Adult Literacy in Pakistan ( Muhammad Shoaib ) Adult Education

7/29/2019 Adult Literacy in Pakistan ( Muhammad Shoaib ) Adult Education

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Adult Literacy in Pakistan: Quranic Literacy Project

Prime Minister's Literacy CommissionCOUNTRY OVERVIEW

The Islamic Republic of Pakistan is a Federal State comprised of four provinces,namely, Balochistan, North-West Frontier Province (NWFP), Punjab and Sindh, andthe Federally Administered Tribal Areas (FATA); the Northern Areas are also underFederal administration. Over 97% of the population is Muslim. On Pakistan's Southis Arabian sea, in South East is Iran, North is China, the West is Afghanistan and inthe East is India.

Social development is the main responsibility of the provinces, but also shared by theFederal government. The political system of Pakistan is a multiparty parliamentary

form of democracy under the 1973 constitution. The share of females in parliamenthas increased from 1.6% in 1994 to 2.3% at present. Urdu is the national language,however, English is extensively used in offices and commercial circles in the cities.

Climatically, Pakistan enjoys a considerable measure of variety. North and north-western high mountain ranges are extremely cold in winter. The vast plains of theIndus valley are extremely hot in summer. The coastal strip in the South has atemperate climate. There is general deficiency in the rainfall which, on annualaverage, ranges from 13 cm to 89 cm. However, Pakistan is a land of manysplendours, with rich cultural heritage and scenic beauty starting from the snow-capped mountains in the North to the sunny beaches in the South.

National Human Resource Development Indicators 1996-97

Year of Independence 1947/ IslamabadTotal area 796,096Estimated population (million) 137Annual Population growth rate(%)

2.7

Average population density persq. km

156

People living below poverty line

(million) 36Total villages 50,000Per capita income (US $) 440Unemployment rate (%) 5.3Labour force participation rate(%)

27.46

Life expectancy at birth (years) 62Crude birth rate 36.7


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Crude death rate 9Infant mortality rate 82HRD rank 159

LITERACY PROFILE AND MEMOIR

Prevalent Reality:

Despite strong economic growth recorded over the past decade (6% per annum)Pakistan's progress in human resource development, especially education, as well asin improving the productivity and economic opportunities for women has beendisappointing. These energies could have resulted in higher rates of growth in percapita income if Pakistan had invested more in its people.

Population and Educational Indicators, 1996-97:

Female Population (million) 64Rural females (million) 46Percent females (10+) 35Adult literacy rate 38.9Illiterates (million) 59Primary school enrolment 73Drop-out rate 50

Educational statistics in Pakistan are lamentable. Unfortunately, meagre resources

were allocated to promote education. As a result enrolment rate

Adult Literacy & Education Budget Trends in Pakistan:

1990-91 1994 1997 % change 1994-97 Cumulative change 1991-97

Total 34.8% 36.8% 38.9% +2.1% +4.1%

Male 47.3% 48.9% 50.3% +1.4% +3%

Female 21.1% 23.5% 27% +3.5% +5.9%

Urban N.A 55.6% N.A

Rural N.A 26.3% N.A

% of National 7.4%. 7.9% 8.1% +.2% +.7%


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Budget

% of GNP 2.1% 2.2% 2.69% +.4% +.5%

remained low, drop out rate is highest among female students. The education budgetshare is also quite low as percentage of the development budget and GNP.

Almost 67% of the population lives in rural areas, Rural areas lag behind in literacyespecially women and female children, adult literacy rate for rural women is as lowas 2% in some rural areas as in Balochistan. This trend is also reflected in the lowerFemale labour force participation rate (7.6%) and higher dependency ratio (60%).This decline & statistical imbalance is due to cultural taboos and non-availability ofsuitable job opportunities.

Analysis of Female Educational Parameters, 1996-97:

Population 10 + (million) 48

Gross enrolment of 10-14 (million) 1.4

Number of schools for 10-14 (thousand) 6.4

Number of teachers for 10-14 (thousand) 39

Student teacher ratio (10-14) 36:1


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Participation ratio (10-14) 26%

Various Adult Literacy Projects in Pakistan:

Literacy rates vary from region to region as well as on the basis of genderdistribution. Similarly, comparison between the rural urban population brings outmore revealing parameters. Rural and female literacy rates have improved since1981. Female literacy rate has remained much lower than the male literacy rate. Butthe gap between the two is slowly being bridged. In 1961, the female literacy rate

was 3.7 times less than that of male literacy. In 1972, the difference became 2.6 timesand in 1981, 2.2 times. This signifies that female education is making relativelygreater progress.

Literacy and adult education have been recognized as essential elements of humanresource development. Ever since independence, they constitute an integral part ofeducational policies and national plans formulated by the government from time totime. These policies and plans so far announced by the government can at bestindicate the thinking and wishes of development planners. The impact of these

policies and plans can be assessed when they are converted into programmes/projectsand are actually implemented on the ground. Following are the various adult literacydrives and schemes launched during last fifty years:

Village Agricultural & Industrial Development (AID) Programme, 1953

It was basically a community development programme sponsored by UNESCO &

GOP. 267 master trainers were selected and trained in literacy work. About 8,000

village literacy centers were organized. Instructional and follow-up material was alsoproduced. This programme was ceased to function in 196 1.


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Literacy Programme under Basic Democracies, 1964-69

Under this programme a study group was set-up to prepare pilot projects on literacyin 1964. Union councils in rural areas and town committees in urban areas wereentrusted the responsibility of organizing literacy centers in their purview.

Peoples Works Programme, 1973 (Sipah-e-Khidmat)

The unemployed educated youth, rural development workers, school teachers andvolunteers were engaged to undertake literacy work. They were trained as literacyteachers with nominal honorarium. Each person was supposed to teach 50 illiterates

at a time. This scheme was discontinued before completing its 1st phase in 1974.

Literacy Programmes through Local Councils in Punjab Province, 1974-81

Under this, the literacy work was mainly assigned to the department of LocalGovernment and Rural Development. A Directorate of Adult Education wasestablished. The programme was run through local councils. No separateinfrastructure or staff was engaged to monitor & supervise the functioning. About592975 illiterate persons were made literate in Punjab province during 1974-1981.

Literacy Programmes in the Provinces of Sindh, NWFP & Balochistan

No separate organizational set-up could be evolved in these provinces for exclusiveliteracy work. For instance, in North Western Frontier Province (NWFP) the Bureauof Curriculum Development & Education Extension launched adult educationprogramme in 1973 by organizing 500 centers. Likewise, in Balochistan and Sindhthe department of Local Government, Social Welfare and NG0s have been running,few centers. Literacy efforts in these provinces have been scanty, diffused and

uncoordinated.

Adult Functional Literacy Project (Television Literacy Programmes), 1975-81 Thisproject was launched in 1975 by the Pakistan Television Corporation. The packagecontained a total of 156 tele-lessons, 10 lessons on teacher training, 78 lessons onreading, & numeracy, 68 lessons for post literacy. Community viewing centers were


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established with the involvement of NG0s. A total of 1091000 were made literatethrough six cycles.

Experimental Pilot Project

This project was launched with the collaboration of UNESCO. The programmeincluded establishment of Mosque Schools, Mohallah Schools, Women EducationCenters and Village Workshops. Basic literacy material for reading & numeracy wasproduced along with post literacy materials on nutrition, health, handicrafts, livestocketc. After the evaluation of the project in 1981, it was reorganized under the title ofRural Education And Development (READ).

Nai Roshni Schools Project, 1987-89

The Prime Minister's Literacy Commission (PNMC) is, at the moment, the maincoordinating agency for adult education and literacy programmes with functionalarms at the provincial level. Various adult literacy projects were launched under theumbrella of PMLC or previously called NETCOM, since 1980-81. One of them is theNai Roshni Schools project launched in 1987. The main objective of this project wasto provide primary level education to school drop outs and youth of age 10-14through a condensed course of two years duration. According to a third partyevaluation survey 95% Nai Roshni Schools were functional. About 24927 persons

acquired the level of literacy during the project period. It was an innovative schemebut it's too tragic that it was closed without any academic rational in 1989.

Apart from Governmental efforts, a number of NG0s, voluntary and Social WelfareAgencies have also been fighting against illiteracy. Some of them are:

* Adult Basic Education Society (ABES)

* All Pakistan Women's Association (APWA)

* Pakistan Girl Guides Association (PGGA), and

* Allama lqbal Open University (AIOU) etc.


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Quranic Literacy Project:

One of the most innovative and professionalized adult literacy projects launched bythe NETCON/1/PMLC is the Use of Quranic Literacy for the Promotion of GeneralLiteracy among Females. According to the 1981 census 42% females were reportedto be Quranic literate. It was an encouraging, indicator that a significant number ofwomen could read Holy Quran while literacy rate of rural females was only 7.3%.This gap gave birth to a hypothesis that this group can acquire literacy in shorterperiod of time at lessor unit cost. A pilot project with the above title was thereforeconceived. One of the purposes of the pilot project was to test the hypothesis anddevise modalities for replication of the project by the provinces at a larger scale.

Project Objectives:

To test as to whether the females who are able to read Holy Quran can be madeliterate in Urdu with greater ease and in shorter time.

Testing the hypothesis whether "Naskh" script is easier to learn literacy than"Nastaleeq" script.

Pretesting of the usefulness of a new primer evolved by NETCOM/PMLC for thosealready possessing Quranic literacy.

To impart literacy to 18000 female illiterates.

Project Inputs:

Establishment of 200 centers in rent free accommodation donated by community

Provision of literacy material free of cost to all the students


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Appointment of 200 part time teachers

Appointment of project staff

Appointment of 1 0 Master Trainers/Field Supervisors (females)

Funds for organization, monitoring and evaluation of the project

Committees of local leaders to ensure maximum participation

Implementation:

An extensive research and field assessment was undertaken and a PCI (projectdocument) was prepared costing Rs. 3.73 million in 1991. A special primer was alsodevised at Naskh script by the prominent group of experts. After this. motivationalcampaigns were launched in each of the project districts. These districts wereIslamabad, Rawalpindi, Attock, Haripur and Abbottabad. The programme had threephases (six months per cycle) with 200 centers to be established during, each phase.Rent free accommodation was provided by the local community. Literacy teacherswere recruited from among the local educated females. For every 20 centers one fieldsupervisor was also appointed from among the graduate females to help and guideliteracy teachers. Four day training workshop was also organized for the orientation

of supervisors and literacy teachers. The literacy material was provided free of cost toeach and every literacy center.

Admission to the centers was made from amongst the females possessing Quranicliteracy. Attendance registers were also maintained. At the end of each cycleexaminations were conducted by a team comprising local supervisors, teachers andHeadquarters Supervisors. The project completed in 1995-96.

Evaluation:

The Ministry of Education twice conducted the evaluation of the project and declaredit a successful programme. From this programme, a number of 6613 females fullybenefited as against 4254 females partially benefited. Both female groups belonged


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to 10-45 years age.

Establishment of Centers in Each District:

District No. of centers

Islamabad 81

Rawalpindi 70

Attock 80

Haripur 118

Abbottabad 104

Total 453

It was proved that Naskh script is easier to read and write Urdu.

The per unit cost was calculated as Rs. 207 per learner.

Centers actually opened were 453 with an enrolment of 10867 learners.

The project created job opportunities for 650 rural females in their own environmentby employing them as teachers and supervisors.

Selected literacy teachers were given Rs. 5001- as honorarium per month, which wasfar less than the salaries earned by a regular teacher.

Neo-literates were of the view that there should be some continuing education

programme after this.

Due to resource constraints actual number of literacy centers could not beestablished, althouch the teachers and leamers showed their great zeal and enthusiasmto make the project a favourable one.


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Based on the achievements and problems of the project a revised PC 1 (capital costRs. 1 8.42 million) has already been submitted covering all these five districts by100%.

REFERENCES

1) Dr. Abdul Ghafoor, 1994, Quest for Adult Literacv, Ministry of Education.

2) GOP, 1997, Theme Paper on Political and Social Mobilization for EFA.

3) GOP, 1997, E-9 Ministerial Review Meeting in Pakistan, A Country Report.

4) GOP, 1996-97, Economic Survey.

5) PMLC, 1995, Brief on Ouranic Literacy Project.

6) PMLC, 19995-96, Evaluation Report on "Use of Quranic Literacy for Promotionof Literacy Among Females" Project.

Government of Pakistan

Ministry of Education

lslamabad

Documents

Adult Literacy in Pakistan ( Muhammad Shoaib ) Adult Education