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 Adult Basic Education Society
ADEO Assistant District Education officer
AIOU Allama Iqbal Open University
AREP Afghan Refugees Education Project
AJ&K Azam jammu & Kashmir
ALC Adult Literacy Center
APWA All Pakistan Women Association
BECS Basic Education Community Schools
BELA Basic Education and Literacy Authority
BPS Basic Pay Scale
CDR crude death rate
CLC Community Learning Centre
CSO Civil Society Organization
CSP Community Support Process
DCO District Co-ordination Officer
ECE Early Childhood Education
EDO Executive District officer
ESR Education Sector Reforms
EEF Elementary Education Foundation
EFA Education For All
ERIC Education Resource Information Center
FANA Federally Administered Northern Areas
FATA Federally Administered Northern Areas
FLAME Friend of Literacy and Mass Education
GER Gross Enrolment rate
GNP Gross national product
GoP Government of Pakistan
GPI Gender Parity Index
HANDS Health And Nutrition Development Society
ICT Islamabad Capital Territory
ICT Information Communication Technology
ILO International Labour Organization
IPSPG Increasing Primary School Participation of Girls
IT Information Technology
JICA Japan International Cooperation Agency
KK Khawendo Kor
LAMEC Literacy & Mass Education Commission
LC Literacy Center
LEF Labour Education Foundation
LFA Literacy for All
LIFE Literacy Initiative for Empowerment)
LITMIS Literacy Management Information System
MIS Management information system
NCHD National Commission for Human Development
NETCOM National Education & Training Commission
NFBE Non formal Basic Education
NFE Non formal education
NGO Non Government organization
NIPS National Institute of Population Studies
NPA National Plan of Action
NRSP National Ruler Support Program
NWFP North West Frontier Province
PACADE Pakistan Association for Adult & Continuing Education
PEQIP Primary Education Quality Improvement Programme
PERD Pakistan Education Research and Development
PIHS (Pakistani Integrated Household survey
PLC Pakistan Literacy Commission
PMLC Prime Minister’s Literacy Commission
PMU Project Management Unit
PRSP Poverty Reduction Strategy paper
PSLM Pakistan Standard of Living Measurement
PTA Parent Teachers Association
PTC Primary Teachers Certificate
RCC Releasing Confidence and Creativity
SMC School Management Committee
SCSPEB Society for Community Support for Primary Education in Balochistan
SDC Skill Development Centre
SEF Sindh Education Foundation
SHE Self Help Enterprises
SRSP Sarhad Rural Support Programme
NER Net Enrolment Rate
TBA Traditional Birth Attendants
UNDP United Nations Development Program
UNESCO United Nations Educational, Scientific and Cultural Organization
UNFPA United Nations Population Fund
UNICEF The United Nations Children's Fund
UNLD United Nations Literacy Decade
USAID United States Agency for International Development
VDC Village Development Committee
WES Water and Environmental Sanitation
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.
Pakistan’s economy continues to gain traction as it experiences the longest spell of its strongest growth in recent years. However, annual addition of nearly three million to the population is diluting the results of the development efforts and this in turn is adversely affecting the literacy rate.
Article 37 (b) of the Constitution of Pakistan makes it obligatory for the state to eliminate illiteracy and provide free and compulsory education up to secondary level within the minimum possible period. In line with this constitutional provision, a number of Acts and Ordinances have been promulgated in Punjab, Sindh and NWFP to promote literacy with the exception of Balochistan. However, these laws have not been enforced so far and hence have no legal binding.
The population growth rate (2007-15) is declining and hence the number of children is decreasing. However there are variations among provinces/areas in the trend of the 10-14 age groups, whereas the number of persons in 15 plus age group is on the increase in all the provinces/areas. While planning for providing inputs for promoting the cause of literacy, the phenomena of population growth at national and provincial levels will have to be taken into consideration.
The literacy rate which was 45 percent in 2001-02 rose to 54 percent in 2005-06 showing a sharp and substantial rising trend in all the three indicators: literacy, Gross Enrolment rates (GER) and Net Enrolment Rates (NER). Within the literacy rates sex wise division shows that, as expected, literacy among males is higher. However, the rate of increase in literacy for females is faster as compared to the males.
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
LIST OF TABLES
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 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)
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.)
LIST OF GRAPHS
Title of Graph / Page No.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
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 by 2015, especially for women, and equitable access to basic and continuing education for all adults). However LIFE aims at contributing to all the six EFA (or Dakar) Goals. LIFE also supports the achievement of Millennium Development Goals (MDG) on poverty reduction, women’s empowerment, HIV and AIDS prevention and sustainable development.