TABLE 10: NUMBER OF POSITIONS AT NATIONAL LEVEL AND
RECURRING BUDGET, SLARY AND ALLOWANCES
TABLE 11: NUMBER OF POSITIONS AT PROVINCIAL LEVEL AND
RECURRING BUDGET, SLARY AND ALLOWANCES
TABLE 12: NUMBER OF POSITIONS AT DISTRICT LEVEL AND RECURRING
BUDGET, SLARY AND ALLOWANCES
TABLE 13: PROVINCE AND YEAR-WISE BREAK-UP OF TEN PLUS
POPULATION, NUMBER OF ILLITERATES, TARGET NUMBER OF
ILLITERATES AND LITERACY RATES FROM 2008 TO 2015
TABLE 14: YEAR-WISE BREAK-UP OF ADULT LITERCAY CENTRES
NEEDED DURING THE EPERIOD 2008 TO 2015: PUNJAB @ TWO
11
ANNUAL CYCLES WITH 25 LEARNERS IN EACH ALC
TABLE 15: YEAR WISE BREAK UP OF ADULT LITERACY CENTRES
NEEDED DURING THE PERIOD 2008 TO 2015: SINDH @ TWO ANNUAL
CYCLES WITH 25 LEARNERS IN EACH ALC
TABLE 16: YEAR-WISE BREAK-UP OF ADULT LITERACY CENTRES
NEEDED DURING THE PERIOD 2008 TO 2015: NWFP @ TWO ANNUAL
CYCLES WITH 25 LEARNERS IN EACH ALC
TABLE 17: YEAR-WISE BREAK-UP OF ADULT LITERACY CENTRES
NEEDED DURING THE PERIOD 2008 TO 2015: BALOCHISTAN @ TWO
ANNUAL CYCLES WITH 25 LEARNERS IN EACH ALC
TABLE 18: PROVINCE AND YEAR-WISE BREAK-UP ADULT
LITERACY CENTRES TO BE OPENED DURING THE PERIOD 2008 TO
2015
TABLE 19: NATIONAL, PROVINCE AND YEAR-WISE BREAK-UP OF
LITERACY TEACHERS AND SUPERVISORS REQUIRED FROM 2008 TO
2015
TABLE 20: RESOURCES NEEDED FOR ADULT LITERACY CENTRES
(TEACHERS AND SUPERVISORS) IN PUNJAB FROM 2008 TO 2015
TABLE 21: RESOURCES NEEDED FOR ADULT LITERACY CENTRES
(TEACHERS AND SUPERVISORS) IN SINDH FROM 2008 TO 2015
TABLE 22: RESOURCES NEEDED FOR ADULT LITERACY CENTRES
(ADULT LITERACY CENTRES, LITERACY TEACHERS, SUPERVISORS
AND COST) IN NWFP FROM 2008 TO 2015
TABLE 23: RESOURCES NEEDED FOR SETTING UP ADULT LITERACY
CENTRES (TEACHERS AND SUPERVISORS) IN BALOCHISTAN FROM
2008 TO 2015
TABLE 24: PROVINCE AND YEAR-WISE BREAK-UP OF NATIONAL
RESOURCES NEEDED FOR ADULT LITERACY CENTRES: 2008 TO 2015
TABLE 25: YEAR-WISE BREAK-UP OF SKILL DEVELOPMENT
CENTERS (SDCs), VOCATIONAL TEACHERS AND SUPERVISORS
NEEDED FROM 2008-15
TABLE 26: PROVINCE AND YEAR-WISE BREAK OF PRIMERS AND OTHER
SETS OF MATERIAL NEEDED FROM 2008 TO 2015 (000)
12
TABLE 27: YEAR AND GENDER-WISE BREAK-UP OF 10 PLUS POPULATION
(000) INTO LITERATES, ILLITERATES, AND OVERALL LITERACY RATE
FOR THE YEARS (2007-15) IN AJK
TABLE 28: YEAR-WISE PHASING OF ALCs, MANPOWER AND COSTS IN
AJK FOR THE PERIOD 2007-15 IN MILLION RUPEES
TABLE 29: YEAR-WISE PHASING OF ALCs, MANPOWER AND COSTS IN
PAKISTAN AND AJK FOR THE PERIOD 2007-15 IN MILLION RUPEES
TABLE 30: CONSOLIDATED STATEMENT OF FINANCIAL
REQUIREMENTS FOR PAKISTAN AND AJK REGARDING ALCs,
TEACHER TRAINING, MATERIAL DEVELOPMENT AND PROPOSED
SET-UP AT NATIONAL, PROVINCIAL AND DISTRICT LEVELS FROM
2008-15 (RS. MILLI.)
13
LIST OF GRAPHS
Page
No.
Title of Graph
GRAPH 1: POPULATION TREND IN DIFFERENT AGE-GROUPS, 1998,
2007 AND 2015: PAKISTAN
GRAPH 2: PROVINCE-WISE BREAK-UP OF ADULT LITERACY
CENTRES NEEDED FROM 2008 TO 2015
GRAPH 3: PROVINCE-WISE BREAK-UP OF COST OF ADULT
LITERACY CENTRES FROM 2008 TO 2015
GRAPH 4: TEN PLUS POPULATION, ILLITERATES, AND LITERACY RATE
PERCENTAGE TARGETS IN AJK: 2007-08 TO 2014-15
GRAPH 5: PHASING OF LITERACY CENTRES, MANPOWER AND COST:
2008-15 IN AJK
14
1. INTRODUCTION
1.1 What is LIFE?
As per definition given in UNESCO document Vision and Strategy Paper (3rd edition,
September, 2007), LIFE (Literacy Initiative For Empowerment) is

A framework of collaborative action for enhancing and improving national literacy
efforts;

A process in support of literacy which is country-led and country-specific;

Embedded in national policies and strategies;

A mechanism for technical support services and facilitation by UNESCO in the areas of
policy, advocacy, partnership building, capacity-building and innovations.
The overall goal of LIFE is to empower people, especially women and girls, who have
inadequate literacy skills and competencies. The immediate objectives of LIFE are to:

Reinforce the national and international commitment to literacy through advocacy and
communication;

Support the articulation of policies for sustainable literacy within sector-wide and national
development frameworks;

Strengthen national capacities for programme design, management and implementation;
and

Enhance countries’ innovative initiatives and practices in providing literacy learning
opportunities.
LIFE is being implemented in 34 countries, two of them including Pakistan during the first
phase of the LIFE programme in the year 2005. The criterion of selection of the countries for
LIFE is the country that has a literacy rate of less that fifty percent and / or an adult
population of more than 10 million people without literacy competencies. It was initiated by
UNESCO as a ten-year key operational mechanism (2006-2015) within the United Nations
Literacy Decade, to accelerate literacy efforts in those countries which are at risk of not
reaching EFA Goal 4 by 2015 (achieving a 50 per cent improvement in levels of adult literacy
15
by 2015, especially for women, and equitable access to basic and continuing education for all
adults). However LIFE aims at contributing to all the six EFA (or Dakar) Goals. LIFE also
supports the achievement of Millennium Development Goals (MDG) on poverty reduction,
women’s empowerment, HIV and AIDS prevention and sustainable development.
1.3 Needs Assessment Study:
As highlighted above the main objectives of LIFE, interalia include advocacy and
communication is policy is capacity and innovations.
In order to achieve the above
objectives it was considered imperative to first determine the future (2007-15) needs of the
member countries in the field of adult literacy and then formulate a Country Action Plan
(CAP) for implementation.
1.4 Objectives of the Study
The main objectives of the study are:
i.
To assess the existing literacy status/situation in the country.
ii.
To review the existing literacy policies, plans and targets.
iii.
To analyse the literacy programmes and projects.
iv.
To access the future needs of the country in advance literacy (Province-wise).
v.
To suggest tangible proposals to fulfill the needs.
1.5 Study Methodology / Process
A number of steps were taken before carrying out the needs assessment study. A brief
overview of these steps is as follows:
i.
First regional planning meeting on LIFE took place in Islamabad, Pakistan from 20-22
March 2006 with the aim to launch the LIFE initiative. The objective was to assist
participating countries (seven out of the nine) to develop the overall framework for
conducting literacy needs assessment and prepare outlines of plans for implementation
of LIFE at the national level and to arrive at an understanding of an effective support
mechanism at national regional and global levels for its implementation.
Issues
addressed in this meeting were common challenges in the region addressing the
literacy needs of excluded groups. Implementation strategies, the needs assessment
16
process and draft country outlines/ frameworks for needs assessment and LIFE
Country Plan were prepared by the country teams.
ii.
A Core Group (LIFE Core Group) representing public sector organizations/
departments in literacy and private sector (NGOs) at national and provincial levels
were constituted by the Ministry of Education. One of the main objectives of the Core
Group is to supervise the needs assessment process.
iii.
Focal persons for the subject activity were designated at national and provincial levels.
iv.
Template for the study was prepared by the Ministry in consultation with the Core
Group members and UNESCO.
v.
The said guidelines/ template were shared with the provinces requesting them to
conduct the needs assessment at provincial level and submit the report to the Ministry
for consolidation.
vi.
The provinces were provided with financial and technical assistance by the Ministry
and UNESCO.
vii.
All the four provinces i.e. Punjab, Sindh, NWFP and Balochistan as well as AJK have
provided the first draft of the needs assessment reports.
viii.
The said reports are being reviewed/ analysed to suggest improvements.
ix.
The first draft of the National Assessment (NA) report was prepared and shared with
UNESCO.
x.
Based upon the comments of UNESCO the report has been improved. The second
draft of the Needs Assessment Report is ready.
17
xi.
The next meeting of LIFE Core Group has tentatively been scheduled during 1st week
of January 2008 to review the National and Provincial needs assessment reports.
1.6 Significance of the Study
The present study carries immense significance from a number of angles in the context
of the planning and management of literacy programmes at national and provincial
levels and areas situated within the territorial limits of Pakistan. Projections given in this
report regarding the number of literacy centres to open, teachers to train, literacy
material to develop and the funds to arrange at national and provincial levels are
expected to provide useful information to literacy planners. This information would, in
turn, provide basis to the funding agencies, national and international both, in taking
suitable decisions for providing the necessary inputs to the provinces and the areas.
1.7 Limitations of the Study
The study primarily focused on collecting multi-dimensional data, both quantitative and
qualitative, on different aspects of manpower and financial needs of the provinces and
areas within the territorial jurisdiction of Pakistan. The study was conducted with the
following limitations:
i. The national level report is based on individual reports prepared by different
provinces and the areas, which, due to the non-availability of data on certain
variables, were constrained to follow their own format. Hence, compilation of the
national report necessitated approximations to certain variables in order to make the
report consistent.
ii. In case data was not available for certain variables at certain points of time,
assumptions used for extrapolation were taken to be uniform for all the provinces.
Thus small variations in figures, if any, may be ascribed to this factor along with the
negligible differences due to statistical treatment and data rounding by different
sources quoted in this study.
18
iii. Although inter-provincial variations are there regarding data on different variables,
yet AJ&K, FATA and FANA, happen to be more distinctly separate administrative
entities. Hence, data, facts and figures pertaining to them have not been as accessible
as in the case of provinces. Therefore, in some cases, data for these areas have been
presented in separate tables/sub-table and approximations have been made to present
the same as a part of the national report.
iv. Last but not the least, limited capacity of the personnel working in provinces and
areas for the compilation of individual reports has been another hampering factor in
accomplishing the whole activity.
v. The calculations made pertain to public sector only. Therefore, they cannot be taken
/ interpreted as needs of the private sector.
2. CONCEPTUAL FRAMEWORK OF LITERACY
According to a UNESCO, the parameters of literacy may vary not only from one
geographical region to another, and from one era to another, but also from time to time
for the same region or country depending upon the definition adopted for that purpose.
In this way, literacy must have multiple meanings ranging from simple ability to read
and write, to interpreting and implementing ideas, knowledge and skills that a person
may require to possess for effective participation in hectic activities of daily life.
2.1 Definition of Literacy in Pakistan:
While Pakistan aims at achieving the EFA goals within the context of the Dakar
Framework, the reference-definition of literacy is the one as adopted in the 1998
national census. According to this definition, a person of 10 plus age is literate if he/she
“can read a newspaper and write a simple letter, in any language.” However,
deliberations of different forums on literacy, in the recent past, have also identified the
numeracy skills, along with life-skills, as an essential component of literacy. Obviously,
the formal adoption of some new definition of literacy is a time-taking process. Now,
when Pakistan is striving hard and looking ahead in this direction, the emerging
19
definition of literacy will have to be kept in view while planning for and implementing
new interventions for achieving the EFA goals by the year 2015.
3. NATIONAL AND PROVINCIAL SCENARIO
3. 1 Geographical Location
Pakistan is an Islamic Republic with an area of 796096 square kilometers. It came into
existence on August 14, 1947 as an ideological state after the partition of united India
into two parts: Pakistan and India. The population of Pakistan in mid 2007 has been
estimated at 159.10 million1. It is one of the most populous countries in South Asia.
Located along the Arabian Sea, it is surrounded by Afghanistan to the west and
northwest, Iran to the southwest, India to the east, and China to the northeast.
3.2 Administrative Set-up
Pakistan is a federation consisting of four provinces, North West Frontier Province
(NWFP), Punjab, Sindh and Balochistan. The tribal belt adjoining NWFP is managed by
the Federal Government and is named FATA i.e., Federally Administered Tribal Areas.
The FANA (Federally Administered Northern Areas) and Azad Kashmir have their own
respective political and administrative machinery. Some of their sectors/subjects are
being taken care of by the Federal Government under special administrative
arrangements made by the Federal Government. Provinces of Pakistan are further
divided into districts under the recently devolved system of the local government. Prior
to that, there were divisions in-between the provinces and the districts. A synoptic view
of the administrative units of Pakistan is given in the following table:
1
National Institute of Population Studies, Islamabad, 2007.
20
TABLE 1: SYNOPTIC VIEW OF THE ADMINISTRATIVE UNITS OF
PAKISTAN
13
1
7
3
1
1
-
304
14
141
116
28
5
NUMBER
OF
URBAN
AREAS
CBS
2
1
1
-
TCS
48349
7326
25873
5875
6584
132
2559
MCS
10835
1212
7390
1437
367
26
403
METROPOLITA
N
427
60
118
88
116
1
FRs=6 42
MAUZAT
/
DEHS/
VILLAG
ES
116
24
35
27
29
1
UC
TEHSILS
/
TALUKA
S
DISTRI
CTS
PROVIN
CE
/ADMIN.
AREA
Pakistan
NWFP
Punjab
Sindh
Balochistan
Islamabad
FATA
40
11
18
8
3
-
515
55
245
163
46
1
5
FAs=7
FANA
6
AJK
8
LEGEND: CBs: Cantonment Boards, FRs= Frontier Regions, FAs= Frontier Agencies,
MCs: Municipal Corporations, TCs: Town Committees, UCs: Union Councils
3.3 Economic Condition
As per the Economic Survey 2006-07, Pakistan’s economy continues to gain traction as
it experiences the longest spell of its strongest growth in years. Economic growth
accelerates to 7.0 percent in 2006-07 at the back of robust growth in agriculture,
manufacturing and services. Pakistan’s growth performance over the last five years has
been striking. Its GNP at market price in dollar terms grew by 11 percent this year
(2007) to US$925 up from US$833 last year (2006). Economic growth has been notably
stable and resilient. With economic growth at 7.0 percent in 2006-07, Pakistan’s real
GDP has grown at an average rate of 7.0 percent per annum during the last five years
(2003-07) and over 7.5 percent in the last four years (2004-07) in running. Political
stability and consistent economic policy has made Pakistan one of the fastest growing
economies in the region along with China, India, and Vietnam2.
Amidst a number of problems, as put forth by the PRSP3, Pakistan faces a formidable
challenge of tackling the issue of economic development and poverty reduction. Rapid
population growth rate of Pakistan not only dilutes the results of development efforts but
2
3
Economic Survey, 2006-07, Islamabad, 2007.
Poverty Reduction Strategy Paper, 2002.
21
also creates unsustainable level of demand on already scarce resources to cater for the
needs of the population.
As per the PRSP4, Education Sector Reforms (ESR) Action Plan (2001-02 to 2005-06)
has been fully integrated into the PRSP and almost 80 per cent of the ESR package
covers adult literacy, Education for All (EFA) and Technical Education. EFA is
critically important for poverty reduction and sustainable development. EFA goals are
being pursued as part and parcel of national poverty reduction strategy. PRSP’s
emphasis on both access and quality interventions is completely and consistently
embedded in ESR and EFA documents.
3.4 Population Dynamics
The population of Pakistan has been estimated to be 159.1 million. With its population
of 32.5 million at the time of independence in 1947, it has witnessed an increase at an
average rate of 2.6 percent per annum. In Pakistan, the Population Census data depicts
two phases of demographic transition. During the first phase when fertility rates were
higher, the share of young age (0-14) population continued to rise thereby creating bulge
in young age population while the share of prime age (15-59) continued to decline until
1981. Pakistan appears to have entered the second phase of demographic transition from
1981 onwards as it has witnessed a secular decline in fertility rate from 6.0 to 3.8
resulting in the rise of the working age population and consequent decline in the share of
dependent population5.
The Economic Survey, 2006-07 further states that as a result of decline in mortality, the
crude death rate (CDR) of Pakistan is estimated at 7.1 (per thousand) in 2005-06.
Decline in mortality rate is due to the elimination of epidemic diseases and improvement
in medical services. It is, however, distressing to note that despite a considerable decline
4
Ibid
5
Economic Survey, 2006-07, Islamabad, 2007, p. 190.
22
in the total mortality in Pakistan, infant mortality has still remained high at 70 per
thousand live births in 2005-06.
Sizeable annual addition of approximately three million to the population of Pakistan
not only dilutes the results of economic development can be augmented by improving
the effectiveness of population welfare development efforts but also creates
unsustainable level of demand on already scarce resources to cater for the needs of the
population. This also imposes restraints on efforts for improving the living conditions of
the population. In the past, high population growth has significantly pushed the
population below poverty line. If the current trend persists, Pakistan's population will
reach 181.2 million by the year 2015 and 217 million by the year 2020. Based on the
present growth patterns and trends, the economy would not be able to sustain the
growing pressure of population. Thus, the resultant deterioration in the quality of life
will foil the government's recent efforts for social uplift6.
6
South Asian Media Net web-site:
http://www.southasianmedia.net/profile/pakistan/pakistan_humanresources.cfm
23
3.4.2 Analysis of anticipated population trends: 2007-2015
A cursory look at the data given in the table below reveals that within the age-bracket of 0-14
years, Pakistan is expected to have an overall trend of decrease in population during the
period 2007-15. This trend is due to the concerted efforts made by the population education
programmes of the Population Welfare Division and other national/international agencies
operating in Pakistan.
During this period, the maximum increase is likely to occur in the age bracket of 25-44 years
at the rate of about 34.3 per cent resulting in an absolute increase of 14.59 million. In overall
terms, the provinces are likely to have an additional population of 22.1 millions in 2015 as
compared to 2007 as a result of increase in population at the cumulative rate of 13.9 per cent.
TABLE 2: AGE-GROUP BREAK-UP OF POPULATION (MILLIONS) OF
PAKISTAN IN 1998, 2007 AND PROJECTIONS FOR THE YEAR 2015
Age
1998
2007
Change
2015 Change
Group
(1998-2007)
(2007-15)*
0–4
20.56(15.4%l) 18.67 (11.7%)
-1.89 (9%)
18.26 -0.41 (2.2%)
5–9
19.1(14.3%)
18.41(11.58%)
-0.69(3.6%
18.12 -0.29 (1.6%)
10 – 14
17.5(13.13%) 19.88 (12.5 %)
+2.38 (13.6%) 18.20 -1.68 (8.45%
15 – 24
27.28(20.46%) 35.55 (22.4 %)
+8.27(30%)
38.48 +2.93 (8.24%)
25 – 44
29.47 (22%)
42.54(26.75 %)
+13.07(44%) 57.13 +14.59 (34.3%)
0 - 80+
133.33 (100%) 159.1 (100 %)
+25.77 (19%) 181.2 +22.1 (13.9%)
Source: National Institute of Population Studies (NIPS), Islamabad. * Based on NIPS
data
For achieving the EFA goals, both these groups are of vital concern for Pakistan: the
first one as intake for primary education and the second one for promoting literacy
through non-formal education efforts. The following graphs give a synoptic view of the
trend of population growth over the years from 1981 to 2015.
24
GRAPH 1: POPULATION TREND IN DIFFERENT AGE-GROUPS, 1998, 2007
AND 2015: PAKISTAN
57.13
60
35.55
40
38.48
42.54
50
Popu. 5-9
Popu.10-14
18.12
Popu. 25-44
18.2
18.26
19.88
18.67
Popu. 15-24
18.41
19.1
17.5
20.56
20
27.28
30
29.47
Popu. 0-4
10
0
1998
2007
2015
3.5 Primary Education and Literacy
3.5.1 Constitutional provisions for education: All the constitutions promulgated in
Pakistan recognized education as one of the basic rights of the citizens. Article 37 (b) of
the Constitution of Pakistan makes it obligatory for the state to eliminate illiteracy and
provide free and compulsory education up to secondary level within the minimum
possible period. In line with the above-said constitutional provision, several enactments
have been formulated to provide legal coverage to literacy efforts in the country:
1. The West Pakistan Ordinance No. XXIX of 1962
2. The Literacy (Amendment) Act, 1986
3. The Punjab Compulsory Primary Education Act, 1994
25
4. The NWFP Compulsory Primary Education Act, 1996
5. The Sindh Compulsory Primary Education Ordinance, 2001
6. The ICT Compulsory Primary Education Ordinance, 2002
Balochistan is the only province that has not developed a law on education. However,
even though the provinces which have promulgated the above-mentioned Literacy
and/or Primary Education Acts/Ordinances, the executing agencies have yet to
implement them in letter and spirit. Therefore, the provincial governments cannot take
any legal action against the bodies not abiding by the law. Hence, there is a dire need to
mobilize the relevant executing agencies to implement them for promoting the cause of
literacy.
3.5.2 Primary education scenario: Enrolment at primary level is very closely related
with the literacy rate in a country. According to the Economic Survey (2006-07), most
of the indicators pertaining to education such as gross and net enrollment at primary
level and literacy rate have improved significantly over the last 5 years (2001-2006). It
further states that at national level, the GER for the primary school (age 5-9 years) is 87
per cent in PSLM 2005-06, an increase of 15 percentage points from PIHS (2001-02). A
substantial increase in female gross enrolment rate (61% to 80%) is one of the main
reasons for the rise in GER. Substantial increase in GER was recorded for all the four
provinces with the maximum increase being recorded in Punjab and then Sindh.
Similarly, GER at the middle school level age 13-14 years has increased from 41 per
cent in 2001-02 to 49 per cent in 2005-06, with the highest GER being recorded in
NWFP (38% to 52%). The Net Enrolment Rate (NER) for the primary schools was 42
per cent in 2001-02 which has increased significantly to 52 per cent in 2005-06. Overall
both the sexes have recorded a 10 percentage point increase in 2005-06 as compared to
2001-02. Punjab (57%) has been ranked on the top followed by Sindh, NWFP, and then
Balochistan. In case of NER, at the middle school level, the increase has not been so
overwhelming- a 2 percentage point increase over the last five years. This small increase
shows that although, the society is keen to send their 5-9 years old children to school the
trend reverses when the children reach the age bracket of 10-12 years. After which they
26
might enter the work force informally to augment their household earnings and thus
education does not remain a priority for them or their parents.
TABLE 3: GROSS ENROLMENT RATE (GER) AND NET ENROLMENT
RATE (NER) IN CLASS-I IN PAKISTAN DURING THE PERIOD 2005-06*
YEAR
2001-02
2005-06
CHANGE (%)
Gender
M
F
T
M
F
T
M
F
T
GER
111
82
97
124
112
118
+13
+30
+21
NER
91
67
79
98
89
94
+7
+22
+10
* Source: AEPAM, Islamabad.
TABLE 4: NER AT PRIMARY LEVEL (5-9 AGE-GROUP) DURING 2001-02
AND 2005-06*
YEAR
2001-02 / PIHS
2005-06 / PSLM
CHANGE (%)
Gender
M
F
T
M
F
T
M
F
T
NER
46
38
42
56
48
53
+10
+10
+11
* Source: AEPAM, Islamabad.
3.5.3 Literacy scenario: Nobody can deny the impact of enrolment rates at primary
level on the rate of literacy. This impact is quite visible in terms of literacy in Pakistan
as measured under the PIHS and PSLM surveys keeping in view the definition of
literacy as adopted in the national census held in the year 1998. A brief account of
literacy scenario during the period 2001-02 to 2005-06 is given in the following tables:
TABLE 5: PROVINCE-WISE LITERACY RATE IN 10 PLUS POPULATION
Year
2001-02 PIHS
2005-06 PSLM
Region/Gender
M
F
T
M
F
T / Change %
72
56
64
79
64
71 / 7+
URBAN
Punjab
71
60
66
80
67
73 / 7+
Sindh
74
54
64
80
65
72 / 8+
NWFP
70
41
56
73
45
59 / 3+
Balochistan
71
36
54
77
40
59 / 5+
51
21
36
57
31
44 / 8+
RURAL
Punjab
51
26
38
58
37
47 / 9+
Sindh
51
14
33
54
17
37 / 4+
NWFP
55
16
35
62
27
44 / 9+
Balochistan
49
11
32
46
13
31 / 9+
58
32
45
65
42
54 / 9+
OVERALL
Punjab
57
36
47
66
47
56 / 9+
27
Sindh
60
31
46
67
42
55 / 9+
NWFP
57
20
38
64
30
46 / 8+
Balochistan
53
15
36
54
20
38 / 2+
Source: Pakistan Social & Living Standards Measurement Survey (PSLM), 2005-06
Within the literacy rates sex wise division shows that, as expected, literacy among males
is higher. However, the rate of increase in literacy for females is faster as compared to
the males. Province wise literacy data for PSLM (2005-06) as against PIHS (2001-02)
show Punjab to be on the top (56% Vs 47%) followed by Sindh (55% Vs 46%), NWFP
(46% Vs 38%) and Balochistan (38% Vs 36%).
It may be mentioned here that by and large, this break-up of population (ten plus),
current literacy rates and the estimated number of ALCs have been taken as the basis for
estimating the required number of adult literacy centres in different provinces and the
areas of the country.
TABLE 6: PROVINCE-WISE AND GENDER-WISE NUMBER OF LITERATES,
POPULATION, LITERACY RATE 15 PLUS POPULATION AND GENDER
PARITY INDEX (2005-06)
Area
Literates in 15 plus
Total 15 plus population
Literacy % in
population
15 plus
population
Male
Female
Total
Male
Female
Total
M
F
T
Pakistan
Punjab
Sindh
NWFP
Balochistan
Average
Minimum
Maximum
Urban Area
Rural Area
32,402,235
17,921,821
8,053,495
4,097,075
1,316,529
7,847,230
1,316,529
17,921,821
14,194,539
19,238,071
17,367,501
10,803,558
4,017,056
1,522,775
381,998
4,181,347
381,998
10,803,558
15,804,717
4,613,599
49,769,736
28,725,378
12,070,551
5,619,850
1,698,528
12,028,577
1,698,528
28,725,378
32,200,864
20,656,686
49,849,592
27,738,457
11,755,545
6,360,425
2,456,301
12,077,682
2,456,301
27,738,457
18,414,439
31,435,153
46,190,162
26,080,648
10,505,617
6,149,360
2,119,139
11,213,691
2,119,139
26,080,648
29,127,516
17,062,646
96,039,754
53,819,105
22,261,162
12,509,785
4,575,440
23,291,373
4,575,440
53,819,105
47,541,955
48,497,799
65
65
69
64
54
63
54
69
77
61
38
41
38
25
18
31
18
41
54
27
52
54
55
44
37
47
37
54
68
43
Source: National Institute of Population Students (NIPS) Islamabad
A close analysis of the above table indicates the number of literates, population, literacy rate
in 15 plus population and gender parity index for the year 2005-06. As per the data, as against
the national literacy rate of 65 per cent in male, 38 per cent in female and 52 per cent in total
population of 15 plus, the highest figures for these dimensions were: Sindh had 69 per cent
28
GP
I
0.58
0.54
0.56
0.38
0.34
0.48
0.34
0.64
0.70
0.44
literacy rate in males, 41 per cent in females for Punjab and 55 per cent overall literacy rate
for Sindh. On the minimum side were 54 per cent in male, 18 per cent in female and 37 per
cent overall literacy rate for the province of Balochistan. The values of these variables for
urban areas were 77 per cent for males, 54 per cent for females, and 68 per cent for overall
literacy rate as against 61 per cent for males, 27 per cent for females and 43per cent overall
literacy rate for rural areas.
TABLE 7: YEAR-WISE GROWTH IN LITERACY RATE IN 15 PLUS POPULATION
BETWEEN 2001-02 TO 2005-06 AT NATIONAL LEVEL
Pakistan
Percentage of literates in 15 plus population
GPI
Male
Female
Total
2001-02
57.0%
29.0%
43.0%
0.51
2002-03
59.4%
32.1%
45.9%
0.56
2003-04
61.7%
35.2%
48.7%
0.57
2004-05
63.0%
36.0%
50.0%
0.57
2005-06
65.0%
37.6%
51.7%
0.58
As per the above table, national level literacy rate in the year 2001-02 was 43 per cent with
gender parity index of 0.51. The corresponding values of these dimensions went up to 51.7
per cent and 0.58 in the year 2005-06. It may be further noted that in spite of having different
literacy rates in male and female and the total, the GPI value during the years 2003-04 and
2005-06 was 0.57 in each case.
(A detailed profile of the country in terms of ranking of districts (as per 1998 census) appears
in the Annexure-A of the Report.)
3.6 Organizational Set-up: Literacy
3.6.1 Federal level:
At the federal level, the earliest infrastructure came in the form of the LAMEC (Literacy &
Mass Education Commission) in the year. It was later renamed NETCOM (National
Education & Training Commission) and then PMLC (Prime Minister’s Literacy
Commission). It was then changed into PLC (Pakistan Literacy Commission), which was
further renamed as Projects Wing. It is headed by a Joint Educational Advisor, assisted by two
Deputy Educational Advisors and four Assistant Educational Advisors. Its main function is to
coordinate the literacy and non-formal education related activities in the country. International
29
donor agencies like UNESCO, JICA sponsoring literacy and non-formal provide aid through
this Wing.
NCHD (National Commission for Human Development) has also been set up as an
autonomous body which is operating in all the four provinces and FATA, FANA and AJ&K
in the fields of UPE (Universal Primary Education), literacy and health. Further detail about
NCHD follows under the literacy-related programmes and projects.
3.6.2 Provincial/Regional level:
i. Punjab
Since the devolution of power plan in 2001, Punjab is the only province which has made a
noticeable break-through in terms of setting up the Department of Literacy and Non-formal
Education as a separate administrative department at par with other administrative
departments. However, the appointment of literacy staff at the district level has been slow.
According to the devolution of power plan, the following staff should be appointed: EDO
(Literacy), District Officer (Continuing Education), District Officer (Vocational Education),
Deputy District Officer (Literacy Campaign), Deputy District Officer (Continuing Education),
and Deputy District Officer (Vocational Education), along with other supporting staff.
However, within the province of Punjab, there are several variations regarding the
appointment of required staff at district level. On average, a typical district in Punjab is only
equipped with the following: EDO (Literacy), District Literacy Officer, Literacy Mobilizer (12), Computer Operator (1-2) along with menial staff.
ii. Sindh
The entire programmes and projects of EFA for the province of Sindh are planned and
implemented by the Directorate of Literacy and Non-formal Education. The Director is
assisted by an Additional Director, a Deputy Director (NFE), and a Deputy Director
(Literacy) in addition to other supporting staff. Out of a total of 9 sanctioned posts, seven are
lying vacant. At the district level, the EDO (Education) takes care of all types of activities
30
relating to education and literacy. In 22 out of the 23 districts, there are, however, District
Officers (Literacy) and no separate EDO (Literacy), except in Karachi7.
iii. NWFP
In NWFP, there is no Literacy Director and the education programmes are run by the School
and Literacy Department which is headed by a Secretary who is assisted by two Directors,
one for primary schools and the other for secondary schools. Under this provincial set-up,
there are 24 EDOs (Education) functioning in 24 districts of the province. In each district an
ADEO (literacy) is responsible for establishing and monitoring of Adult Literacy Centres.
However, literacy has been sidelined and the funds are not properly utilized due to lack of
proper planning. The expenditure (in millions) on literacy was 337.104 rupees in 2005,
352.062 rupees in 2006, and 174.545 rupees in 20078.
iv. Balochistan
The Literacy & Non-formal Education department is responsible for the literacy programmes
in the province. It is headed by a Director, two Programme Officers (one male and one
female), Office Superintendent, Stenographer and other menial staff. However, the posts of
the Program Officers have been vacant for some time. Hence due to the shortage of staff
members and lack of planning, the department has been unable to run its programs
effectively.
v. AJ&K
In Azad Jammu & Kashmir, there is no separate formal structure for literacy and non-formal
education. However, non-formal system has been operational since 1986. The Deputy
Director of Schools (Elementary) has been given the additional charge to look after the
activities related to literacy and non-formal education in the State but no other facility is made
available to him to facilitate his task in literacy related activities.
3.7 Training of Literacy Teachers and Development of Literacy Material
7
LIFE Report, Sndh.
8
LIFE Report, NWFP.
31
There is no institutionalized system for imparting training to literacy teachers in any of the
provinces. Hence, Matric and PTC unemployed teachers are identified for this purpose. In
case of their non-availability, NGOs employ young persons with Matriculation qualification
and then arrange for their on the job training, in addition to providing 2-4 day orientation in
techniques of teaching adults. Well-established organizations like National Commission for
Human Development, Elementary Education Foundation, Bunyad, and others have developed
their own system tuned to their specific needs.
As is the case with teacher training, literacy material development is also generally
taken up on the same pattern. No regular team of qualified material developer is
employed by any organization. The services of personnel serving in other institutions or
retired ones are usually taken for this job.
4. MAJOR LITERACY PROGRAMMES IN PAKISTAN
4.1 Present Programmes
4.1.1 National level
i. NFBE Schools: At the national level, the non-formal basic education schools form the
biggest network promoting primary education and resultantly literacy in the country.
According to the Ministry of Education, a project titled “Establishment of 82,000 Nonformal Basic Education Community Schools” was launched in 1996-97 throughout the
country. The project is based on the idea of home schools to be run through NonGovernmental Organizations (NGOs). These schools are based on multi-grade teaching
with a single teacher for classes I-V, for the age group 5-14 years. Non-formal Basic
Education Schools/Centers are established in those areas/villages or hamlets where

Government Primary Schools are non-existent,

separate schools for girls are not available,

girls’ participation rate at primary level is low,

female illiteracy is pronounced, or

drop out rate is higher.
32
By the year 2003-04, the number of NFBE schools functioning throughout the country
was 8,977 with the enrolment of 320,387 students. The project is being implemented in
collaboration with Provincial Project Coordination Offices through Provincial Education
Departments. Passouts/graduates of NFBE schools may get admission in formal schools.
In view of acute shortage of formal middle schools it is proposed to open 4,000 nonformal middle schools by upgrading the existing non-formal basic education schools
under the revised NFBE project.
An educated person, preferably a trained PTC may be contracted for the task against a
fixed emolument of 1000/- rupees per month. In case trained PTC teachers are not
available at local/village level, simple Matriculates are considered. Teaching aids like
black boards, charts, mats and the like are provided for the students by the Government.
Learning materials in the form of books, notebooks, pencils, slates etc. are supplied to
learners free of cost. Curriculum of formal primary school system is used for all fresh
entering children of ages 5-9 years, whereas, a condensed non-formal primary level
basic education course has been developed for drop-outs and out of school youth of age
group 10-14 years and above. A synoptic view of the number of schools, their enrolment
and the teachers working therein is given as under:
TABLE 8: PROVINCE-WISE NON-FORMAL BASIC EDUCATION SCHOOLS
ENROLMENT AND TEACHERS UPTO THE YEAR 2005-06
Region
Schools
Enrolment
Teachers
Province/Area Number
Male
Female Total
Male
Female Total
Punjab
5,753
67516 130058
197574
10
5743
5753
Sindh
1509
22264 33665
55929
338
1171
1509
NWFP
1649
19719 48110
67829
40
1609
1649
Balochistan
613
5867
11868
17735
83
530
613
FATA
60
744
1656
2400
10
50
60
FANA
157
2975
3480
6455
100
57
157
AJK
60
1300
1200
2500
10
50
60
ICT
384
3465
7860
11325
11
373
384
Total
10185
123850 237897
361747
602
9583
10185
ii. NCHD: The National Commission for Human Development is a national level
organization in the public sector. It launched a massive literacy initiative in August 2002
to support the Ministry of Education. It is operating at the national level and the Literacy
33
Programme of NCHD is operational in 117 districts of Pakistan. Its specific objective
includes achieving 86 per cent literacy rate by 2015, by
(i)
emphasizing female literacy between 11 and 45 years of age,
(ii)
establishing literacy centers within a radius of 10-15 kilometers,
(iii)
effective social mobilization for ensuring good teachers and learners. 9
The NCHD has established a 180-hour training programme in the Adult Literacy
Centres which has enabled adult illiterates to read newspaper, write 7-10 sentences
about their immediate environment and manipulate three digits addition, subtraction,
multiplication and division sums.
iii. ESR: Adult literacy is one of the priority areas of the Education Sector Reforms
(2001-06). ESR envisaged to open 270,000 literacy centers in 5 years time to achieve
the target of 60 per cent literacy rate by the year 2006. However, due to financial
constraints, only 5 per cent of the targeted literacy centers could be opened. Most of
these centers are for females.Each center has completed 2 cycles of 6-month duration at
the average intake of 20-25 learners per center per cycle. The total number of people
made literate under this programme is around 350,000.
iv. NRSP: Most of the NRSP programmes focus on school management and
improvement through community participation. It builds the capacity of School
Councils in their school management skills and trains teachers. This helps in increasing
the literacy rate of school age children and in improving the quality of education in
primary schools.
In its Adult Literacy Programme, the NRSP identifies people who are willing to attend
classes in order to acquire functional literacy. Eligibility for intending learners may be
as young as ten years of age and there is no upper age limit. Learners attend the two-
9
National Commission for Human Development, Financial report 2005-06, Expansion Plan
and Budget, 2006-07, Islamabad, p. 12.
34
hour session for three months after which they are able to read a newspaper and write a
letter. Learners are also able to understand and practice basic mathematical functions.
NRSP under an agreement with the National Commission for Human Development
(NCHD) and Pakistan Education Research and Development (PERD) assist school drop
outs and people who have never attended school. NRSP carried out an Adult Literacy
Programme in Rahim Yar Khan in collaboration with NCHD and JDW Sugar Mills.
NRSP identified the adult learners and NCHD provided technical support and reading
materials. NRSP, NCHD and JDW Sugar Mills shared the cost of the programme.
NRSP also had similar projects funded by ILO in Attock and Mardan. Adult Literacy
Programmes in these districts have been completed.
Currently, NRSP is managing Adult Literacy Programme with the help of (PERD) in the
districts of Malakand, Swat, and Bahawalpur. NRSP is financing this programme. Its
Azan Literacy Movement in Rahim Yar Khan, Mardan, Malakand, Swat, Rawalpindi,
Attock, Bahawalpur, Turbat (Kech), and Hyderabad districts has also been very
successful.
NRSP, along with other NGOs, has also responded to the earthquake disaster in the
affected areas of AJK and NWFP by helping people in their rehabilitation and making
temporary arrangements for the education of children.
v. Pakistan Education Foundation: The Pakistan Education Foundation, Islamabad is
a national level NGO initiated its work in 1986. Its advisory bodies are run Kiran
Centres which aim at imparting basic education to out of school children. There are
approximately 25 centres run by self-motivated members of the PEF on a voluntary
basis. The estimated number of beneficiaries is nearly 2000. The Foundation also gives
more than 300 scholarships and distributes free textbooks among needy students. The
PEF assisted needy students by providing them with uniforms, books and stationary in
the earthquake affected areas of AJK and NWFP.
35
TABLE 9: PROVINCE-WISE ESTIMATED NUMBER OF LITERACY
CENTRES, 2005-06
Province/Area
Public
Sector NCHD
Others
Total
Centres
Centres
Punjab
4041
23760
27801
Sindh
1820
11900
13720
NWFP
7542
7520
15062
Balochistan
N.A.
4350
4350
FATA
N.A.
1000
1000
FANA
N.A.
430
430
AJ&K
N.A.
1000
1000
NGOs in provinces/areas
N.A.
4,000*
4000
Total
13403
49960
4,000*
67363
Source: Ministry of Education, Islamabad.
* Estimated number of centres of other agencies.
The above table indicates that the total number of ALCs being run in by the provincial
governments in the year 2006-07 was 67363. It may be mentioned here that the number
of ALCs run by NGOs across the provinces is not available. Hence, an estimated
number of ALCs has been given in the table to have the total as the base-line data.
Private Sector Programmes
Non-govermment organizations have been actively involved in 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". Since then, the nongovernment organizations have been playing an increasingly important role in literacy
and non-formal education.
4.1.2 Punjab:
Several NGOs are operating in Punjab to promote the cause of literacy. A brief account
of activities of some of them is given below:
The Bunyad Foundation: The Bunyad Foundation 10 is one of the prominent NGOs in
the private sector which has completed a number of projects in literacy with the
10
http://www.bunyad.org.pk/Past.htm
36
assistance of national and international organizations operating in Pakistan. It has
contributed to a number of literacy-related projects including women empowerment,
child labour and environmental protection. Detailed account of its projects appears in
Annexure-B.
PACADE: PACADE (Pakistan Association for Continuing and Adult Education) has been
particularly keen to highlight and propagate the cause of Female literacy. One of
PACADE’s11 major objectives in running Adult Female Literacy Centers has been to test
appropriate methodologies and based on its ten years experience it has developed a
methodology. Most of the Female Literacy Centers are based in villages near Lahore. It has
made more than 5000 women literate.
PACADE have held a number of conferences, seminars and workshops for the promotion of
adult continuing education, functional literacy, community involvement, monitoring and postliteracy material. It has acted as a pressure group with the central and provincial governments
and NGOs for launching of National Adult Literacy programs and related matters. It also has
had a program for research on literacy and continuing education including a journal on
Continuing Education, a magazine of and for neo-literate women and also a number of books.
PACADE is currently developing a Literacy Resource Centre. The main components of the
Centre are Research, Training, Material Development and Documentation. An important
initiative in hand, in this connection is dissemination of basic element of information
management.
4.1.3 SINDH
i. Sindh Education Foundation: Sindh Education Foundation was established in 1992
as a semi-autonomous organization to undertake educational initiatives in the
disadvantaged areas of Sindh. Its main focus is on empowering the disadvantaged
communities towards social change by creating and facilitating new approaches to
learning and education. The SEF’s initial activities began with the provision of grants
and loans to educational institutes and organizations. However, the SEF now provides
11
http://www.pacade.org/Activities.htm
37
communities with direct access to educational facilities by opening schools/centres. The
current projects not only provide education, but also mobilize communities to meet their
educational and developmental needs. Furthermore the Foundation also undertakes
research initiatives, both qualitative and quantitative, to study the impact of its programs
and identify improved systems for community enhancement12.
ii. HANDS: HANDS (Health And Nutrition Development Society) is a non-profitable
registered organization working since 1979 with a mission to improve primary and
secondary health facilities, quality of education and to alleviate poverty through capacity
building. HANDS is intervening in public and private sectors and is benefiting more
than 2 million population of 5000 villages in districts of Hyderabad, Sanghar, Badin,
Thatta and Bin Qasim Town, Karachi. HANDS Education And Literacy Promotion
Program improves the literacy status of poor, marginalized children and adults through
formal and non formal education both in private and public sectors. Its beneficiaries,
inter alia, included the adults of 15-35 years both male and female learners, 5-12 years
girls of Government Primary Schools, adolescents of class VIII of Government
Secondary Schools (boys & girls) and 3-8 year old boys & girls of Government Primary
Schools in all targeted districts. The program overall benefited 49,655 people of the
rural communities. HANDS also developed curricula for Early Childhood Education
classes, adolescents and adult learners. Teachers’ guide ‘Ustadan-Jo-Rehbar’ was
developed for Adult Literacy Program. Learning material for ECE classes such as
Taleeme Basta, pocket dictionary, stationeries, health message posters, growth cards
were developed and provided to ECE classes13.
iii. Labour Education Foundation: Labour Education Foundation (LEF), originally
registered in1993 as Education Foundation was renamed as LEF in 2004. It has been
running 10 adult literacy centers (1997-2000) for trade unions members with financial
help of Swedish Teachers’ Union, Local Branch Gothenburg for 1,000 learners. In
extension of the project eight centers (2001-2004) were run in Lahore for 600 learners.
Further expanding the adult literacy program, 10 centers were set up in the Sindh
12
13
http://www.sef.org.pk/educatewebsite/introductionsef.asp
http://www.hands.org.pk/index.htm
38
province in 2002, and now there are 16 centers operating in Sindh and Balochistan for
over 400 learners14.
4.1.4 NWFP
i. Elementary Education Foundation (EEF): The EEF is an autonomous organization
implementing the Literacy For All (LFA) Project through Sector Directors and
supporting staff. To manage the project a separate Project Management Unit (PMU) has
been created. The literacy programme is being implemented in all the 24 districts of
NWFP, through a well established 15 sector offices headed by the Sector Directors
along with well trained staff of Social Organizers, Supervisors, Community Social
Motivators and teachers. The LFA has managed to establish 198 NFBE schools. 15
ii. Khwendo Kor (Sisters’ Home): Established in 1993, Khwendo Kor is a non profit, nongovernment and non-partisan organization striving for the development of women and
children. KK is a pushto word meaning Sister's Home. KK started its work with one donor
and one village of district Peshawar; today it is working in 113 villages of NWFP (Peshawar,
Khyber Agency, karak, Bannu FR bannu, Dir, Bajur, Manshera and Battagram). Presently it
has five regional offices in Peshawar, Karak, Bannu, Dir and Abbotabad with a programme
coordinating unit at Peshawar.16
Some of the major achievements of KK include the following:

provision of quality education to 11652 Girls and 1800 Boys in 228 Community
Based Schools;

imparting literacy to 778 female from 41 adult literacy centers;

developing MIS on education and health;

training of 344 Traditional Birth Attendants (TBAs);

capacity building of 696 women in enterprise development, livestock management and
technical skill training;
14
http://www.lef.org.pk/profiles.html
15
LIFE NWFP Report.
16
LIFE NWFP Report.
39

establishing 67 home-based nurseries by females and males;

setting up seven community based learning centers attended by 136 working girls and
68 working boys;

gender sensitization to 454 Male and 102 Female;

imparting Legal Literacy to 33 Males and 97 Females17.
ii. Sarhad Rural Support Programme: Sarhad Rural Support Programme based in Peshawar
is a non-profit, non-governmental organisation of NWFP, working in the field of education,
health and rural development.
It was established in December 1989 on the lines of Agha
Khan Rural Support Programme. The concept was to carry out rural development in the
NWFP through community participation by forming village organizations at the grass root
level.
SRSP18 initiated its education programme in December 1995 by establishing adult literacy
centers on a pilot basis in Charssada district. So far, the SRSP has established 111 community
based schools in districts of Kohat, Mansehra, Chitral, Abbottabad, Peshawar and Upper Dir
with the assistance of UNICEF and Learning For Life (UK based Organization) benefiting
6647, where gender comparison stands at 70 per cent. SRSP has developed a cadre of trained
teachers; more than 400 teachers have been trained in teaching methodologies and subjectspecific training and about 127 teachers have been recruited in community based schools of
SRSP.
4.1.5 Balochistan
i. Society for Community Support for Primary Education in Balochistan: SCSPEB
has to its credit a long list of programmes and projects, mainly focussing on education in
the far-fling areas of Balochistan. Its programmes are wonderful examples of PublicPrivate Partnerships where Government of Balochistan has handed over major
components of education to the SCSPEB, whereas the Society seeks funds from
Government and the donor agencies for carrying out this very important task. The
17
http://www.khwendokor.org.pk/project.html
18
http://www.srsp.org.pk/social-sector-main.html
40
Community Support Process is a means by which the Government and communities
assisted by NGO, develop a partnership (formal) through which girls' schools are
established and effectively operated in the rural and far flung areas of Balochistan. The
objective is to promote and sustain primary girls schools through community
participation. The USAID funded Releasing Confidence and Creativity: Building Sound
Foundations for Early Learning in Pakistan (RCC) Programme focuses on supporting
practices and structures in communities, schools, NGOs, and the government that
effectively promotes early childhood development. The main objective of the
programme was to improve early learning and teaching in government schools in
Balochistan and Sindh.
ii. USAID/ESRA:
Between December 2002 and September 2007, the USAID/ESRA has provided literacy
skills to over 100,000 out-of-school youth and adults while building the capacity of the
NGO sector and government to deliver high-quality literacy programs. USAID/ESRA is
helping to create and promote a shared vision of what schools should look like and how
they should function by educating parents, teachers, and members of school
management committees (SMCs),. To date, the project has engaged and mobilized
approximately 8,600 schools and communities, helping them develop school
improvement plans, as well as strengthening their SMCs and other structures necessary
to drive long-term school improvement. Of these, over 2,500 schools have been awarded
grants to implement the school improvement plans they developed.
4.2 Future Programmes:
National, Provincial and District Plans of Action On Education for All (2001-15) have
been prepared and launched. Universalization of Primary Education both for male and
female and 86 per cent adult literacy rate by the year 2015 are the main targets of EFA
plans. As per plan we may achieve the target of gender equity and equality by 2015.
Some of the main programmes/inputs/strategies designed for the EFA plan of action
include:
41

new primary schools;

masjad/maktab schools;

introduction of double shift in existing schools;

providing missing facilities to existing schools; and

focusing on school effectiveness and better quality of education.

adult literacy centers ;

skill development centers.
4.2.1 Skill Development:
The need for up-gradation of technical and management skill at grassroots level can
hardly be over-emphasized. Improved skill enhances human productivity, promotes
utilization of local resources, reduces external dependence and builds self-confidence in
people. These factors contribute to poverty alleviation and improve the quality of life of
the community.
Training in income generating skills and functional literacy can help to alleviate poverty
and make the literacy programmes meaningful and relevant. We need to adopt an
integrated approach in literacy by incorporate all the three main components of literacy
i.e.
i. Basic Literacy (Reading, writing and numeracy)
ii. Life skills and Functional Literacy (civic sense, health and cleanliness, first
aid and road safety etc.)
iii. Income generating skills. (Pottery, Carpentry, Sewing etc.)
A pilot programme in skill development has been prepared for Islamabad Capital
Territory which is likely to be launched from next financial year i.e. July 2005. Under
this project it has been planned to impart training in skills such as sewing, knitting,
embroidery, crotch work, bag making and the like.
Similarly, some short term sandwich courses such as Tie and Dye, Block Printing,
Fabric Printing, Gota Work, Mukaish Work, Salma Sitara, Glass Printing, Makrama,
42
Wall Hangings, Cooking and Baking, Toffee Making, Squashes & Syrups, Pickles, Jam,
Jelly and Marmalade, Ketchup and Chatni, Soap and Surf, Candle Making etc. will be
run under the said project. If successful, the subject project will be replicated in the
country.
It may be mentioned that the above description of programmes and projects launched to
promote literacy is not exhaustive, it is just illustrative. There are still many others
which were launched and /or are also in the pipeline at the national as well as at
provincial levels. A synoptic view of such programmes and projects of literacy with
their major features has been given as Annexures-C, D and E of this report.
5. LEARNNG ENVIRONMENT IN LITERACY CENTRES AND ITS IMPACT
5.1 Impact on retention, learning and quality:
It is an admitted fact that with some exceptions, most of the literacy centres are housed in
inadequate premises never meant to be used for this purpose. Consequently, they generally
lack the necessary physical facilities including adequate seating capacity, water, light, toilet
arrangements, and protection from extreme weather conditions. Leaving aside the very few
centres and that too set up as models, majority of them have extremely meager instructional
aids. In most of the cases, writing boards are fixed in walls, hence they cannot be moved in or
out of classrooms according to changing weather conditions. There is a scarcity of teaching
learning materials and instructional aids which may be used in classroom. Inadequacy of
water and toilet facilities poses still another problem for the teacher and the learners.
It is a fact that the level of quality of these inputs goes a long way in determining the
effectiveness of literacy programs being run in these centres. The inadequacy of these
facilities acts as a great deterrent for the learners to first to feel attracted towards centres, and
if at all they enroll, then it becomes difficult for them to concentrate on their learning and
even stay as a learner long enough to complete the cycle. As a result, the environmental
conditions in centres tend to have an adverse impact on enrolment, learning and even
retention of learners.
43
5.2 Illiterates’ profile:
i. Rural People: According to the 1998 Census, two-thirds (67%) of the population of
Pakistan lives in rural areas. Some of the rural areas of the country especially remote
rural areas lack basic facilities of life such as roads, education and health facilities.
Besides, having a feudal set-up, usually the rural population is not encouraged to receive
education. Awareness campaigns are lacking which promotes illiteracy. Resultantly,
literacy rate in these areas especially of rural females is very low. The literacy rate
among rural females of Balochistan and FATA is less then 10 per cent.
ii. Poor and Disadvantaged People: Illiteracy rate amongst poor people is very high.
At present, 35 per cent of the population in Pakistan lives below the poverty line. In
rural areas it even ranges between 45-50 per cent. Due to their low income, they are
more interested in supplementing their family income rather than sending children to
school. Poverty and high opportunity cost inhibit access to literacy and education. Slum
dwellers and inhabitants of Katchi Abadies in urban areas; people working on
agricultural farms i.e. tillers of land; and household workers and the like are the people
who are poor and illiterate.
iii. Ethnic and linguistic Minorities: Illiteracy is high among ethnic minorities due to
the lack of access to educational facilities and services, as well as, due to their peculiar
customs, traditions and taboos. Nomad tribes like Kuchis from Afghanistan, Gypsies in
Pakistan live on the fringes of society just like else where in the world. They are locally
called ‘Khana Badosh’ which literally means ‘house on your shoulder’. Every three to
four years communities of Khana Badosh migrate from one location to another
depending upon the availability of work. Most live around major cities like Lahore.
Lack of identification of their specific needs, scarcity of resources, non-availability of
literacy centers and educational institutions; temporary settlements and lack of
awareness regarding the value of education are the factors that exclude these people
from literacy.
44
iv. People with Special Needs: Most of the handicaps and people with special needs in
Pakistan are illiterate, due to non-availability of literacy centers and educational
institutions specially required for them. Besides, there are only a few organized efforts
on the part of the public sector to provide special schools for such children both because
of higher cost and skeptical return. Special mention needs to be made of earthquakeaffected people in AJK and some parts of NWFP. Their priorities have now changed and
now they are grappling with survival problem as well as basic education for their
children. They need special consideration.
v. Girls and Women: Literacy rate is low among girls and women in Pakistan. Female
literacy rate is 42 per cent against 66 per cent male. Similarly, girls participation rate at
all levels i.e. primary, secondary and tertiary level is very low and hardly one-third of
the present educational facilities and services i.e. institutions and teachers are for girls.
Besides, some social norms, institutions and traditions deny educational access to girls
and females.
vi. Street Children and Young Child Labourers: Street children constitute a
significant part of our population. Similarly, young children working in workshops and
private factories also contribute towards illiteracy in the country. There is a dire need to
undertake a survey, identify their needs and design literacy programmes for them.
vii. Tribal population: By virtue of their traditions, tribal people, in general, are found
more involved in their personal feuds. Hence, they are generally not inclined to send
their children to school, most of them due to security risks, and others just due to their
inability to attend to this important aspect. Moreover, any efforts to launch literacy
programmes in their areas fail because of their local politics.
viii. Tillers of land under feudal system
Tillers of land under feudal system also form a significant, but so far neglected part of
our illiterate population. Most of them are in Sindh, followed by some in Punjab. Since
45
they are the oppressed part of the population and are left with no spare time, literacy will
have to be integrated into their routine farm activities.
ix. Household workers/employees
As in the case of land-tillers, this class is also over-burdened with work for their
employers. High gentry employing this class of people need to be sensitized and special
needs-based materials should be developed for imparting literacy skills to them.
5.3 Main Concentrations of Illiterates:
The main concentrations of illiterates in Pakistan are in remote rural areas; mountainous
regions such as Federally Administered Tribal Areas (FATA), Federally Administered
Northern Areas (FANA), the rural areas of Balochistan province and NWFP; slum areas
(Katchi Abadies) in urban areas; deserts of Sindh and Balochistan provinces and pockets
of refugee population in NWFP and Balochistan provinces. Based on the literacy profile,
the districts in Pakistan can be grouped into three categories as under:
(i)
Districts with high literacy rate i.e. above 70 per cent;
(ii)
Districts with medium literacy rate i.e. 50per cent to 69 per cent; and
(iii)
Districts with low literacy rate i.e. less than 50 per cent.
It may be mentioned that almost all the districts of Balochistan, FATA and FANA, most
of the districts of NWFP and Sindh fall under the third category. In Punjab the districts
with the lowest literacy rate are Rajanpur (28%), Muzaffargarh (33%), Dera Ghazi Khan
(37%) and Rahimyar Khan (38%). The literacy rate of district Tharparker (19%), Thatta
(24%), Jacobabad (28%) and Badin (28%) are the lowest in Sindh province. In the
NWFP province the districts with lowest literacy rate are Kohistan (15%), Shangla
(20%), Batagram (25%), Upper Dir (29%) and Bunir (31%). In Balochistan, districts
with lowest literacy rate are Musa Khel (14%), Nasirabad (15%), Kohlu (17%), Jhal
Magsi (17%), Kharan (19%), Awaran (20%), Bolan (21%), Killa Saifullah (24%) and
Jaffarabad (25%). Musa Khel, Kohistan, Kohlu and Jhal Magsi are the districts with the
highest illiteracy rate in Pakistan. The districts with the highest literacy rate are Karachi
Central (90%), Karachi East (88%), Islamabad (86%) and Rawalpindi (79%).
46
6. NEEDS AND REQUIREMENTS AT NATIONAL, PROVINCIAL/AREA AND
DISTRICT LEVELS
Based on the situation analysis of education and literacy in Pakistan, this section attempts to
identify the major needs thereof to strengthen them for achieving EFA goals.
6.1 Organizational Set-up
6.1.1 National Level:
As already mentioned in the relevant section, Punjab is the only province which has the
Department of Literacy and Non-formal Education as a separate administrative department
headed by a full-fledged cabinet minister and secretary after the promulgation of Devolution
of Power Plan in the country. This is the only Province, which has taken a lead in
implementing the proposed concept of separating Literacy from Education in letter and spirit
as per the provisions of the Local Government Ordinance, 2001. Other provinces have made
just ad hoc arrangements for taking care of literacy-related activities. The situation is
adversely affecting the promotion of primary and resultantly literacy in the country. It is
therefore highly imperative that separate administrative departments of literacy and nonformal education are created in Sindh, NWFP and Balochistan manned with qualified
personnel and duly supported with district level set-up having EDO (Literacy) and supporting
staff. Their proposed national level, provincial level and district level organizational structures
are given in the following organorams:
PROPOSED NATIONAL LEVEL SET-UP FOR LITERACY
Education Minister
Education Secretary
Chairman
Basic Edu. And Literacy
Authority
Dir.
M&E
Dir.
Admn
&Est
Dir.
Bdgt &
Account
s
Dir.
LITMIS
Proj.Dir.
B.E, C.
Schools
Dir.Inco
me Gen.
Skills
Dir.Func
.Lit&Con
Edu.
Dir.
Basic
Lit.
2Asstt
Dirs.
2 Asstt
Dirs.
2 Asst.
Dirs.
2 Asstt.
Dirs.
1 Asstt.
1 A. .Dir.
Res&
Marktg.
1 A.. Dir.
Material
Develop
ment
1 A. Dir.
Finance
s)
1 A. Dir.
Res&
Marktg.
1 A. Dir.
Res&
Trg
1 A. Dir.
Material
Develop
ment
1 A. Dir.
Policy,
Planning
& Progs.
Dir.
Evalu.
1. Asstt.
Dir.
Impleme
ntation
47
TABLE 10: NUMBER OF POSITIONS AT NATIONAL LEVEL AND RECURRING
BUDGET, SLARY AND ALLOWANCES
Position
Scale
Number
Average salary,
Estimated expenditure
house rent etc.
per annum (rupees)
per month, per
head
Chairman
BPS-20
1
80,000
960,000
Project Director (BEC)
BPS-20
1
70,000
84,000
Director
Bps-19
7
50,000
4200,000
Asstt. Directors
BPS-17
17
40,000
8,160,000
Supporting Staff (Misc.
BPS-1 to 15 40x3=120 10,000
14,400,000
Vehicles= 10 @ Rs.500,000
5,000,000
POL and maintenance of 5 Rs. 50,000 per month
600,000
vehicles
Amenities Bills
100,000 per month
1200,000
Sub-total
34,604,000
Misc./Unforeseen
10 per cent of total
3,460,400
Total recurring cost per annum
38,064,400
Development cost of the BELA Office Building
50,000,000
Grand Total
88,064,400
Taking the above figure of estimated annual expenditure as the average annual cost of
administrative set-up at national level, we may find out the total recurring expenditure for the
8 years i.e. 2008-15 as under: 88,064,400 x 8 years = 704,515,200 or 704.515 Million rupees.
The above figures have been reflected in the Table on consolidated cost.
48
6.1.2 Provincial level
There is a dire need to set up independent departments of Literacy and Non-formal Education
in all the four provinces of the country.
PROPOSED PROVINCIAL LEVEL SET-UP FOR LITERACY
Minister
Literacy and Non-formal
Education
Secretary
Literacy and Non-formal
Education
Provl
Dir.
Income
Gen.
Skills
Prov.
Dir.
Bdgt &
Admn.
Prov.
Proj.
Manager
Basi.Edu
Centre
Schools
Provl
Dir.
LITMIS
Provl.Dir
M&E
1Asstt
Dir.
(Bdgt)
1Asstt
Dir.
1Asstt
Dir.
Impl.
1Asstt
Dir.
1Asstt
Dir.
1Dy.Dir.
Res&Trg
Access
(Admn)
Quality
1Asstt
Dir.
B.E.C.
School
s
1Asstt
Dir. Lit.
1Dy.Dir.
Incme
Genrtg
Skills,
1Asstt
Dir.
Quality
1Dy.Dir.
Functnl
Lit.& Life
Long
Edu.
1Dy.Di
r.
Basic
Lit.
49
TABLE 11: NUMBER OF POSITIONS AT PROVINCIAL LEVEL AND
RECURRING BUDGET, SALARY AND ALLOWANCES
Position
Scale
Number Average salary,
house rent etc. per
month, per head
5
50,000
4
45,000
8
40,000
30x3=90 10,000
Provincial Directors
BPS-19
Deputy Directors
BPS-18
Assistant Directors
Bps-17
Supporting Staff Misc.
BPS-1 to 15
Vehicles= 17, Unit cost= 500,000
POL plus maintenance of 17 vehicles @ (17x15,000)=255,000 per month
Office building
Sub-total
Miscellaneous/Unforeseen 10 per cent of total
Grand total
Estimated
expenditure per
annum (rupees)
300,000
2,160,000
3,840,000
10,800,000
8,500,000
3,060,000
30,000,000
58,660,000
5,866,000
64,526,000
Taking the above figure of estimated annual expenditure as the unit cost of administrative setup at the provincial level, the annual recurring expenditure for the four provinces on an annual
basis is as follows: Rs. 64,526,000 x 4 provinces x 8 years i.e. 2008-15= Rs. 2064,832,000 or
2064.832 million rupees. The above figures have been reflected in the Table on consolidated
costs of this Report.
6.1.2 District level:
After the devolution of authority to the district level, districts have really turned out to be the
hub of all types of developmental activities in different sectors of life. However, so far,
Punjab (Sindh in case of Karachi only) is the only province which has created independent
district level departments of literacy. The other provinces have no systematic arrangements at
the district level. Therefore there is a dire need for appointing separate Executive District
Officers (Literacy) in all the 116 districts of the four provinces of the country.
50
PROPOSED DISTRICT LEVEL SET-UP FOR LITERACY
District Nazim
D.C.O.
EDO
Literacy & NFE
District
Officer
Res.
Trg &
Assess
ment
District
Officer,
Basic
Edu.
Centre
School
s
Asstt.
Dir.
LITMIS
District
Officer
Income
G.
Skills
District
Officer
Basic &
Func.
Literac
y
SubDistt
Officer
One
each
for
Tehsil/
Taluka
SubDistt
Officer
One
each
for
Tehsil/
Taluka
Field
Officer/
Acad.
Officer
one for
every
10
centres
Field
Officer/
Aad.
Officer
one for
every
20
centres
Asstt.
Dir.
Bdgt &
Admn.
Distt.
Officer
M& E
51
TABLE 12: NUMBER OF POSITIONS AT DISTRICT LEVEL AND RECURRING
BUDGET, SLARY AND ALLOWANCES PER ANNUM
POSITION
SCALE
BPS-19
NUMBER AVERAGE SALARY, HOUSE
RENT ETC. PER MONTH,
PER HEAD
1
50,000
ESTIMATED
EXPENDITURE
(RUPEES)
600,000
EDO, Literacy&
NFE
Assistant Directors/
Distt. Officers
Sub-district Officer
at Tehsil/Taluka
Level
Field
Officers/Supervisors
Supporting Staff
BPS-18
7
45,000
3,780,000
BPS-17
4
40,000
1920,000
BPS-14
50
10,000
6,000,000
BPS-1
15
10,000
to15
Unit cost= 500,000
16xRs.15,000=Rs. 240,000 per month
Vehicles= 16,
POL plus
maintenance of 16
vehicles
Amenities Bills
10,000 per month
Sub-total
Miscellaneous/Unforeseen 10 per cent of total
Grand Total
1,800,000
80,00,000
2,880,000
120,000
25,100,000
2,510,000
27,610,000
Taking the above figure of estimated annual expenditure as the unit cost of administrative setup at the district level, the annual recurring expenditure for all the 116 districts (35 in Punjab,
27 in Sindh, 24 in NWFP and 29 in Balochistan and one Federal Capital i.e. Islamabad) on an
annual basis is:
Rs. 27,610,000 x 116 districts= Rs. 3202,760,000 or 3202.760 million rupees.
The total recurring cost for all the 116 districts of the four provinces for 8 years (2008-15) =
3302.760 million rupees for 8 years= 25622.08 million rupees. This cost of district level setup has been reflected in the Table on consolidated costs of this Report.
6.2 Training of Literacy Professionals and Material Development Experts:
Presently, more than 50 million adults of age group 10+ are illiterate and more than 6 million
children of primary education age group are out of school. Around 70000 Adult Literacy
52
Centers are functioning which may go up to 200000 during the next five years. In non-formal
primary education sector, ten thousand Basic Education Community Schools (BECS) are
working. An equal number or more BEC Schools are being planned for the next two years.
Unfortunately, there are no teachers training institute for pre-service and in-service of literacy
and non-formal education teachers whereas more than a hundred training institutes are present
in the formal sector. Hence there is a dire need for teachers training institutes along with
resource centers at the national and provincial levels.
These institutions will fulfill the following objectives:
i.
To impart both pre-service and in-service training to adult literacy teachers;
Managers, Trainers and other Personnel.
ii.
To impart both pre-service and in-service (refresher courses etc) to Basic
Education Community Schools Teachers;
iii.
To serve as a resource center for teaching-learning material development for adult
literacy (basic literacy, functional/post literacy and income-generating skills) and
non-formal basic education including ICT based material such as audio and video;
iv.
To serve as a research center for conducting research in literacy and non-formal
education;
v.
To serve as a literacy and non-formal education Data Base.
For successful planning and implementation of the literacy and non-formal basic
education programmes, the planners, organizers, master trainers, supervisors and literacy
teachers need to undergo a special training. Key officials from provinces, and master
trainers/area organizers from NGOs/CBOs and nation building departments will be given
training, equipping them with skills to initiate, plan and implement literacy programmes in
their respective areas. Training manuals will be developed and mobile training courses
will be organized at the provincial/divisional level. Graduates of the courses will in turn
train field functionaries at their level. Training courses will be imparted in following
areas:
i.
ii.
iii.
iv.
Non-formal/Basic Education;
Basic Literacy (Level I, II and III)
Functional Literacy and continuing education;
NFE through Electronic Media.
The proposed organoramme for both the levels are given below:
53
Organizational Structure (Organogram of National
Teacher Training Institution-Cum-Resource Centre
Director
Deputy Director
Training
Asst. Director
Literacy Training
Deputy Director
Training
In charge Research
Center
In charge
ICT Unit
Deputy Director
Material Development
Asst. Director
Non-formal Basic
Education Training
Asst. Director
Qualitative Research
A. Director
Income Generating skill
Material Development
Asst. Director
Quantitative Research
A. Director
Basic Lit &Basic
Education Material Devl
A. Director
Functional Literacy/Post
Literacy Material Development
A synoptic view of the annual financial implications of the proposed training set-up:
S.N0.
01
02.
03
04
05
06
07
08
09
10
Component
Documentation
Research Studies
Curriculum & Materials
Training
Advocacy
Organizational Expenditures
Rent of the Office Building
Furniture, Equipment and vehicles
Miscellaneous/unforeseen 15 %
Total
Amount (Rs. Million)
5.4
3.25
3.05
32.53
4.87
19.57
2.4
30.0
15.16
116.23
The overall financial requirements for the period of eight years from 2008 to 2015 come to
116.23 x 8 = 929.84 million rupees.
54
Organizational Structure (Organogram of
Provincial Teacher Training Institution/Cum
resource Centre
Deputy Director
Asstt. Director Training
In charge Research
Center
Incharge
Adult Literacy
Training
Asstt. Director
Research
Incharge
Non-formal Basic
Education Training
In charge
ICT Unit
Asstt. Director Material
Development
Incharge
Quantitative Research
Incharge
Basic Lit &Basic
Education Material Devl
Incharge
Qualitative Research
Incharge
Functional Literacy/Post
Literacy
Incharge
Income Generating Skill
Material Development
A synoptic view of the annual financial implications of the proposed training set-up:
S.N0.
01
02.
03
04
05
06
07
08
09
10
Component
Documentation
Research Studies
Curriculum & Materials
Training
Advocacy
Organizational Expenditures
Rent of the Office Building
Furniture, Equipment and vehicles
Miscellaneous/unforeseen 15 %
Total
Amount (Rs. Million)
2.7
1.625
1.525
16.265
2.435
9.785
1.2
15.0
7.58
58.115
The overall financial requirements for all the four provinces during the period of eight years
i.e. from 2008 to 2015 come to 58.115 x 4x8 = 1859.58 million rupees.
The composite figure of expenditure likely to be incurred on teacher training and other related
activities at the national and provincial levels for the period 2008 to 2015 is estimated to be
929.84 million rupees plus1859.58 million rupees i.e. 2789.42 million rupees.
55
Development of literacy material including primers, charts, models, pamphlets etc. also
deserve special attention to ensure the success of literacy programmes. This activity may also
be undertaken under the national level co-ordination with the active involvement of
regional/provincial experts in literacy. Efforts need to be made for developing literacy
material integrating skill development component in the write-up in a graded manner. In this
way, the same material may be used for teaching literacy as well as skill component to the
target persons.
At the rate of 30 rupees per illiterate, for 44649000 illiterates, a lump sum of 1406.444 million
rupees is proposed to be spent annually on development of material during the period 2008 to
2015. This amount has been further reflected in Table 31 under provincial break-up and
included in the table on consolidated cost.
56
6.3 Adult literacy centres and finances
The following tables contain a brief account of national and provincial scenario pertaining to
overall population, illiterate population, literate population, target literacy rates, literacy
centres, literacy personnel, material needed, and the financial implications over the period
from 2008 to 2015.
TABLE 13: PROVINCE AND YEAR-WISE BREAK-UP OF TEN PLUS
POPULATION, NUMBER OF ILLITERATES, TARGET NUMBER OF
ILLITERATES AND LITERACY RATES FROM 2008 TO 2015
Year
Punjab
Ten
plus
Population
(000)
Illiterates
(000)
Target
Illiterates
with
Literacy
Rate
60%
2433
60%
3196
63%
3247
66%
3281
69%
3325
72%
3397
75%
3456
78%
2732
80%
25067
2007
2008
67735
69532
28449
27813
2009
71294
26378
2010
72973
24811
2011
74555
23112
2012
76077
21309
2013
77553
19388
2014
79001
17380
2015
80441
16088
Total
200815
601426
176279
Sindh
Population
(000)
Illiterates
(000)
28243
29002
12144
11601
29670
10978
30311
10360
30925
9587
31546
8833
32171
8043
32828
7222
33477
6695
249930
73319
Target
Illiterates
(000)
with
Literacy
Rate
57%
1303
60%
1291
63%
1413
66%
1333
69%
1375
72%
1415
75%
1478
78%
1176
80 %
10784
NWFP
Population
(000)
Illiterates
(000)
16401
16905
8529
8283
17300
7958
17689
7606
18100
7240
18527
6855
18968
6449
19400
6014
19835
5554
146724
55959
Target
Illiterates
(000)
with
Literacy
Rate
48%
749
51%
720
54%
741
57%
777
60%
812
63%
847
66%
867
69%
895
72%
6408
Balochistan
Population Illiterates
(000)
(000)
6030
6220
3500
3420
6380
3320
6530
3200
6690
3080
6860
2880
7040
2750
7210
2600
7340
2420
54270
23670
The above table indicates that out of the overall national target to make 75 per cent of
population literate by 2015, each of the provinces of Punjab and Sindh is estimated to achieve
a target of 80 per cent as against 72 per cent in NWFP and 67 per cent in Balochistan in an
annual phased manner. Like-wise, out of the national total of 44649 thousand, the province of
Punjab is expected to impart literacy to 25067 thousand illiterates followed by 10784
thousand for Sindh, 6408 thousand for NWFP and 2390 thousand illiterates for Balochistan.
57
Target
Illiterates
(000)
with
Literacy
Rate
42%
270
45%
260
48%
270
51%
280
54%
370
58%
320
61%
310
64%
310
67%
2390
TABLE 14: YEAR-WISE BREAK-UP OF ADULT LITERCAY CENTRES
NEEDED DURING THE EPERIOD 2008 TO 2015: PUNJAB @ TWO ANNUAL
CYCLES WITH 25 LEARNERS IN EACH ALC
Year Population
Literate
Illiterate
Target lit. Esti.
ALCs
(000s) A
(000) B
(000) C
Rate D
Illiterates
Needed
(000)
AxDprevious B
2007 67735
39286
28449
60%
2350
47000
2008 69532
41719
27813
60%
2433
48660
2009 71294
44915
26378
63%
3196
63920
2010 72973
48162
24811
66%
3247
64940
2011 74555
51443
23112
69%
3281
65620
2012 76077
54768
21309
72%
3325
66500
2013 77553
58165
19388
75%
3397
67940
2014 79001
61621
17380
78%
3456
69120
2015 80441
64353
16088
80%
2732
54640
Total from 2008 to 2015
25067
501340
As given in the above table, on the bases of 25 learners per literacy center in one cycle
of 6 months and 2 cycles in a year (i.e. 25 x 2 = 50 learners), the province of Punjab will
have the cumulative number of ALCs to the tune of 501340 from 2008 to 2015. The
average number of ALCs per annum required comes to 501340/8 = 62668. Average
number of learners to be enrolled per annum comes to be 25067000 / 8= 3.143 million.
TABLE 15: YEAR WISE BREAK UP OF ADULT LITERACY CENTRES
NEEDED DURING THE PERIOD 2008 TO 2015: SINDH @ TWO ANNUAL
CYCLES WITH 25 LEARNERS IN EACH ALC
Year Population
Literate
Illiterate
Target Lit. Target
ALCs
(000)
(000)
(000)
Rate
Illiterates
Needed
(000)
2007 28243
16099
12144
57%
988
19750
2008 29002
17401
11601
60%
1303
26060
2009 29670
18692
10978
63%
1291
25820
2010 30311
20005
10360
66%
1413
28260
2011 30925
21338
9587
69%
1333
26660
2012 31546
22713
8833
72%
1375
27500
2013 32171
24128
8043
75%
1415
28300
2014 32828
25606
7222
78%
1478
29560
2015 33477
26782
6695
80 %
1176
23520
Total from 2008 to 2015
10784
215680
As given in the above table, on the bases of 25 learners per literacy center in one cycle
of 6 months and 2 cycles in a year (i.e. 25 x 2 = 50 learners), the province of Sindh will
have the cumulative number of ALCs to the tune of 215680 from 2008 to 2015. The
average number of ALCs per annum required comes to 215680/8 = 26960. Average
number of learners to be enrolled per annum come to be 10784000 / 8= 1.348 million.
TABLE 16: YEAR-WISE BREAK-UP OF ADULT LITERACY CENTRES
NEEDED DURING THE PERIOD 2008 TO 2015: NWFP @ TWO ANNUAL
CYCLES WITH 25 LEARNERS IN EACH ALC
Year Population
Literate
Illiterate
Target Lit. Target
ALCs
(000)
(000)
(000)
Rate
Illiterates
Needed
(000)
2007 16401
7873
8529
48%
561
11220
2008 16905
8622
8283
51%
749
14980
2009 17300
9342
7958
54%
720
14400
2010 17689
10083
7606
57%
741
14820
2011 18100
10860
7240
60%
777
15540
2012 18527
11672
6855
63%
812
16240
2013 18968
12519
6449
66%
847
16940
2014 19400
13386
6014
69%
867
17340
2015 19835
14281
5554
72%
895
17900
Total from 2008 to 2015
6408
128160
As given in the above table, on the basis of 25 learners per literacy center in one cycle of 6
months and 2 cycles in a year (i.e. 25 x 2 = 50 learners), the province of NWFP will have the
cumulative number of ALCs to the tune of 128160 from 2008 to 2015. The average number of
ALCs per annum required comes to 128160/8 = 16020. Average number of learners to be
enrolled per annum comes to 6408000 / 8= 0.801 million.
TABLE 17: YEAR-WISE BREAK-UP OF ADULT LITERACY CENTRES
NEEDED DURING THE PERIOD 2008 TO 2015: BALOCHISTAN @ TWO
ANNUAL CYCLES WITH 25 LEARNERS IN EACH ALC
Year Population Literate Illiterate
Target
Target
ALCs Needed
(000s)
(000)
(000)
Lit. Rate
Illiterates
(000)
2007 6030
2530
3500
42%
250
5052
2008 6220
2800
3420
45%
270
5400
2009 6380
3060
3320
48%
260
5200
2010 6530
3330
3200
51%
270
5400
2011 6690
3610
3080
54%
280
5600
2012 6860
3980
2880
58%
370
7400
2013 7040
4300
2750
61%
320
6400
2014 7210
4610
2600
64%
310
6200
2015 7340
4920
2420
67%
310
6200
Total from 2008 to 2015
2390
47800
As given in the above table, on the basis of 25 learners per literacy center in one cycle of 6
months and 2 cycles in a year (i.e. 25 x 2 = 50 learners), the province of Balochistan will have
the cumulative number of ALCs to the tune of 47800 from 2008 to 2015. The average number
of ALCs per annum required comes to 47800/8 = 5975. Average number of learners to be
enrolled per annum comes to 2390000 / 8= 0.299 or 0.3 million.
TABLE 18: PROVINCE AND YEAR-WISE BREAK-UP OF ADULT LITERACY
CENTRES TO BE OPENED DURING THE PERIOD 2008 TO 2015
Year
Punjab
Sindh
NWFP
Balochistan
Pakistan
2008
48660
26060
14980
5400
95,100
2009
63920
25820
14400
5200
109,340
2010
64940
28260
14820
5400
113,420
2011
65620
26660
15540
5600
113,420
2012
66500
27500
16240
7400
117,640
2013
67940
28300
16940
6400
119,580
2014
69120
29560
17340
6200
122,220
2015
54640
23520
17900
6200
102,260
Total
501340
215680
128160
47800
892,980
It is clear from the above table that out of a total of 892,890 ALCs to be opened during the
period 2008-15, the cumulative number of ALCs for Punjab is expected to be 501,340
followed by 215,680 for Sindh, 128,160 for NWFP and 47,800 for Balochistan. The average
number of ALCs needed at the national level is likely to be 892,980 / 8=111,622.5 or
111,623.
GRAPH 2: PROVINCE-WISE BREAK-UP OF ADULT LITERACY CENTRES
NEEDED FROM 2008 TO 2015
140000
120000
109340
Number of ALCs
100000
113420
113420
117640
119580
122220
102260
95100
80000
63920
60000
64940
65620
66500
67940
69120
54640
48660
40000
20000
26060
25820
28260
26660
27500
28300
29560
14980
14400
14820
15540
16240
16940
17340
23520
17900
5400
5200
5400
5600
7400
6400
6200
6200
0
2008
2009
2010
2011
2012
Years
2013
2014
2015
Punjab
Sindh
NWFP
Balochistan
Pakistan
TABLE 19: NATIONAL, PROVINCE AND YEAR-WISE BREAK-UP OF
LITERACY TEACHERS AND SUPERVISORS REQUIRED FROM 2008 TO
2015
Year
Punjab
Trs.
2008
48660
2009
63920
2010
64940
2011
65620
2012
66500
2013
67940
2014
69120
2015
54640
Sub-total
501340
5
% 25067
additional
Total
526407
Sup.
2433
3196
3247
3281
3325
3397
3456
2732
25067
1254
Sindh
Trs.
26060
25820
28260
26660
27500
28300
29560
23520
215680
10784
Sup.
1303
1291
1413
1333
1375
1415
1478
1176
10784
540
NWFP
Trs.
14980
14400
14820
15540
16240
16940
17340
17900
128160
6408
Sup.
749
720
741
777
812
847
867
895
6408
321
26321 226464 11324 134568 6729
Balochistan
Trs.
Sup.
5400 270
5200 260
5400 270
5600 280
7400 370
6400 320
6200 310
6200 310
47800 2390
2390 120
Pakistan
Trs.
Sup..
95100 4755
109340 5467
113420 5671
113420 5671
117640 5882
119580 5979
122220 6111
102260 5113
892980 44649
44549 2233
50190 2510 937629 46882
As per the above able, out of the national level total of 937,629, the province of Punjab
is expected to be in need of cumulative number of literacy teachers to the tune of
526,407, followed by 226,464 in Sindh, 134,568 in NWFP and 50,190 in Balochistan.
The average number of literacy teachers required per annum at the national level comes
to 937,629 / 8 = 117,203.6 or 117,204. As for the Supervisors, at the rate of one
Supervisor for 20 teachers, their cumulative number at the national level is likely to be
46882 out of which, the province of Punjab is expected to be in need of cumulative
number of Supervisors to the tune of 26321, followed by 11324 in Sindh, 6729 in
NWFP and 2510 in Balochistan. The average number of Supervisors required per
annum at the national level comes to 46882 / 8 = 5860.25 or 5861.
TABLE 20: RESOURCES NEEDED FOR ADULT LITERACY CENTRES
(LITERACY TEACHERS AND SUPERVISORS) IN PUNJAB FROM 2008 TO
2015
Year
ALCs Teachers
Supervisors Cost/centre/
Annual Cost*
cycle (Rs.)
(for 2 cycles)
Rs. (Mill.)
2008
48660 48660
2433
20000
1946.40
2009
63920 63920
3196
20000
2556.80
2010
64940 64940
3247
20000
2597.60
2011
65620 65620
3281
23000
3019.52
2012
66500 66500
3325
23000
3059.00
2013
67940 67940
3397
23000
3125.24
2014
69120 69120
3456
25000
3456.00
2015
54640 54640
2732
25000
2732.00
Sub-total
501340 501340
25067
22492.56
5 % additional 25067 25067
1254
1124.628
Total
526407 526407
26321
23617.188
The above table shows that the cumulative number of supervisors at the rate of one
supervisor for every 20 teachers in the province of Punjab comes to the tune of 26321
during the period of 2008-15. The average number of supervisors needed per annum
equals to 26321 / 8=3290.125 or 3291. The cumulative cost of 526,407 ALCs (with two
literacy cycles) per annum is anticipated at 23617.188 million. Thus the average cost per
annum for 526,407 ALCs (for two cycles) equals to rupees 23617.188 million ÷ 8
years=2952.1485 million. In other words, the Punjab province may need annually 2.9 or
3.00 billion rupees to meet the needs related to ALCs personnel for achieving the
aforementioned literacy targets.
TABLE 21: RESOURCES NEEDED FOR ADULT LITERACY CENTRES
(LITERACY TEACHERS AND SUPERVISORS) IN SINDH FROM 2008 TO
2015
Year
ALCs
Teacher Supervisors Cost/centre/ Annual Cost
s
Cycle
for 2 cycles
Rs. (Mill.)
2008
26060
26060
1303
20000
1042.40
2009
25820
25820
1291
20000
1032.80
2010
28260
28260
1413
20000
1130.40
2011
26660
26660
1333
23000
1226.36
2012
27500
27500
1375
23000
1265.00
2013
28300
28300
1415
23000
1301.80
2014
29560
29560
1478
25000
1478.00
2015
23520
23520
1176
25000
1176.00
Sub-total
215680
215680
10784
9652.76
5 % additional 10784
10784
540
482.638
Total
226464
226464
11324
10135.398
The above table shows that the cumulative number of supervisors at the rate of one
supervisor for every 20 teachers in the province of Sindh comes to the tune of 11324
during the period of 2008-15. Thus the average number of supervisors needed per
annum equals to 11324 / 8=14155. The cumulative cost of 226,464 ALCs (with two
literacy cycles) per annum is anticipated at 10135.398 million rupees. Thus the average
cost per annum for 226,464 ALCs (for two cycles) equals to rupees 10135.398 million ÷
8 years=1266.9248 million. In other words, the province of Sindh may need annually
1.3 billion rupees to meet the needs related to centre personnel for achieving the
aforementioned literacy targets.
TABLE 22: RESOURCES NEEDED FOR ADULT LITERACY CENTRES
(ADULT LITERACY CENTRES, LITERACY TEACHERS, SUPERVISORS
AND COST) IN NWFP FROM 2008 TO 2015
Year
ALCs
Teachers
Supervisors Cost/centre/ Cost
cycle
(Mill.) Rs.
2008
14980
14980
749
20000
599
2009
14400
14400
720
20000
576
2010
14820
14820
741
20000
593
2011
15540
15540
777
23000
715
2012
16240
16240
812
23000
747
2013
16940
16940
847
23000
779
2014
17340
17340
867
25000
867
2015
17900
17900
895
25000
895
Sub-total
128160
128160
6408
5771
5 % additional 6408
6408
320.4
288.55
Total
134568
134568
6728.4
6059.55
The above table shows that the cumulative number of supervisors at the rate of one
supervisor for every 20 teachers in the province of NWFP comes to the tune of 6728.4
or 6729 during the period of 2008-15. Thus the average number of supervisors to be
needed per annum equals to 6729 / 8=841.125 or 842.
Further, as per the above table, the cumulative cost of 134,568 ALCs with two literacy
cycles per annum is anticipated at 6059.55 million. Thus the average cost per annum for
134,568 ALCs (for two cycles) equals to rupees 6059.55 million ÷ 8 years=757.44
million. In other words, the province of NWFP may need 0.76 billion rupees annually to
meet the needs related to centre personnel for achieving the aforementioned literacy
targets.
TABLE 23: RESOURCES NEEDED FOR SETTING UP ADULT LITERACY
CENTRES (LITERACY TEACHERS AND SUPERVISORS) IN BALOCHISTAN
FROM 2008 TO 2015
Year
ALC
Teachers Supervisors Cost / centre / cycle (Rs.)
2008
2009
2010
2011
2012
2013
2014
2015
Sub-total
5
%
additional
Total
5400
5200
5400
5600
7400
6400
6200
6200
47800
2390
5400
5200
5400
5600
7400
6400
6200
6200
47800
2390
270
260
270
280
370
320
310
310
2390
120
50190 50190
2510
20000
20000
20000
23000
23000
23000
25000
25000
Cost
(Mill.)
Rs.
216
208
216
258
341
294
310
310
2153
107.65
2260.65
The above table shows that the cumulative number of supervisors at the rate of one
supervisor for every 20 teachers in the province of Balochistan comes to the tune of
2510 during the period of 2008-15. Thus the average number of supervisors to be
needed per annum equals to 2510 / 8=313.75 or 314.
In addition to the above, the cumulative cost of 50,190 ALCs with two literacy cycles
per annum is anticipated at 2260.65 million. Thus the average cost per annum for 50,190
ALCs (for two cycles) equals to rupees 2260.65 million ÷ 8 years=282.60 million. In
other words, the province of Balochistan may annually need nearly 0.29 billion rupees
to meet the needs related to centre personnel for achieving the aforementioned literacy
targets.
TABLE 24: PROVINCE AND YEAR-WISE BREAK-UP OF NATIONAL
RESOURCES NEEDED FOR ADULT LITERACY CENTRES: 2008 TO 2015
Year
Punjab
(Milli. Rs.)
Sindh
(Milli.
Rs.)
NWFP
(Milli.
Rs.)
Baloch.
(Milli.
(Rs.)
Pakistan Cost (for 2
Cycles)
Rs. (Mill.)
2008
2009
2010
2011
2012
2013
2014
2015
Sub-total
5 % additional
Total
1946.40
2556.80
2597.60
3019.52
3059.00
3125.24
3456.00
2732.00
22492.56
1124.628
23617.18
8
2952.15
1042.40
1032.80
1130.40
1226.36
1265.00
1301.80
1478.00
1176.00
9652.76
482.638
10135.398
599
576
593
715
747
779
867
895
5771
288.55
6059.55
216
208
216
258
341
294
310
310
2153
107.65
2260.65
3803.8
4373.6
4537
5218.88
5412
5500.04
6111
5113
40069.32
2003.466
42072.786
1266.925
757.444
282.6
5259.1
Per annum
As per the above table, the cumulative cost of centres for the period 2008-15 comes to
the tune of 42072.786 million rupees. Out of it, the province of Punjab is likely to need
23617 million rupees, followed by 10135 million for Sindh, 6059 million for NWFP and
2260 million rupees for Balochistan. Thus the average cost per annum for 501,340
ALCs in Punjab equals to rupees 23617.188 million ÷ 8 years=2952.15 million,
followed by 1266.925 million for Sindh, 757.444 million for NWFP and 282.6 million
rupees for Balochistan. Thus, as against the cumulative cost of 42072.786 million
rupees, the annual requirement of finances at the national level is likely to be to the tune
of 5259.1 million rupees to run the anticipated number of ALCs in all the provinces
during the period 2008 to 2015.
GRAPH 3: PROVINCE-WISE BREAK-UP OF COST OF ADULT LITERACY
CENTRES FROM 2008 TO 2015
7000
6111
6000
5218.88
Cost (Million rupees)
5000
4373.6
4000
5412
5500.04
5113
4537
Pakistan
Punjab
3803.8
Sindh
3456
3019.52
3000
3059
3125.24
NWFP
2732
2597.6
2256.8
2000
1946.4
1000
1042.4
0
1032.8
1030.4
599
576
593
216
208
216
2208
2009
2208
1478
1226.36
1265
1301.8
715
747
779
867
1176.001
895
258
341
294
310
310
2208
2208
Years
2208
2208
2208
Balochistan
TABLE 25: YEAR-WISE BREAK-UP OF SKILL DEVELOPMENT CENTERS
(SDCs), VOCATIONAL TEACHERS AND SUPERVISORS NEEDED FROM
2008-15
Year
SDCs
Vocational
Supervisors Cost per
Total cost
Required
Teachers @ 2
centre per
(Millions)
per ALC
cycle (Rs.)
Rs.
2008
29260
58520
1463
100,000
2926
2009
30340
60680
1517
100,000
3034
2010
29200
58400
1460
100,000
2920
2011
39000
78000
1950
120000
4680
2012
40200
80400
2010
120000
4824
2013
41400
82800
2070
120000
4968
2014
43800
87600
2190
130000
5694
2015
43600
87200
2180
130000
5668
Total
296800
593600
14840
34714
5%
14840
29680
742
1735.7
Additional
Total
311640
623280
15582
36449.7
Per annum
38955
77910
1948
4556.2
It is clear from the above table that on the average there will be a need for 38955 SDCs
per year, 77910 vocational teachers per year, and 1948 Supervisors per year. Like-wise,
the corresponding cost per annum for running the SDCs is likely to be 4556.2 million
rupees. These requirements at the national level may be spread among all the provinces
according to the proportion of their population figures in the last national census held in
Pakistan.
TABLE 26: PROVINCE AND YEAR-WISE BREAK OF PRIMERS AND OTHER
SETS OF MATERIAL NEEDED FROM 2008 TO 2015 (000)
Year
Punjab
Sindh
NWFP
Balochistan Pakistan
Cost
(000)
(000)
(000)
(000)
Total (000) (000) @
Rs. 30
2008
2433
1303
749
270
4755
142650
2009
3196
1291
720
260
5467
164010
2010
3247
1413
741
270
5671
170130
2011
3281
1333
777
280
5671
170130
2012
3325
1375
812
370
5882
176460
2013
3397
1415
847
320
5979
179370
2014
3456
1478
867
310
6111
183330
2015
2732
1176
895
310
5113
153390
Sub-total
25067
10784
6408
2390
44649
1339470
5 % additional 1254
540
321
120
2235
66974
Total
26321
11324
6729
2510
46884
1406444
Per annum
3291
1416
842
314
5863
175806
It is clear from the above that an amount of 1406444 thousand or 1406.444 million rupees will
be needed at the national level for material development purposes. Thus the average amount
required per annum for printing the primers and other needed material is estimated to be at
175806 thousand or 175.806 million rupees.
TABLE 27: YEAR AND GENDER-WISE BREAK-UP OF 10 PLUS POPULATION
(000) INTO LITERATES, ILLITERATES, AND OVERALL LITERACY RATE FOR
THE YEARS (2007-15) IN AJK
Year
Popu. 10
plus
Male
Female
Total
Literates
Male
Female
Total
Illiterates
Male
Female
Overall
Literacy
Rate
Male
Female
2007200820092010201120122013201408
09
10
11
12
13
14
15
2533.48 2574.18 2623.09 2653.93 2693.59 2734.36 2775.75 2817.27
1262.55 1281.53 1302.48 1322.08 1340.94 1361.85 1381.13 1401.56
1270.93 1292.65 1321.42 1331.85 1352.65 1372.51 1394.62 1415.71
1816.88 1901.79 2007.07 2096.95 2191.07 2289.25 2389.62 2485.28
1063.40 1100.80 1140.60 1183.64 1222.96 1264.77 1301.81 1334.92
753.47 806.98 866.47 913.26 968.11 1024.48 1087.80 1150.37
716.59 666.38 616.82 557.02 502.51 455.10 368.12 331.98
199.14 180.72
517.45 485.66
65.65
68.59
161.88
454.94
72.91
138.44
418.58
76.27
177.97
384.53
80.17
97.07
348.02
82.53
79.31
306.81
84.90
66.64
265.34
86.09
79.50
51.80
85.00
60.83
88.55
64.00
90.31
70.03
92.04
73.03
93.55
76.25
94.18
78.00
81.78
55.41
The above table shows that:
 The total population (10 plus) is estimated to be 2533.48 thousand in 2007-08 which is
likely to go up to 2817.27 thousand by the year 2014-15.

The total illiterate population (10 plus) is estimated to be 716.59 thousand in 2007-08
which is likely to come down to 331.98 thousand by the year 2014-15.

If the pace is maintained, AJK is likely to achieve 86.09 per cent literacy rate by the
year 2014-15.
GRAPH 4: TEN PLUS POPULATION, ILLITERATES, AND LITERACY RATE
PERCENTAGE TARGETS IN AJK: 2007-08 TO 2014-15
Population 10+, Illetrates and Target Literacy Rate in AJK
3000
2533.48
2500
2693.59
2574.18 2623.09 2653.93
2734.36 2775.75
2817.27
2000
Popu. 10+
1500
T.Illiterate
T.Litcy%
1000
716.59 666.38
616.82 557.02
502.51 455.1
500
65.65
0
200708
68.59
200809
72.91
200910
76.27
201011
80.17
201112
82.53
201213
368.12 331.98
84.9
201314
86.09
201415
Year
TABLE 28: YEAR-WISE PHASING OF ALCs, MANPOWER AND COSTS IN AJK
FOR THE PERIOD 2007-15 IN MILLION RUPEES
Inputs Required
Phase I Phase II 2010- Phase
III Plan
Period
2007-09
12
2013-15
2007-15
ALCs
2856
6237
7651
16744
Skill Development Centres
396
938
1101
2435
Quranic Literacy Centres
183
450
518
1151
Total centres
3435
7625
9270
20330
Literacy Teachers
2856
6237
7651
16744
Vocational Teachers
396
938
1101
2435
Supervisors
7
7
7
21
Total Manpower
3359
7282
8759
19200
Dev. Cost (Mil.)
117.0
257.0
311.6
685.6
Recurring Cost (Mil.)
65.5
140.1
171.4
377.0
Sub-total Cost (Milli.) Rs.
182.5
397.1
438.0
1017.6
5 % additional
9.125
19.855
21.9
50.88
Total
191.625
416.955
459.9
1068.48
The above table shows that in the public sector:
 The total number of all types of literacy centres needed in AJK in 2007-09 is estimated to
be 3435, which is likely to go up to 9270 by the year 2014-15.

The total number of all instructional, vocational and supervisory personnel needed in AJK
in 2007-09 is estimated at 3359, which is likely to go up to 8759 by the year 2014-15.

The total cost (with 5 per cent additional) to be incurred on centres during the period
2007-09 in AJK is estimated to be 191.625 (Million) rupees, which is likely to go up to
the tune of 459.9 million rupees by the year 2014-15.
GRAPH 5: PHASING OF LITERACY CENTRES, MANPOWER AND COST: 2008-15
IN AJK
10000
9270
8759
9000
8000
7625
7282
7000
6000
Total ALCs
Total manpower
Total cost (Rs.000)
5000
4000
3000
3435
3359
2000
1000
0
191.625
Phase 1: 2007-09
416.955
Phase 2: 2010-12
459.9
Phase 3: 2013-15
TABLE 29: YEAR-WISE PHASING OF ALCs, MANPOWER AND COSTS IN
PAKISTAN AND AJK FOR THE PERIOD 2007-15 IN MILLION RUPEES
Year Punjab Sindh NWFP Balochistan
Pakistan
AJK
Cost Milli.
(Milli.) Rs. Phase
Rs.
2008 1946
1042
599
216
3803
2007-9
191.625
2009 2557
1033
576
208
4374
2010-12
416.955
2010 2598
1154
593
216
4561
2013-15
459.9
2011 3019
1226
715
258
5218
2012 3059
1265
747
341
5412
2013 3125
1302
779
294
5500
2014 3456
1478
867
310
6111
2015 2732
1176
895
310
5113
Total 22492
9676
5771
2153
40092
1068.48
The above table shows that against the total finances required at the national level for
running the ALCs amounts to 40092 million rupees. Out of this, the province of Punjab
is anticipated to need 22492 million, followed by 9676 million for Sindh, 5771 million
for NWFP and 2153 million for Balochistan.
6.4 Summary of financial requirements:
Data regarding the costs as appearing in the tables given above may be consolidated in
the form of the following table. This covers all the financial requirements spelled out
above for setting up and running literacy centres, developing material and setting up the
proposed organizational set-up at the national, provincial and district levels in Pakistan
and AJK from the period 2008 to 2015 to achieve the literacy targets.
TABLE
30:
CONSOLIDATED
STATEMENT
OF
FINANCIAL
REQUIREMENTS FOR PAKISTAN AND AJK REGARDING ALCs, TEACHER
TRAINING, MATERIAL DEVELOPMENT AND PROPOSED SET-UP AT
NATIONAL, PROVINCIAL AND DISTRICT LEVELS FROM 2008-15 (RS.
MILLI.)
Heads of Expenditure
Pakistan
AJK *
Total Rs. (Millions)
Setting and operating 42072.786
1068.48
43141.266
ALCs
Teacher training
2789.42
70.84
2860.26
Material development
1406.444
35.72
1442.164
National Set-up
704.515
00.00
704.515
Provincial set-ups
2064.832
00.00
2064.832
District level set-ups
25622.08
177.744
25799.824
SDCs
36449.7
00.0
36449.7
Total
111109.777
1352.784
112462.561
Average expenditure per 13888.722125
annum from 2008 to 2015
169.098
14057.820
The above table shows that Pakistan and A JK would need a consolidated amount of 96164. 4812 million or 9 6 billion rupees to achieve the literacy targets as mentioned in the foregoing pages of th is report. Ou t of this, rupees 4311 4.20 million are anticipated to be spent o n setting up and operating AL Cs fo llowed by rupees 4578.226 million on material development, rupees 2050.76 millio n on teacher training etc. The per annum average expenditure 12020.560 15
*Taking the cost of ALCs in Pakistan and AJK as the base, subsequent calculations about teacher training and material development
for AJK have been based on the assumption of this proportion between Pakistan and AJK. Like-wise, the parity of cost at district
level has also been kept in view while costing for AJK.
The above table shows that Pakistan and AJK would need a consolidated amount of
111799.921 million rupees to achieve the literacy targets as mentioned in the foregoing
pages of this report. Out of this, Rs. 43114.266 million are anticipated to be spent on
setting up and operating ALCs followed by 25622.08 million rupees on setting up and
running district level organizational structure for literacy. The average per annum
expenditure for Pakistan is likely to be Rs. 13888.722 million, and Rs. 169.098 million
for Azad Jammu and Kashmir.
6.5 Miscellaneous needs:
In addition to the needs spelled out above relating to the setting up of national provincial and
district level set-ups, opening and operating literacy centres, teacher training, material
development and other ancillary aspects, the following needs also emerge as highly
imperative for promoting the cause of literacy and achieving the goals by the year 2015:
1. Political Will and Support: It plays a significant role in promoting the cause of
literacy in the country. Irrespective of the change in government, such political will at
the national and provincial levels is an essential pre-requisite for achieving the literacy
targets by the year 2015.
2. Literacy Database: Complete and comprehensive database needs to be developed on
different core indicators of literacy and non-formal education at the national,
provincial, district, Tehsil and Union Council levels.
3. Media Campaign: There is a dire need to plan for and launch an effective media
campaign for creating awareness among masses about the need and importance of
literacy in enhancing the quality of life. Such campaigns should focus on the
involvement of masses at the community level.
4. Capacity building of professionals: An inbuilt mechanism needs to be evolved for
continuous capacity building of literacy professionals. This would go a long way in
augmenting the qualitative improvement and quantitative expansion of literacy
activities in the country.
5. Setting up CLCs: Community Learning Centres have come to occupy a very
prominent place in promoting an educational culture in the country. Provinces need to
explore the setting up of CLCs at selected places in a phased manner. This input is
likely to provide an impetus to literacy-related programmes.
6. Research and Training: These are indispensable elements needed for designing and
implementation of literacy programmes responsive to people’s needs. Hence, they
need to be taken up as a regular feature of literacy-related programmes in all the
provinces.
7. Public Private Partnership: The problem of literacy is so huge that public sector
resources alone cannot combat the situation. Hence, policy decisions need to be taken
up in all the provinces to motivate the private sector to enter the area. It needs to be
followed by the promulgation of regulatory measures so that it could join hands with
the public sector and then play its potential role in promoting the cause of literacy.
7. MAJOR ISSUES AND CHALLENGES
The scenario of literacy is plagued with a number of formidable issues and challenges in
Pakistan. In spite of the fact that Pakistan has had a series of five-year development
plans and more than a dozen of education policies after independence, the situation is
not encouraging. A number of issues and challenges may be identified and briefly
mentioned:
1. Low participation rate at the primary level: The participation rate at the primary
level has got a direct bearing on the literacy rate. Since the participation rate at the
primary level is very low, it does not help in promoting literacy.
2. Population explosion: Pakistan until the recent past has witnessed a high population
growth rate. Hence the growing number of children has resulted in continuously
decreasing the rate of literacy.
3. Socio-cultural problems: In many cases, social problems like family disputes,
separation and dissolution of marriages also hinder the way to education. It is more
commonly prevalent in traditional/conservative castes in Punjab, and tribal societies of
NWFP and Balsochistan.
4.
Poverty: This is another formidable problem which results in lack of access to
education facilities. This is mostly true for rural areas and slum dwellers in urban and
suburban areas.
5. Low motivation of parents: Apart from poverty, parents are not motivated to send
their children to school. Usually these parents are illiterate themselves and are
unaware of the value of education. The female child is the first victim of such
insensitivity.
6. Child labour: Children even at a very young age, for a number of reasons like
poverty, are forced to do petty jobs ranging from domestic labour to working in
workshops and restaurants in the urban areas to farming in rural areas.
7. Female education as a low priority: In the rural conservative population, female
literacy is not a priority. A male child gets preferential treatment over the female.
Spending on female literacy is not considered a viable option.
8. Physical disability: Generally there is lack of awareness of physical disabilities
present in children like malnutrition, weak eyesight and learning disability. Parents
and teachers instead of realizing such a physical disability resort to corporal
punishment. Fortunately, steps are being taken to make people aware and teachers are
also being sensitized on these issues in their training.
9. Insufficient resources: It is a hard fact that funds earmarked for adult literacy
programmes have so far been extremely low, hardly 1 per cent of the education
budget.
10. Rigidity in financial rules: Apart from low allocation, financial rules regarding the
release of money are unnecessarily technical and rigid. This results in non-release of
money and hence non-utilization of the resources not only for literacy, but also for
other sectors.
11. Non-co-ordination among agencies: There is an absence of a strong coordination and
organizational structure among agencies with the result that interaction among the
principal actors in the field of adult literacy remained weak. Resultantly, there have
been several overlapping efforts resulting in depletion of resources.
12. Absence of professional institutionalized set-up: The professional base of adult
literacy initiatives remained under-developed due to the lack of training of instructors,
formalized curriculum and effective research.
13. Lack of community participation: There have been very few examples of
community participation in the literacy activities. There is a dire need to design and
implement an adequate system of community participation in the literacy-related
projects.
14. Lack of reliable data: There is a dearth of reliable data on literacy which results in ill
planning and wastage of resources.
15. Ineffective monitoring of literacy projects: Most of the literacy projects designed
and launched so far failed due to ineffective monitoring by the personnel concerned.
16. Lack of research: By and large, there has been a lack of research in literacy-related
issues and problems. As a result planners are unable to get reliable feedback of the
literacy projects. Hence proper planning for future programmes is not possible.
8. MAJOR RECOMMENDATIONS:
Political Will and Support

Higher budgetary allocation to education, literacy, primary education and early
childhood are the need of the day because the public sector allocations to
education steadily declined from 2.7 per cent of GDP in 1995-97 to 1.8 per cent
of GDP in 2001-02. It is, therefore, recommended that all efforts should be made
to enhance the budgetary allocation to education to 4 per cent of GDP.
Literacy Policy and Planning

Basic Education and Literacy Authority needs to be set up at the national level to
look after the specialized needs of education and literacy.

Each province needs to create independent administrative departments of literacy
and non-formal education at provincial levels.

Executive District Officers (Literacy) at the district level with supporting staff
are required to implement literacy-related programmes and projects.

Co-ordination cell may be created at the district level to ensure complete
harmony and co-ordination among different actors functioning in adult literacy.
Regular meetings may be called of relevant organizations/institutions engaged in
promoting literacy. This will have to be done on a regular basis as an on-going
feature of the Department of Literacy.

Concerted effort will have to be made to substantially expand capacity of district
governments because the quality of data about literacy related aspects will ultimately be
the responsibility of District Governments. One important tool could be greater use of
Urdu in IT at the District level.
Programme Implementation and Management

LITMIS (Literacy Management Information System) may be developed and
introduced at the district level integrating different inter-related sectors. These
sectors may, for example, include population, literacy, education, health, rural
development etc.

Steps may be taken to set up literacy centres in a phased manner as spelled out in
this report corresponding to the phased rate of literacy to be achieved over the
given period of time.

Efficiency in financial management and revision of outdated procedures need
immediate attention. Outdated procedures which have adversely affected the
implementation of education programmes and projects need to be revised and
updated to ensure speedy disposal of financial claims of all stake-holders.
Capacity Building

Orientation sessions may be arranged for literacy-related functionaries of
different levels in general and for those of the district level in particular to equip
them with planning and management techniques in relation to literacy at the
grass root level.

Training arrangements may be made at central level utilizing the nation-wide
network of Allama Iqbal Open University for imparting specialized training to
professionals in the field of literacy.

More emphasis needs to be placed on quality improvement measures such as
teacher training, curriculum development, assessment systems and overall
supervision of delivery of education.
Advocacy

Awareness campaigns may be launched at the community level as a harbinger to
literacy programmes and projects at the community level. In this way, advocacy
for literacy may be interwoven with the activities of local personnel engaged in
imparting literacy.

Funds may be raised as per requirements of centres and other infrastructural setups needed at provincial and district level for achieving literacy targets within
the overall framework of EFA goals.
BIBLIOGRAPHY
1. Azad Jammu & Kashmr, Needs Assessment Report on LIFE, 2007.
2. Govt. of Pakistan, Census Report of Pakistan 1998, Pakistan Census Organization.
3. Govt. of Pakistan, Economic Survey, 2006-07, Islamabad.
4. Govt. of Pakistan, Poverty Reduction Strategy Paper, Islamabad, 2002.
5. Govt. of Pakistan, Academy of Educational Planning and Management, Education
Statistics, 2005-06.
6. Govt. of Pakistan, National Plan of Action for Education for All, Islamabad.
7. Govt. of Pakistan, National Commission for Human Development, Financial Report
2005-06, Expansion, Expansion Plan and Budget, 2006-07, Islamabad.
8. National Institute of Population Studies Projections, Islamabad, 2007.
9. Govt. of Pakistan, Financing of Education by the Provincial and District Governments
in 2003-04, Policy an Planning Wing, Ministry of Education, Islamabad, 2005.
10. National Rural Support Programme, Programme Updates, June, 2007.
11. NWFP Needs Assessment Report on LIFE, 2007
12. Pakistan Social & Living Standards Measurement Survey (PSLM), 2005-06
13. Pakistan Integrated Household Survey, 2001-02.
14. Sindh Needs Assessment Report on LIFE, 2007
15. South Asia Forum as available on internet
16. UNESCO, Literacy Trends in Pakistan, UNESCO Office, Islamabad, 2003.
WEBLIOGRAPHY
1. http://www.pacadelrc.org/PresentProgrammes.htm
2. http://www.nald.ca/province/que/litcent/litWD.htm
3. http://www.pcp.org.pk/certified_NPO/BALOCHISTAN/SCSPEB.pdf
4. http://www.pap.org./statistics/population.htm
5.
http://www.bunyad.org.pk/Past.htm
6. http://www.pacade.org/index.htm
7. http://www.nchd.org.pk/ws/pa_edu_al.htm
8. http://www.unesco.org/uil/en/focus/litinforemp.htm
9. http://www.google.com.pk/search?q=a+global+strategic+framework+through+which+
national+governments+ERIC&btnG=Search&hl=en
10. http://www.southasianmedia.net/profile/pakistan/pakistan_humanresources.cfm
11. http://www.pap.org.pk/statistics/population.htm
12. http://www.pacadelrc.org/PresentProgrammes.htm
13. http://www.srsp.org.pk/social-sector-main.html
14. http://www.sef.org.pk/educatewebsite/introductionsef.asp
15. http://www.khwendokor.org.pk/project.html
16. http://www.hands.org.pk/index.htm
17. http://www.lef.org.pk/profiles.html
18. http://www.pacade.org/Activities.htm
ANNEXURE-A
ALL PAKISTAN RANKING OF DISTRICTS BY LITERACY RATES
AND ILLITERATES
(BY 1O PLUS AND 15 PLUS AGE GROUPS)
S.
No.
District
Literacy %
Illiterates 10
Sr.
10 plus (%)
plus
No.
District
Literacy Rate
Illiterates 15 plus
15 plus (%)
Population
1
Islamabad
72.38
166,708
1
Islamabad
70.20
149,027
2
Rawalpindi
70.45
740,625
2
Rawalpindi
67.50
670,956
3
Karachi
65.26
2,405,915
3
Karachi
63.58
2,093,633
4
Lahore
64.66
1,650,853
4
Lahore
62.98
1,421,602
5
Jhelum
63.92
247,880
5
Jhelum
60.00
225,975
6
Gujrat
62.18
562,450
6
Gujrat
57.87
513,255
7
Sialkot
58.92
799,630
7
Sialkot
55.72
703,653
8
Quetta
57.07
231,116
8
Quetta
54.56
200,362
9
Chakwal
56.72
346.276
9
Gujranwala
53.67
906,008
10
Abbottabad
56.61
273,570
10
Chakwal
51.57
319,963
11
Gujranwala
56.55
1,049,510
11
Abbottabad
51.41
245,001
12
Haripur
53.72
230,737
12
Faislabad
49.15
1,634,920
13
Narowal
52.65
416,642
13
Haripur
48.07
209,065
14
Faislabad
51.94
1,880,742
14
Narowal
47.26
371,339
15
Toba Tek Singh
50.50
575,767
15
Toba Tek Singh
46.95
504,959
16
Attock
49.27
474,779
16
Attock
44.65
426,784
17
Mandi Bahauddin 47.44
438,461
17
Sukkur
44.54
281,933
18
Sukkur
46.62
330,593
18
Mandi Bahauddin
42.93
391,738
19
Sargodha
46.30
1,023,488
19
Sargodha
42.81
893,353
20
Hyderabad
44.25
1,134,367
20
Hyderabad
42.15
967,317
21
Kohat
44.06
214,258
21
Multan
41.66
1,024,972
22
Sahiwal
43.90
740,641
22
Sahiwal
41.18
639,863
23
Shekhupura
43.78
1,309,213
23
Shekhupura
40.72
1,122,309
24
Multan
43.38
1,229,392
24
Kohat
40.10
180,929
25
Mian wali
42.76
421,329
25
Peshawar
39.43
662,160
26
Noshera
42.50
347,518
26
Noshera
39.32
293,339
27
Karak
41.92
159,831
27
Mianwali
38.69
365,175
28
Peshawar
41.75
801,665
28
Karak
37.51
133,682
29
Hafizabad
40.74
351,799
29
Khanewal
37.21
739,689
30
Khushab
40.50
386,715
30
Hafizabad
37.20
307,560
31
Chitral
40.30
13,031
31
Khushab
36.51
340,707
32
Khanewal
39.94
868,572
32
Naushahro Fero
36.16
377,487
33
Malakand P.A
39.14
440.045
33
Layyah
35.83
387,632
34
Naushahro Fer
39.14
440,045
34
Okara
35.12
836,240
35
Layyah
38.68
440,045
35
Malakand P.A
34,67
150,349
36
Okara
37.79
975,309
36
Jhang
34.28
1,085,460
37
Jhang
37.12
1,261,071
37
Vehari
34.10
781,575
38
Vehari
36.79
922,771
38
Chitral
33.80
109,955
39
Mardan
36.45
621,769
39
Kasur
33.57
875,298
40
Mansehra
36.32
506,766
40
Dadu
33.53
631,741
41
Kasur
36.21
1,044,193
41
Bahawalpur
33.35
901,908
42
Swabi
36.03
442,268
42
Bahawalnagar
32.68
794,054
43
Dadu
35.56
739,667
43
Khairpur
32.42
559,167
44
Khairpur
35.50
653,975
44
Mardan
32.29
523,256
45
Bahawalnagar
35.07
936,819
45
Larkana
32.03
698,785
46
Bahawalpur
35.03
1,084,887
46
Pakpattan
31.80
502,471
47
Larkana
34.95
814,889
47
Nawabshah
31.79
401,651
48
Pakpattan
34.70
588,309
48
Mansehra
31.76
428,816
49
Ziarat
34.34
14,293
49
Ziarat
31.71
11,965
50
Bhakkar
34.17
477,011
50
Swabi
31.27
378,604
51
Nawabshah
34.13
474,088
51
Bhakkar
31.03
401,935
52
Rahim Yar Khan
33.09
1,398,416
52
Rahim Yar Khan
30.93
1,170,401
53
Bannu
32.11
294,486
53
Shikarpur
29.85
334,356
54
Shikarpur
31.94
393,354
54
Pishin
29.62
123,272
55
Panjgur
31.35
95,140
55
Bannu
29.29
248,697
56
D.I. Khan
31.28
389,067
56
D.I. Khan
29.27
321,442
57
Pishin
31.14
157,231
57
Sanghar
28.93
564,260
58
Charsada
31.11
469,586
58
Panjgur
28.93
75,883
59
Sanghar
30.87
675,226
59
D.G Khan
28.71
596,503
60
D.G Khan
30.61
733,913
60
Mirpurkhas
28.57
599,216
61
Hangu
30.50
141,462
61
Lodhran
27.80
456,958
62
Mirpurkhas
30.40
722,547
62
Hangu
27.70
113,982
63
Lodhran
29.90
552,644
63
Charsada
27.34
394,596
64
Lower-Dir
29.90
313,515
64
Ghotki
27.26
376,149
65
Lakki Marwat
29.71
217,398
65
Muzaffargarh
26.92
994,168
66
Ghotki
29.01
450,081
66
Swat
26.58
472.079
67
Swat
28.75
588,304
67
Lower-Dir
26.40
254,530
68
Muzaffargarh
28.45
1,226,326
68
Lakki Marwat
25.86
183,644
69
Mastung
27.58
79,840
69
Mastung
25.26
67,761
70
Kech
27.51
194,428
70
Changhi
24.38
79,440
71
Chiaghi
26.99
96,575
71
Kech
24.36
165,303
72
Tank
26.25
113,459
72
Tank
23.95
93,182
73
Sibi
25.47
93,838
73
Sibi
23.82
79,172
74
Gawadar
25.47
92.828
74
Badin
23.09
480,463
75
Badin
24.63
572,742
75
Gawadar
22.40
78,118
76
Jacobabad
23.66
705,112
76
Jacobabad
22.03
597,147
77
Buner
22.62
252,534
77
Thatta
21.52
490,587
78
Lasbela
22.30
167,775
78
Loralai
19.99
133,680
79
Thatta
22.14
586,524
79
Lasbela
19.98
141,102
80
Upper Dir
22.21
285,151
80
Buner
19.55
207,032
81
Rajanpur
20.73
559,510
81
Rajanpur
19.35
460,327
82
Loralai
20.47
162,114
82
Upper Dir
19.03
223,786
83
Kalat
19.86
123,145
83
Tharparkar
17.57
374,684
84
Jafarabad
18.51
232,626
84
Kalat
17.53
101,245
85
Tharparkar
18.32
474,908
85
Batagram
17.34
132,329
86
Batagram
18.31
166,203
86
Jafarabad
16.53
199,687
87
Killa Saifullah
17.55
100,032
87
Killa Saifullah
16.45
78,909
88
Khuzdar
17.46
226,817
88
Zhob
16.27
110,402
89
Zhob
16.78
143,187
89
Khuzdar
15.93
187,275
90
Killa Abdullah
16.10
198,708
90
Killa Abdullah
15.53
157,385
91
Bolan
15.78
163,587
91
Bolan
14.55
135,863
92
Barkhan
15.67
58,290
92
Barkhan
14.07
49,060
93
Kharan
15.05
114,855
93
Kharan
13.98
93,238
94
Awaran
14.79
66,148
94
Shangle
13.87
192,427
95
Shangle
14.73
241,701
95
Awaran
12.57
55,101
96
Naseerabad
12.69
141,469
96
Jhal Magsi
11.57
52,350
97
Jhal Magsi
12.28
63,556
97
Kohlu
11.47
51,753
98
Kohlu
12.15
60,858
98
Naseerabad
11.45
120,665
99
Dera Bughti
11.73
101,919
99
Dera Bughti
11.36
84,232
100
Kohistan
11.08
274,919
100
Kohistan
10.50
213,399
101
Musa Khel
10.37
76,265
101
Musa Khel
10.24
58,482
Source: Ministry of Education, Islamabad.
ANNEXURE-B
MAJOR PROJECTS COMPLETED BY BUNYAD LITERACY FOUNDATION: 1998 – 2006
Source: http://www.bunyad.org.pk/Past.htm
1. Non-Formal Primary Education Project in Hafizabad & Multan in 84 Cneters in Hafizabad
and 56 centers in Multan with 4000 beneficiaries (Supported by Pakistan Literacy
Commission)
2. Non-formal Basic Education for Rural Girls (Hafizabad Community Schools) 50 NFPE
Centres, 1800 learners (Supported by TVO)
3. Literacy Project, Kot Momin, Sargodha (Supported by NCHD), beneficiaries 1500 people.
4. Adult Literacy Project, Hafizabad. Supported by District Government, beneficiaries 7000
people.
5. Voicing of the Poor – Adult Literacy Project Daska, Sialkot. (Supported by Directorate
General of Social Welfare Punjab) beneficiaries 15000 people.
6. Adult Literacy Project, Wazirabad (Supported by PLC) beneficiaries 400 people.
7. Education for out of school Youth and Adolescents, Sialkot (UNICEF supported) beneficiaries
10000 people.
8. Rural Women’s Empowerment through skill development Cardiff University, College of
Home Economics Higher Education Link; Natt, Teigarh, Lahore, beneficiaries 20000 people.
9. Adult Literacy Programme KotMomin (Sargodha) launched with the collaboration of NCHD,
beneficiaries 1500 people.
10. Universalization of Primary Education (UPE) Liaqatpur (Rahim Yar Khan) with three
elements (i) Collection of data of out of school children, (ii) 100 per cent enrollment of
children into schools, between 5-7 years of age, and (iii) Improvement in quality of Education
beneficiaries
ANNEXURE-C
MAJOR PROGRAMMES OF THE PAST
Major projects and programmes launched in Pakistan for adult literacy since 1986 and their
impact/achievements are as follow.
S.No.
Name of Project
Duration
1
Nai Roshni School
1986-88
Achievements
 15,000 Nai Roshni
Project
Schools opened
Impact/Effectiveness
Programme was abandoned after 2
years with the change of government.
The programme could not achieve its
 400,000
learners
targets.
registered
2
Iqra Pilot Project
1986-88
 60,000
learners
enrolled/registered
Project was
not successful and
sustainable
 22,000 appeared in exam
and 18,000 passed
3
Eradication
of
Illiteracy
4
1992-94
 138025 (79%) people were

From
made literate against the
Selected Areas of
target of 174,460 out of it
Pakistan
87% were female
Quranic
Literacy
1992-94
 494 centres were opened.
Project
Project was successful
The project was successful and
sustainable.
 10,867 females were made
literate
5
6
CrashLiteracy
1998
 87 literacy centres opened
Programme
.
(Federal)
 1500 people made literate
Crash
Literacy
1998-99
Project (Punjab)
 1668
literacy
centres
Project could not be continued
The project was successful
opened
 Around 50,000 adults made
literate
7
Literacy
and
2001-02
 2000
Adult
Literacy
Primary Education
Centers opened. The main
(UJALA)
focus was on rural women
The project almost achieved its
targets
ANNEXURE-D
MAJOR PRESENT AND FUTURE PROGRAMMES IN ADULT LITERACY AND
NON-FORMAL EDUCATION IN PAKISTAN
S.No
Name of Project
Implementing
Cost/Budget
Duration
Major Inputs
Agency
1
Adult Literacy
National
One Billion
Started in
50000 Adult
Commission for
Each year
2002
Literacy centers
Human
Ongoing
functioning in
Development
project
116 districts of
the country
Total learners
enrolled around
one million
2.
Literacy for All
Elementary
Rs. 900 million
Started in
7500 adult
Programme
Education
for 3 years
2003 and
literacy centers
still going
opened through
on
NWFP province.
Foundation
Total learners
enrolled around
187500
3
Opening of adult
Provinces of
Rs.100 million
Started in
5000 Adult
Literacy centers
Punjab, Sindh,
each yer is
2001-02
Literacy Centers
under President
NWFP and
given by the
and still
planned to be
Education Sector
Balochistan
Federal
going on
opened each
Reforms
Government
year
Total enrolment
around 100,000
4
100% Literacy in
Punjab Literacy
Rs. 981,374
2004-2008
Expected
Four Model
and Non-formal
Districts of Punjab
Education Deptt.
million
number of
beneficiaries
(Mandi Bahauddin,
Khushab, Khanewal
and D-G Khan
5.
Crash Literacy
Punjab Literacy
Rs.93 Million
2005-08
Programme for
and Non-formal
number of
women in Districts
Education Deptt.
beneficiaries
of Southern Punjab
6.
Expected
= 200,000
Literate Punjab
Punjab Literacy
Expected
Programme, 100%
and Non-formal
number of
Literacy in 10
Education Deptt
beneficiaries
Union Councils of
= 1300,000
31 Districts of
Punjab
7.
Establishment of
Punjab Literacy
Rs.35.8 Million
2006-09
Literacy and
Provincial Literacy
and Non-formal
Non-formal
Management
Education Deptt in
Database has
Information Unit
collaboration with
been created
(LITMIS)
JICA