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

ACRONYMS
ABES ADEO AIOU AREP AJ&K ALC APWA BECS BELA BPS CDR CLC CSO CSP DCO ECE EDO ESR EEF EFA ERIC FANA FATA FLAME GER GNP GoP GPI HANDS Adult Basic Education Society Assistant District Education officer Allama Iqbal Open University Afghan Refugees Education Project Azam jammu & Kashmir Adult Literacy Center All Pakistan Women Association Basic Education Community Schools Basic Education and Literacy Authority Basic Pay Scale crude death rate Community Learning Centre Civil Society Organization Community Support Process District Co-ordination Officer Early Childhood Education Executive District officer Education Sector Reforms Elementary Education Foundation Education For All Education Resource Information Center Federally Administered Northern Areas Federally Administered Northern Areas Friend of Literacy and Mass Education Gross Enrolment rate Gross national product Government of Pakistan Gender Parity Index Health And Nutrition Development Society 3

ICT ICT ILO IPSPG IT JICA KK LAMEC LC LEF LFA LIFE LITMIS MIS NCHD NETCOM NFBE NFE NGO NIPS NPA NRSP NWFP PACADE PEQIP PERD PIHS PLC PMLC PMU PRSP

Islamabad Capital Territory Information Communication Technology International Labour Organization Increasing Primary School Participation of Girls Information Technology Japan International Cooperation Agency Khawendo Kor Literacy & Mass Education Commission Literacy Center Labour Education Foundation Literacy for All Literacy Initiative for Empowerment) Literacy Management Information System Management information system National Commission for Human Development National Education & Training Commission Non formal Basic Education Non formal education Non Government organization National Institute of Population Studies National Plan of Action National Ruler Support Program North West Frontier Province Pakistan Association for Adult & Continuing Education Primary Education Quality Improvement Programme Pakistan Education Research and Development (Pakistani Integrated Household survey Pakistan Literacy Commission Prime Ministers Literacy Commission Project Management Unit Poverty Reduction Strategy paper

PSLM PTA PTC RCC SMC SCSPEB SDC SEF SHE SRSP NER TBA UNDP UNESCO UNFPA UNICEF UNLD USAID VDC WES

Pakistan Standard of Living Measurement Parent Teachers Association Primary Teachers Certificate Releasing Confidence and Creativity School Management Committee Society for Community Support for Primary Education in Balochistan Skill Development Centre Sindh Education Foundation Self Help Enterprises Sarhad Rural Support Programme Net Enrolment Rate Traditional Birth Attendants United Nations Development Program United Nations Educational, Scientific and Cultural Organization United Nations Population Fund The United Nations Children's Fund United Nations Literacy Decade United States Agency for International Development Village Development Committee Water and Environmental Sanitation

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

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. Pakistans 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.

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.

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

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

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LIST OF TABLES
TITLE OF TABLE 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 Page No.

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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)

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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.)

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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

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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, womens 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. ii. iii. iv. wise). v. To suggest tangible proposals to fulfill the needs. To assess the existing literacy status/situation in the country. To review the existing literacy policies, plans and targets. To analyse the literacy programmes and projects. To access the future needs of the country in advance literacy (Province-

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 16

the region addressing the literacy needs of excluded groups. Implementation strategies, the needs assessment 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. improvements. ix. The first draft of the National Assessment (NA) report was The said reports are being reviewed/ analysed to suggest

prepared and shared with UNESCO.

17

x.

Based upon the comments of UNESCO the report has been

improved. The second draft of the Needs Assessment Report is ready. xi. assessment reports. The next meeting of LIFE Core Group has tentatively been

scheduled during 1st week of January 2008 to review the National and Provincial needs

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.

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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. 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 19

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 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:

National Institute of Population Studies, Islamabad, 2007.

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TABLE 1: SYNOPTIC VIEW OF THE ADMINISTRATIVE UNITS OF PAKISTAN

Province / Admin. Area DisTri Cts Tehsils/ Talukas UC Mauzat/ Dehs/ Villages Metropolitan MCs TCs CBs NUMBER of urban areas

Pakistan NWFP Punjab Sindh Balochistan Islamabad FATA

116 24 35 27 29 1

427

60 118 88 116 1 FRs=6 42

FAs=7

1083 5 1212 7390 1437 367 26 403

48349 7326 25873 5875 6584 132 2559

2 1 1 -

13 1 7 3 1 1 -

304 14 141 116 28 5

40 11 18 8 3 -

515 55 245 163 46 1 5

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, Pakistans 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. Pakistans 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, Pakistans 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. PRSPs 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

Ibid 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.

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)* 04 20.56(15.4%l) 18.67 (11.7%) -1.89 (9%) 18.2 -0.41 (2.2%) 6 59 19.1(14.3%) 18.41(11.58%) -0.69(3.6% 18.1 -0.29 (1.6%) 2 10 14 17.5(13.13%) 19.88 (12.5 %) +2.38 (13.6%) 18.2 -1.68 (8.45% 0 15 24 27.28(20.46% 35.55 (22.4 %) +8.27(30%) 38.4 +2.93 (8.24%) ) 8 25 44 29.47 (22%) 42.54(26.75 %) +13.07(44%) 57.1 +14.59 (34.3%) 3 0 - 80+ 133.33 159.1 (100 %) +25.77 (19%) 181. +22.1 (13.9%) (100%) 2 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.

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GRAPH 1: POPULATION TREND IN DIFFERENT AGE-GROUPS, 1998, 2007 AND 2015: PAKISTAN
57.13 42.54 35.55 38.48 60

50

40

Popu. 0-4 27.28 30 29.47 Popu. 5-9 Popu.10-14 Popu. 15-24 18.26 18.67 18.41 18.12 19.88 Popu. 25-44 18.2

20.56

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:

17.5

20

19.1

25

1. The West Pakistan Ordinance No. XXIX of 1962 2. The Literacy (Amendment) Act, 1986 3. The Punjab Compulsory Primary Education Act, 1994 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 26

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 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) AND 2005-06* Year 2001-02 / PIHS 2005-06 / PSLM Gender M F T M F T NER 46 38 42 56 48 53 * Source: AEPAM, Islamabad. DURING 2001-02 Change (%) M F +10 +10 T +11

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 % URBAN 72 56 64 79 64 71 / 7+ 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+ RURAL 51 21 36 57 31 44 / 8+ Punjab 51 26 38 58 37 47 / 9+ Sindh 51 14 33 54 17 37 / 4+ NWFP 55 16 35 62 27 44 / 9+

27

Balochistan 49 11 32 46 13 31 / 9+ OVERALL 58 32 45 65 42 54 / 9+ Punjab 57 36 47 66 47 56 / 9+ 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 LITERACY % POPULATION POPULATION IN 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

GPI

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

0.58 0.54 0.56 0.38 0.34 0.48 0.34 0.64 0.70 0.44

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 28

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 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 Ministers 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

29

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 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. 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 SCHOOL ENROLMENT TEACHERS S 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

33

to support the Ministry of Education. It is operating at the national level and the Literacy Programme of NCHD is operational in 117 districts of Pakistan. Its specific objective includes achieving 86 per cent literacy rate by 2015, by (i) (ii) (iii) emphasizing female literacy between 11 and 45 years of age, establishing literacy centers within a radius of 10-15 kilometers, 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 two9

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 NCHD OTHERS TOTAL SECTOR 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 PACADEs11 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 SEFs initial activities began with the provision of grants and loans to educational institutes and organizations. However, the SEF now provides communities with direct access to educational facilities by opening schools/centres. The
11

http://www.pacade.org/Activities.htm

37

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 15 16

http://www.lef.org.pk/profiles.html LIFE NWFP Report. 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 18

http://www.khwendokor.org.pk/project.html 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) (ii) (iii) Districts with high literacy rate i.e. above 70 per cent; Districts with medium literacy rate i.e. 50per cent to 69 per cent; and 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%).

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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 2Asstt Dirs.

Dir. Admn &Est

Dir. Bdgt & Account s

Dir. LITMIS

Proj.Dir. B.E, C. Schools

Dir.Inco me Gen. Skills 1 A. .Dir. Res& Marktg. 1 A.. Dir. Material Develop ment 1 A. Dir. Finance s)

Dir.Func. Lit&Con Edu. 1 A. Dir. Res& Marktg. 1 A. Dir. Material Develop ment

Dir. Basic Lit.

2 Asstt Dirs.

2 Asst. Dirs.

2 Asstt. Dirs.

1 Asstt.

Dir. Evalu.
1. Asstt. Dir. Impleme ntation

1 A. Dir. Res& Trg 1 A. Dir. Policy, Planning & Progs.

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TABLE 10: NUMBER OF POSITIONS AT NATIONAL LEVEL AND RECURRING BUDGET, SLARY AND ALLOWANCES POSITION SCALE NUMBER AVERAGE ESTIMATED SALARY, EXPENDITURE PER HOUSE RENT ANNUM (RUPEES) ETC. 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

Prov. Dir. Bdgt & Admn.

Prov. Proj. Manager Basi.Edu Centre Schools

Provl Dir. LITMIS

Provl.Dir M&E

Provl Dir. Income Gen. Skills

1Asstt Dir. (Bdgt) 1Asstt Dir.

(Admn)

1Asstt Dir. Impl. 1Asstt Dir.

Quality

1Asstt Dir. B.E.C. School s 1Asstt Dir. Lit.

1Asstt Dir.
Access

1Dy.Dir. Res&Trg 1Dy.Dir. Incme Genrtg Skills, 1Dy.Dir. Functnl Lit.& Life Long Edu.

1Asstt Dir.
Quality

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 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

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

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.

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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

Asstt. Dir. Bdgt & Admn.

Distt. Officer M& E

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

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TABLE 12: NUMBER OF POSITIONS AT DISTRICT LEVEL AND RECURRING BUDGET, SLARY AND ALLOWANCES PER ANNUM Position EDO, Literacy& NFE Assistant Directors/ Distt. Officers Sub-district Officer at Tehsil/Taluka Level Field Officers/Supervisors Supporting Staff Scale BPS-19 BPS-18 BPS-17 BPS-14 Number 1 7 4 50 Average salary, house rent etc. per month, per head 50,000 45,000 40,000 10,000 Estimated expenditure (rupees) 600,000 3,780,000 1920,000 6,000,000 1,800,000 80,00,000 2,880,000 120,000 25,100,000 2,510,000 27,610,000

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

BPS-1 15 10,000 to15 Unit cost= 500,000 16xRs.15,000=Rs. 240,000 per month

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. ii. iii. To impart both pre-service and in-service training to adult literacy teachers; Managers, Trainers and other Personnel. To impart both pre-service and in-service (refresher courses etc) to Basic Education Community Schools Teachers; 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; To serve as a research center for conducting research in literacy and non-formal education; To serve as a literacy and non-formal education Data Base.

iv. v.

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

Og n a n l S u tue( r a iz tio a tr c r T a h r Ta in In titu n e c e r in g s tio

Og n ga r aor m o N tio a f a nl -C m -R s uc C n e u e o r e e tr
D e to ir c r

D p tyD e to e u ir c r Ta in r in g
As D c r s t. ire to L ra yT in g ite c ra in As D c r s t. ire to N n -fo a B s o rm l a ic E u a nT in g d c tio ra in

D p tyD e to e u ir c r Ta in r in g

Inc ag R s ac hr e eer h Cn r e te

Inc a e h rg IC U it T n

D p tyD e to e u ir c r Mteia D v lo mn a r l ee p e t
A. D e to ir c r In o eG n ra gs ill c m e e tin k M te l D v lo m n a ria e e p e t As D c r s t. ire to Q a tita eR s a h u n tiv e e rc A. D e to ir c r

A s D e to s t. ir c r Q a tiv R s ac u lita e e e r h

A. D e to ir c r B s L & a ic a ic it B s E u a n Mteia d c tio a r l

Dv el

F n tio a L r c /P s u c n l itea y o t L rc itea y M te l D v lo m n a ria e e p e t

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

O a iz tio a S u t r ( r n a n l tr cue g O aor m r n ga g Po in ia T a h r Ta in I situ n u r v c l e c e r in g n t tio /C m r s uc Cnr eo r e e t e

Dp tyDe to e u ir c r

o f

I c ag R s ac n h r e ee r h C ne et r

As s tt

. De to Ta in ir c r r in g

As s tt . De to ir c r R s ac ee r h
As s tt . De t rMteia ir co a r l Dv lo mn ee p et

I c ag n hr e I TU it C n

I c ag nh r e Au L r c d lt itea y Ta in r in g

I c ag nhr e N n -f r a B s o oml a ic E u aio Ta in d c t n r in g

I c ag nhr e Q a t tiv R s ac u nita e e e r h

I c ag nh r e Qa aiv Rs ac u lit t e e e r h
I c ag nhr e

In h r e c ag B s L & a ic a ic it B s E u a n Mt r l d c tio aeia

I c ag nhr e

Dv el

F n tio a L r c / o t u c n l itea yP s L rc itea y

I c m Gn r tin Sill n o e e ea g k Mt r l Dv lo mn aeia e e p e t

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. 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 55

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.

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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) 67735 69532 71294 72973 74555 76077 77553 79001 80441 60142 6 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 Sindh Population (000) Illiterates (000) 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) 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) Target Illiterates (000) with Literacy Rate 42% 270 45% 260 48% 270 51% 280 54% 370 58% 320 61% 310 64% 310 67% 2390

2007 2008 2009 2010 2011 2012 2013 2014 2015 Total 200815

28449 27813 26378 24811 23112 21309 19388 17380 16088 176279

28243 29002 29670 30311 30925 31546 32171 32828 33477 249930

12144 11601 10978 10360 9587 8833 8043 7222 6695 73319

16401 16905 17300 17689 18100 18527 18968 19400 19835 146724

8529 8283 7958 7606 7240 6855 6449 6014 5554 55959

6030 6220 6380 6530 6690 6860 7040 7210 7340 54270

3500 3420 3320 3200 3080 2880 2750 2600 2420 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.

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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 Lit. Target ALCs Needed (000s) (000) (000) 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
1 09340 1 7640 1 1 9580 1 1 22220

1 3420 1

1 3420 1

100000 Number of ALCs 80000 60000

951 00

1 02260

Punjab Sindh NWFP Balochistan Pakistan

63920 48660

64940

65620

66500

67940

691 20 54640

40000 20000
26060 1 4980 5400 25820 1 4400 5200 28260 1 4820 5400 26660 1 5540 5600 27500 1 6240 7400 28300 1 6940 6400 29560 1 7340 6200 23520 1 7900 6200

0 2008

2009

2010

2011 Years

2012

2013

2014

2015

TABLE 19: NATIONAL, PROVINCE AND YEAR-WISE BREAK-UP OF LITERACY TEACHERS AND SUPERVISORS REQUIRED FROM 2008 TO 2015
Year 2008 2009 2010 2011 2012 2013 2014 2015 Sub-total 5 additional Total Punjab Trs. 48660 63920 64940 65620 66500 67940 69120 54640 50134 0 % 25067 52640 7 Sup. 2433 3196 3247 3281 3325 3397 3456 2732 2506 7 1254 2632 1 Sindh Trs. 26060 25820 28260 26660 27500 28300 29560 23520 21568 0 10784 22646 4 Sup. 1303 1291 1413 1333 1375 1415 1478 1176 1078 4 540 1132 4 NWFP Trs. 14980 14400 14820 15540 16240 16940 17340 17900 12816 0 6408 13456 8 Sup. 749 720 741 777 812 847 867 895 6408 321 6729 Balochistan Trs. Sup. 5400 270 5200 260 5400 5600 7400 6400 6200 6200 4780 0 2390 5019 0 270 280 370 320 310 310 239 0 120 251 0 Pakistan Trs. 95100 10934 0 11342 0 11342 0 11764 0 11958 0 12222 0 10226 0 89298 0 44549 93762 9 Sup.. 4755 5467 5671 5671 5882 5979 6111 5113 44649 2233 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 Teachers Supervisors Cost/centre/ Annual Cost 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 2008 2009 2010 2011 2012 2013 2014 2015 Sub-total ALC 5400 5200 5400 5600 7400 6400 6200 6200 4780 0 Teachers 5400 5200 5400 5600 7400 6400 6200 6200 47800 Supervisors 270 260 270 280 370 320 310 310 2390 Cost / centre / cycle (Rs.) 20000 20000 20000 23000 23000 23000 25000 25000 Cost Rs. 216 208 216 258 341 294 310 310 2153 (Mill.)

5 % 2390 additional Total 5019 0

2390 50190

120 2510

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 Per annum

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 1266.925

599 576 593 715 747 779 867 895 5771 288.55 6059.55 757.444

216 208 216 258 341 294 310 310 2153 107.65 2260.65 282.6

3803.8 4373.6 4537 5218.88 5412 5500.04 6111 5113 40069.32 2003.466 42072.786 5259.1

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

6000 521 8.88 4373.6 4000 3803.8 4537 541 2 5500.04

61 1 1

5000

51 3 1 Pakistan Punjab 3456 Sindh NWFP 2732 Balochistan

3000 2597.6 2000 2256.8 1 946.4

301 9.52

3059

31 25.24

1 000

1 042.4 599 21 6 2208

1 032.8 576 208 2009

1 030.4 593 21 6 2208

1 226.36 71 5 258 2208 Y ears

1 265 747 341 2208

1 .8 301 779 294 2208

1 478 867 31 0 2208 1 76.001 1 895 31 0 2208

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 centre Total cost Required Teachers @ 2 per cycle (Rs.) (Millions) per ALC 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 200708 2533.4 8 1262.5 5 1270.9 3 1816.8 8 1063.4 0 753.47 716.59 200809 2574.1 8 1281.5 3 1292.6 5 1901.7 9 1100.8 0 806.98 666.38 200910 2623.0 9 1302.4 8 1321.4 2 2007.0 7 1140.6 0 866.47 616.82 161.88 454.94 72.91 85.00 60.83 201011 2653.9 3 1322.0 8 1331.8 5 2096.9 5 1183.6 4 913.26 557.02 138.44 418.58 76.27 88.55 64.00 201112 2693.5 9 1340.9 4 1352.6 5 2191.0 7 1222.9 6 968.11 502.51 177.97 384.53 80.17 90.31 70.03 201213 2734.3 6 1361.8 5 1372.5 1 2289.2 5 1264.7 7 1024.4 8 455.10 97.07 348.02 82.53 92.04 73.03 201314 2775.7 5 1381.1 3 1394.6 2 2389.6 2 1301.8 1 1087.8 0 368.12 79.31 306.81 84.90 93.55 76.25 201415 2817.27 1401.56 1415.71 2485.28 1334.92 1150.37 331.98 66.64 265.34 86.09 94.18 78.00

199.1 180.72 4 517.45 485.66 65.65 68.59 79.50 51.80 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 2500 2000 Popu. 10+ 1500 1000 500 0 716.59 666.38 616.82 557.02 502.51 455.1 65.65 200708 68.59 72.91 76.27 80.17 82.53 T.Illiterate T.Litcy% 2533.48 2574.18 2623.09 2653.93 2693.59 2734.36 2775.75 2817.27

368.12 331.98 84.9 86.09

200809

200910

201011

201112

201213

201314

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 Total centres Literacy Teachers Vocational Teachers Supervisors Total Manpower Dev. Cost (Mil.) Recurring Cost (Mil.) Sub-total Cost (Milli.) Rs. 5 % additional 183 3435 2856 396 7 3359 117.0 65.5 182.5 9.125 450 7625 6237 938 7 7282 257.0 140.1 397.1 19.855 518 9270 7651 1101 7 8759 311.6 171.4 438.0 21.9 1151 20330 16744 2435 21 19200 685.6 377.0 1017.6 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 201415. 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 9000 8000 7000 6000 5000 4000 3000 2000 1000 0 191.625 Phase 1: 2007-09 416.955 Phase 2: 2010-12 459.9 Phase 3: 2013-15 3435 3359 7625 7282 9270 8759

Total ALCs Total manpower Total cost (Rs.000)

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
The above table shows that Pakistan and AJK would need a consolidated amount of 96164.4812 million or 96 billion rupees to achieve the literacy targets as mentioned in the foregoing pages of this report. Out of this, rupees 43114.20 million are anticipated to be spent on setting up and operating ALCs followed by rupees 4578.226 million on material development, rupees 2050.76 million on teacher training etc. The per annum average expenditure 12020.56015

169.098

14057.820

*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 peoples 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. 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.

3.

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 200102. 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 Each province needs to create independent administrative departments of literacy Executive District Officers (Literacy) at the district level with supporting staff Co-ordination cell may be created at the district level to ensure complete look after the specialized needs of education and literacy. and non-formal education at provincial levels. are required to implement literacy-related programmes and projects. 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&btn G=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 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Islamabad Rawalpindi Karachi Lahore Jhelum Gujrat Sialkot Quetta Chakwal Abbottabad Gujranwala Haripur Narowal Faislabad Toba Tek Singh Attock Sukkur Sargodha Hyderabad Kohat Sahiwal Shekhupura Multan Mian wali Noshera Karak Peshawar Hafizabad Khushab Chitral Khanewal Malakand P.A Naushahro Fer Layyah Okara Literacy % 10 plus (%) 72.38 70.45 65.26 64.66 63.92 62.18 58.92 57.07 56.72 56.61 56.55 53.72 52.65 51.94 50.50 49.27 46.62 46.30 44.25 44.06 43.90 43.78 43.38 42.76 42.50 41.92 41.75 40.74 40.50 40.30 39.94 39.14 39.14 38.68 37.79 Illiterates 10 plus 166,708 740,625 2,405,915 1,650,853 247,880 562,450 799,630 231,116 346.276 273,570 1,049,510 230,737 416,642 1,880,742 575,767 474,779 438,461 330,593 1,023,488 1,134,367 214,258 740,641 1,309,213 1,229,392 421,329 347,518 159,831 801,665 351,799 386,715 13,031 868,572 440.045 440,045 440,045 975,309 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Sr. No. District Islamabad Rawalpindi Karachi Lahore Jhelum Gujrat Sialkot Quetta Gujranwala Chakwal Abbottabad Faislabad Haripur Narowal Toba Tek Singh Attock Sukkur Mandi Bahauddin Sargodha Hyderabad Multan Sahiwal Shekhupura Kohat Peshawar Noshera Mianwali Karak Khanewal Hafizabad Khushab Naushahro Fero Layyah Okara Malakand P.A Jhang Literacy Rate 15 Illiterates 15 plus plus (%) 70.20 67.50 63.58 62.98 60.00 57.87 55.72 54.56 53.67 51.57 51.41 49.15 48.07 47.26 46.95 44.65 44.54 42.93 42.81 42.15 41.66 41.18 40.72 40.10 39.43 39.32 38.69 37.51 37.21 37.20 36.51 36.16 35.83 35.12 34,67 34.28 Population 149,027 670,956 2,093,633 1,421,602 225,975 513,255 703,653 200,362 906,008 319,963 245,001 1,634,920 209,065 371,339 504,959 426,784 281,933 391,738 893,353 967,317 1,024,972 639,863 1,122,309 180,929 662,160 293,339 365,175 133,682 739,689 307,560 340,707 377,487 387,632 836,240 150,349 1,085,460

Mandi Bahauddin 47.44

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

Jhang Vehari Mardan Mansehra Kasur Swabi Dadu Khairpur Bahawalnagar Bahawalpur Larkana Pakpattan Ziarat Bhakkar Nawabshah Rahim Yar Khan Bannu Shikarpur Panjgur D.I. Khan Pishin Charsada Sanghar D.G Khan Hangu Mirpurkhas Lodhran Lower-Dir Lakki Marwat Ghotki Swat Muzaffargarh Mastung Kech Chiaghi Tank Sibi Gawadar Badin Jacobabad Buner Lasbela Thatta Upper Dir

37.12 36.79 36.45 36.32 36.21 36.03 35.56 35.50 35.07 35.03 34.95 34.70 34.34 34.17 34.13 33.09 32.11 31.94 31.35 31.28 31.14 31.11 30.87 30.61 30.50 30.40 29.90 29.90 29.71 29.01 28.75 28.45 27.58 27.51 26.99 26.25 25.47 25.47 24.63 23.66 22.62 22.30 22.14 22.21

1,261,071 922,771 621,769 506,766 1,044,193 442,268 739,667 653,975 936,819 1,084,887 814,889 588,309 14,293 477,011 474,088 1,398,416 294,486 393,354 95,140 389,067 157,231 469,586 675,226 733,913 141,462 722,547 552,644 313,515 217,398 450,081 588,304 1,226,326 79,840 194,428 96,575 113,459 93,838 92.828 572,742 705,112 252,534 167,775 586,524 285,151

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

Vehari Chitral Kasur Dadu Bahawalpur Bahawalnagar Khairpur Mardan Larkana Pakpattan Nawabshah Mansehra Ziarat Swabi Bhakkar Rahim Yar Khan Shikarpur Pishin Bannu D.I. Khan Sanghar Panjgur D.G Khan Mirpurkhas Lodhran Hangu Charsada Ghotki Muzaffargarh Swat Lower-Dir Lakki Marwat Mastung Changhi Kech Tank Sibi Badin Gawadar Jacobabad Thatta Loralai Lasbela Buner

34.10 33.80 33.57 33.53 33.35 32.68 32.42 32.29 32.03 31.80 31.79 31.76 31.71 31.27 31.03 30.93 29.85 29.62 29.29 29.27 28.93 28.93 28.71 28.57 27.80 27.70 27.34 27.26 26.92 26.58 26.40 25.86 25.26 24.38 24.36 23.95 23.82 23.09 22.40 22.03 21.52 19.99 19.98 19.55

781,575 109,955 875,298 631,741 901,908 794,054 559,167 523,256 698,785 502,471 401,651 428,816 11,965 378,604 401,935 1,170,401 334,356 123,272 248,697 321,442 564,260 75,883 596,503 599,216 456,958 113,982 394,596 376,149 994,168 472.079 254,530 183,644 67,761 79,440 165,303 93,182 79,172 480,463 78,118 597,147 490,587 133,680 141,102 207,032

81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101

Rajanpur Loralai Kalat Jafarabad Tharparkar Batagram Killa Saifullah Khuzdar Zhob Killa Abdullah Bolan Barkhan Kharan Awaran Shangle Naseerabad Jhal Magsi Kohlu Dera Bughti Kohistan Musa Khel

20.73 20.47 19.86 18.51 18.32 18.31 17.55 17.46 16.78 16.10 15.78 15.67 15.05 14.79 14.73 12.69 12.28 12.15 11.73 11.08 10.37

559,510 162,114 123,145 232,626 474,908 166,203 100,032 226,817 143,187 198,708 163,587 58,290 114,855 66,148 241,701 141,469 63,556 60,858 101,919 274,919 76,265

81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101

Rajanpur Upper Dir Tharparkar Kalat Batagram Jafarabad Killa Saifullah Zhob Khuzdar Killa Abdullah Bolan Barkhan Kharan Shangle Awaran Jhal Magsi Kohlu Naseerabad Dera Bughti Kohistan Musa Khel

19.35 19.03 17.57 17.53 17.34 16.53 16.45 16.27 15.93 15.53 14.55 14.07 13.98 13.87 12.57 11.57 11.47 11.45 11.36 10.50 10.24

460,327 223,786 374,684 101,245 132,329 199,687 78,909 110,402 187,275 157,385 135,863 49,060 93,238 192,427 55,101 52,350 51,753 120,665 84,232 213,399 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 Womens 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 Nai Roshni School 1986-88 1
Project

Achievements
15,000 Roshni opened 400,000 learners registered 60,000 learners enrolled/registered 22,000 appeared in Nai Schools

Impact/Effectiveness
Programme was abandoned after 2 years with the change of government. The programme could not achieve its targets.

Iqra Pilot Project

1986-88

Project

was

not

successful

and

sustainable

Eradication Illiteracy Pakistan

of From

1992-94

exam and 18,000 passed 138025 (79%) people were made literate against the target of 174,460 out of it 87%

Project was successful

Selected Areas of

Quranic Project

Literacy

1992-94

were female 494 centres opened.

were

The project was successful and sustainable.

10,867 females were Project could not be continued

CrashLiteracy Programme (Federal) Crash

1998

made literate 87 literacy centres opened .

Literacy

1998-99

1500 people made literate 1668 literacy centres opened

The project was successful

Project (Punjab)

Around 50,000 adults made

Literacy (UJALA)

and

2001-02

literate 2000 Adult Literacy Centers opened. The main focus was on rural women

The project almost achieved its targets

Primary Education

ANNEXURE-D
MAJOR PRESENT AND FUTURE PROGRAMMES IN ADULT LITERACY AND NON-FORMAL EDUCATION IN PAKISTAN

S.No 1

Name of Project Adult Literacy

Implementing Agency National Commission for Human Development

Cost/Budget One Billion Each year

Duration Started in 2002 Ongoing project

Major Inputs 50000 Adult Literacy centers functioning in 116 districts of the country Total learners enrolled around one million 7500 adult literacy centers opened through NWFP province. Total learners enrolled around 187500 5000 Adult Literacy Centers planned to be opened each year

2.

Literacy for All Programme

Elementary Education Foundation

Rs. 900 million for 3 years

Started in 2003 and still going on

Opening of adult Literacy centers under President Education Sector Reforms

Provinces of Punjab, Sindh, NWFP and Balochistan

Rs.100 million each yer is given by the Federal Government

Started in 2001-02 and still going on

Total enrolment 4 100% Literacy in Four Model Districts of Punjab (Mandi Bahauddin, Khushab, Khanewal 5. and D-G Khan Crash Literacy Programme for women in Districts 6. of Southern Punjab Literate Punjab Programme, 100% Literacy in 10 Union Councils of 31 Districts of 7. Punjab Establishment of Provincial Literacy Management Information Unit (LITMIS) Punjab Literacy and Non-formal Education Deptt in collaboration with JICA Rs.35.8 Million 2006-09 Literacy and Non-formal Database has been created Punjab Literacy and Non-formal Education Deptt. Punjab Literacy and Non-formal Education Deptt Rs.93 Million 2005-08 Expected number of beneficiaries = 200,000 Expected number of beneficiaries = 1300,000 Punjab Literacy and Non-formal Education Deptt. Rs. 981,374 million 2004-2008 around 100,000 Expected number of beneficiaries