NEEDS ASSESSMENT REPORT ON

LITERACY INITIATIVE FOR

EMPOWERMENT:

PAKISTAN

Sponsored byUNESCO Office, Islamabad

Projects Wing, Ministry of EducationGovernment of Pakistan

Islamabad

DECEMBER 2007

MAP OF PAKISTAN

2

ACRONYMS

ABES Adult Basic Education Society

ADEO Assistant District Education officer

AIOU Allama Iqbal Open University

AREP Afghan Refugees Education Project

AJ&K Azam jammu & Kashmir

ALC Adult Literacy Center

APWA All Pakistan Women Association

BECS Basic Education Community Schools

BELA Basic Education and Literacy Authority

BPS Basic Pay Scale

CDR crude death rate

CLC Community Learning Centre

CSO Civil Society Organization

CSP Community Support Process

DCO District Co-ordination Officer

ECE Early Childhood Education

EDO Executive District officer

ESR Education Sector Reforms

EEF Elementary Education Foundation

EFA Education For All

ERIC Education Resource Information Center

FANA Federally Administered Northern Areas

FATA Federally Administered Northern Areas

FLAME Friend of Literacy and Mass Education

GER Gross Enrolment rate

GNP Gross national product

GoP Government of Pakistan

GPI Gender Parity Index

HANDS Health And Nutrition Development Society

3

ICT Islamabad Capital Territory

ICT Information Communication Technology

ILO International Labour Organization

IPSPG Increasing Primary School Participation of Girls

IT Information Technology

JICA Japan International Cooperation Agency

KK Khawendo Kor

LAMEC Literacy & Mass Education Commission

LC Literacy Center

LEF Labour Education Foundation

LFA Literacy for All

LIFE Literacy Initiative for Empowerment)

LITMIS Literacy Management Information System

MIS Management information system

NCHD National Commission for Human Development

NETCOM National Education & Training Commission

NFBE Non formal Basic Education

NFE Non formal education

NGO Non Government organization

NIPS National Institute of Population Studies

NPA National Plan of Action

NRSP National Ruler Support Program

NWFP North West Frontier Province

PACADE Pakistan Association for Adult & Continuing Education

PEQIP Primary Education Quality Improvement Programme

PERD Pakistan Education Research and Development

PIHS (Pakistani Integrated Household survey

PLC Pakistan Literacy Commission

PMLC Prime Minister’s Literacy Commission

PMU Project Management Unit

PRSP Poverty Reduction Strategy paper

4

PSLM Pakistan Standard of Living Measurement

PTA Parent Teachers Association

PTC Primary Teachers Certificate

RCC Releasing Confidence and Creativity

SMC School Management Committee

SCSPEB Society for Community Support for Primary Education in Balochistan

SDC Skill Development Centre

SEF Sindh Education Foundation

SHE Self Help Enterprises

SRSP Sarhad Rural Support Programme

NER Net Enrolment Rate

TBA Traditional Birth Attendants

UNDP United Nations Development Program

UNESCO United Nations Educational, Scientific and Cultural Organization

UNFPA United Nations Population Fund

UNICEF The United Nations Children's Fund

UNLD United Nations Literacy Decade

USAID United States Agency for International Development

VDC Village Development Committee

WES Water and Environmental Sanitation

5

FOREWORD

As the leading agency of Education for All (EFA), UNESCO plays a catalytic and substantive

role in furthering and supporting education priorities and objectives around the world. In

2005, UNESCO launched LIFE (Literacy Initiative for Empowerment) as a global strategic

framework for collaborative action to enhance literacy efforts in those countries that have a

literacy rate of less than 50% or an adult population of more than 10 million without literacy

competencies. Pakistan coming under this category is part of the LIFE programme and hence

UNESCO Islamabad and the Ministry of Education are working closely to make this venture

a success.

As a part of this effort, the Ministry of Education has formulated this needs assessment report

which provides a clear picture of the situation of literacy and primary education in Pakistan

and analyzes the strategies needed to reach the goals of EFA and MDGs in each province and

area. The report is comprehensive and is based on the feedback from the four provinces and

Azad State of Jammu and Kashmir.

UNESCO is grateful to the Federal and Provincial Ministries of Education for their effort in

developing this important report and support to the LIFE project. We look forward to

continuing collaboration with our valued partners.

UNESCO Islamabad

6

EXECUTIVE SUMMARY

Pakistan is an Islamic Republic with an area of 796096 square kilometers and a

population of 159.10 million. It is a federation consisting of four provinces, NWFP,

Punjab, Sindh and Balochistan and three areas, Federally Administered Tribal Areas,

Federally Administered Northern Areas and Azad Kashmir.

Pakistan’s economy continues to gain traction as it experiences the longest spell of its

strongest growth in recent years. However, annual addition of nearly three million to the

population is diluting the results of the development efforts and this in turn is adversely

affecting the literacy rate.

Article 37 (b) of the Constitution of Pakistan makes it obligatory for the state to

eliminate illiteracy and provide free and compulsory education up to secondary level

within the minimum possible period. In line with this constitutional provision, a number

of Acts and Ordinances have been promulgated in Punjab, Sindh and NWFP to promote

literacy with the exception of Balochistan. However, these laws have not been enforced

so far and hence have no legal binding.

The population growth rate (2007-15) is declining and hence the number of children is

decreasing. However there are variations among provinces/areas in the trend of the 10-14 age

groups, whereas the number of persons in 15 plus age group is on the increase in all the

provinces/areas. While planning for providing inputs for promoting the cause of literacy, the

phenomena of population growth at national and provincial levels will have to be taken into

consideration.

The literacy rate which was 45 percent in 2001-02 rose to 54 percent in 2005-06

showing a sharp and substantial rising trend in all the three indicators: literacy, Gross

Enrolment rates (GER) and Net Enrolment Rates (NER). Within the literacy rates sex

wise division shows that, as expected, literacy among males is higher. However, the rate

of increase in literacy for females is faster as compared to the males.

7

The state of literacy at the provincial and area level also varies widely due to the different

cultural and social norms of each area. Hence different strategies will need to be applied to

tackle their individual issues.

Some of the key findings of the needs assessment report are:

Independent national level literacy authority, BELA (Basic Education Literacy

Authority) and separate administrative departments of literacy need to be set up at the

provincial level.

Positions of Executive District Officers, with necessary support staff need to be

created at district level to facilitate the process of plan formulation and

implementation responsive to local needs of the target people.

A total of 892,980 ALCs need to be set up in Pakistan with 501,340 in Punjab,

215,680 in Sindh, 128,160 in NWFP and 47,800 in Balochistan in order to achieve

literacy-related goal of EFA by the year 2015.

937629 teachers (526407 in Punjab, 226464 in Sindh, 134568 in NWFP and 50190 in

Balochistan) and 46882 supervisors will be required to run the ALCs.

The total estimated cost of setting up and operating the ALCs, teachers training,

material production at the national, provincial and district level will be 111109.777

million rupees.

The average per annum expenditure on all the heads is likely to cost 13888.722

million rupees.

8

TABLE OF CONTENTS

ACRONYMS

FOREWORD

EXECUTIVE SUMMARY

1. INTRODUCTION

1.1 What is LIFE (Literacy Initiative For Empowerment)1.2 Need Assessment Study1.3 Objective of the Study1.4 Study Methodology / Process1.5 Significance of the Study1.6 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 PAKISTAN4.1 Present Programmes

9

4.1.1 National level4.1.2 Punjab4.1.3 Sindh4.1.4 NWFP4.1.5 Balochistan

4.2 Future Programmes4.2.1 Skill Development:

5. LEARNING ENVIRONMENT IN LITERACY CENTRES AND ITS IMPACT5.1 Impact on retention, learning and quality5.2 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 CHALLENGES8. MAJOR RECOMMENDATIONS BIBLIOGRAPHYWEBLIOGRAPHYANNEXURES

10

LIST OF TABLES

TITLE OF TABLE Page No.

TABLE 1: SYNOPTIC VIEW OF THE ADMINISTRATIVE UNITS OF PAKISTAN

TABLE 2: AGE-GROUP BREAK-UP OF POPULATION (MILLI.) OF PAKISTAN IN 1998, 2007 AND PROJECTIONS FOR THE YER 2015

TABLE 3: GROSS ENROLMENT RATE (GER) AND NET ENROLMENT RATE (NER) IN CLASS-I IN PAKISTAN DURING THE PERIOD 2005-06

TABLE 4: NER AT PRIMARY LEVEL (5-9 AGE-GROUP) DURING 2001-02 AND 2005-06TABLE 5: PROVINCE-WISE LITERACY RATE IN 10 PLUS POPULATION

TABLE 6: PROVINCE-WISE AND GENDER-WISE NUMBER OF LITERATES, POPULATION, LITERACY RATE 15 PLUS POPULATION AND GENDER PARITY INDEX (2005-06)

TABLE 7: YEAR-WISE GROWTH IN LITERACY RATE IN 15 PLUS POPULATION BETWEEN 2001-02 TO 2005-06 AT NATIONAL LEVEL

TABLE 8: PROVINCE-WISE NON-FORMAL BASIC EDUCATION SCHOOLS ENROLMENT AND TEACHERS UPTO THE YEAR 2005-06

TABLE 9: PROVINCE-WISE ESTIMATED NUMBER OF LITERACY CENTRES, 2005-06

TABLE 10: NUMBER OF POSITIONS AT NATIONAL LEVEL AND RECURRING BUDGET, SLARY AND ALLOWANCES

TABLE 11: NUMBER OF POSITIONS AT PROVINCIAL LEVEL AND RECURRING BUDGET, SLARY AND ALLOWANCES

TABLE 12: NUMBER OF POSITIONS AT DISTRICT LEVEL AND RECURRING BUDGET, SLARY AND ALLOWANCES

TABLE 13: PROVINCE AND YEAR-WISE BREAK-UP OF TEN PLUS POPULATION, NUMBER OF ILLITERATES, TARGET NUMBER OF ILLITERATES AND LITERACY RATES FROM 2008 TO 2015

TABLE 14: YEAR-WISE BREAK-UP OF ADULT LITERCAY CENTRES NEEDED DURING THE EPERIOD 2008 TO 2015: PUNJAB @ TWO

11

ANNUAL CYCLES WITH 25 LEARNERS IN EACH ALC

TABLE 15: YEAR WISE BREAK UP OF ADULT LITERACY CENTRES NEEDED DURING THE PERIOD 2008 TO 2015: SINDH @ TWO ANNUAL CYCLES WITH 25 LEARNERS IN EACH ALC

TABLE 16: YEAR-WISE BREAK-UP OF ADULT LITERACY CENTRES NEEDED DURING THE PERIOD 2008 TO 2015: NWFP @ TWO ANNUAL CYCLES WITH 25 LEARNERS IN EACH ALC

TABLE 17: YEAR-WISE BREAK-UP OF ADULT LITERACY CENTRES NEEDED DURING THE PERIOD 2008 TO 2015: BALOCHISTAN @ TWO ANNUAL CYCLES WITH 25 LEARNERS IN EACH ALC TABLE 18: PROVINCE AND YEAR-WISE BREAK-UP ADULT LITERACY CENTRES TO BE OPENED DURING THE PERIOD 2008 TO 2015

TABLE 19: NATIONAL, PROVINCE AND YEAR-WISE BREAK-UP OF LITERACY TEACHERS AND SUPERVISORS REQUIRED FROM 2008 TO 2015

TABLE 20: RESOURCES NEEDED FOR ADULT LITERACY CENTRES (TEACHERS AND SUPERVISORS) IN PUNJAB FROM 2008 TO 2015

TABLE 21: RESOURCES NEEDED FOR ADULT LITERACY CENTRES (TEACHERS AND SUPERVISORS) IN SINDH FROM 2008 TO 2015

TABLE 22: RESOURCES NEEDED FOR ADULT LITERACY CENTRES (ADULT LITERACY CENTRES, LITERACY TEACHERS, SUPERVISORS AND COST) IN NWFP FROM 2008 TO 2015

TABLE 23: RESOURCES NEEDED FOR SETTING UP ADULT LITERACY CENTRES (TEACHERS AND SUPERVISORS) IN BALOCHISTAN FROM 2008 TO 2015

TABLE 24: PROVINCE AND YEAR-WISE BREAK-UP OF NATIONAL RESOURCES NEEDED FOR ADULT LITERACY CENTRES: 2008 TO 2015

TABLE 25: YEAR-WISE BREAK-UP OF SKILL DEVELOPMENT CENTERS (SDCs), VOCATIONAL TEACHERS AND SUPERVISORS NEEDED FROM 2008-15

TABLE 26: PROVINCE AND YEAR-WISE BREAK OF PRIMERS AND OTHER SETS OF MATERIAL NEEDED FROM 2008 TO 2015 (000)

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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

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

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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

by 2015, especially for women, and equitable access to basic and continuing education for all

15

adults). However LIFE aims at contributing to all the six EFA (or Dakar) Goals. LIFE also

supports the achievement of Millennium Development Goals (MDG) on poverty reduction,

women’s empowerment, HIV and AIDS prevention and sustainable development.

1.3 Needs Assessment Study:As highlighted above the main objectives of LIFE, interalia include advocacy and

communication is policy is capacity and innovations. In order to achieve the above

objectives it was considered imperative to first determine the future (2007-15) needs of the

member countries in the field of adult literacy and then formulate a Country Action Plan

(CAP) for implementation.

1.4 Objectives of the StudyThe main objectives of the study are:

i. To assess the existing literacy status/situation in the country.

ii. To review the existing literacy policies, plans and targets.

iii. To analyse the literacy programmes and projects.

iv. To access the future needs of the country in advance literacy (Province-wise).

v. To suggest tangible proposals to fulfill the needs.

1.5 Study Methodology / Process

A number of steps were taken before carrying out the needs assessment study. A brief

overview of these steps is as follows:

i. First regional planning meeting on LIFE took place in Islamabad, Pakistan from 20-22

March 2006 with the aim to launch the LIFE initiative. The objective was to assist

participating countries (seven out of the nine) to develop the overall framework for

conducting literacy needs assessment and prepare outlines of plans for implementation

of LIFE at the national level and to arrive at an understanding of an effective support

mechanism at national regional and global levels for its implementation. Issues

addressed in this meeting were common challenges in the region addressing the

literacy needs of excluded groups. Implementation strategies, the needs assessment

16

process and draft country outlines/ frameworks for needs assessment and LIFE

Country Plan were prepared by the country teams.

ii. A Core Group (LIFE Core Group) representing public sector organizations/

departments in literacy and private sector (NGOs) at national and provincial levels

were constituted by the Ministry of Education. One of the main objectives of the Core

Group is to supervise the needs assessment process.

iii. Focal persons for the subject activity were designated at national and provincial levels.

iv. Template for the study was prepared by the Ministry in consultation with the Core

Group members and UNESCO.

v. The said guidelines/ template were shared with the provinces requesting them to

conduct the needs assessment at provincial level and submit the report to the Ministry

for consolidation.

vi. The provinces were provided with financial and technical assistance by the Ministry

and UNESCO.

vii. All the four provinces i.e. Punjab, Sindh, NWFP and Balochistan as well as AJK have

provided the first draft of the needs assessment reports.

viii. The said reports are being reviewed/ analysed to suggest improvements.

ix. The first draft of the National Assessment (NA) report was prepared and shared with

UNESCO.

x. Based upon the comments of UNESCO the report has been improved. The second

draft of the Needs Assessment Report is ready.

17

xi. The next meeting of LIFE Core Group has tentatively been scheduled during 1st week

of January 2008 to review the National and Provincial needs assessment reports.

1.6 Significance of the Study

The present study carries immense significance from a number of angles in the context

of the planning and management of literacy programmes at national and provincial

levels and areas situated within the territorial limits of Pakistan. Projections given in this

report regarding the number of literacy centres to open, teachers to train, literacy

material to develop and the funds to arrange at national and provincial levels are

expected to provide useful information to literacy planners. This information would, in

turn, provide basis to the funding agencies, national and international both, in taking

suitable decisions for providing the necessary inputs to the provinces and the areas.

1.7 Limitations of the StudyThe study primarily focused on collecting multi-dimensional data, both quantitative and

qualitative, on different aspects of manpower and financial needs of the provinces and

areas within the territorial jurisdiction of Pakistan. The study was conducted with the

following limitations:

i. The national level report is based on individual reports prepared by different

provinces and the areas, which, due to the non-availability of data on certain

variables, were constrained to follow their own format. Hence, compilation of the

national report necessitated approximations to certain variables in order to make the

report consistent.

ii. In case data was not available for certain variables at certain points of time,

assumptions used for extrapolation were taken to be uniform for all the provinces.

Thus small variations in figures, if any, may be ascribed to this factor along with the

negligible differences due to statistical treatment and data rounding by different

sources quoted in this study.

18

iii. Although inter-provincial variations are there regarding data on different variables,

yet AJ&K, FATA and FANA, happen to be more distinctly separate administrative

entities. Hence, data, facts and figures pertaining to them have not been as accessible

as in the case of provinces. Therefore, in some cases, data for these areas have been

presented in separate tables/sub-table and approximations have been made to present

the same as a part of the national report.

iv. Last but not the least, limited capacity of the personnel working in provinces and

areas for the compilation of individual reports has been another hampering factor in

accomplishing the whole activity.

v. The calculations made pertain to public sector only. Therefore, they cannot be

taken / interpreted as needs of the private sector.

2. CONCEPTUAL FRAMEWORK OF LITERACYAccording to a UNESCO, the parameters of literacy may vary not only from one

geographical region to another, and from one era to another, but also from time to time

for the same region or country depending upon the definition adopted for that purpose.

In this way, literacy must have multiple meanings ranging from simple ability to read

and write, to interpreting and implementing ideas, knowledge and skills that a person

may require to possess for effective participation in hectic activities of daily life.

2.1 Definition of Literacy in Pakistan:

While Pakistan aims at achieving the EFA goals within the context of the Dakar

Framework, the reference-definition of literacy is the one as adopted in the 1998

national census. According to this definition, a person of 10 plus age is literate if he/she

“can read a newspaper and write a simple letter, in any language.” However,

deliberations of different forums on literacy, in the recent past, have also identified the

numeracy skills, along with life-skills, as an essential component of literacy. Obviously,

the formal adoption of some new definition of literacy is a time-taking process. Now,

when Pakistan is striving hard and looking ahead in this direction, the emerging

19

definition of literacy will have to be kept in view while planning for and implementing

new interventions for achieving the EFA goals by the year 2015.

3. NATIONAL AND PROVINCIAL SCENARIO

3. 1 Geographical Location

Pakistan is an Islamic Republic with an area of 796096 square kilometers. It came into

existence on August 14, 1947 as an ideological state after the partition of united India

into two parts: Pakistan and India. The population of Pakistan in mid 2007 has been

estimated at 159.10 million1. It is one of the most populous countries in South Asia.

Located along the Arabian Sea, it is surrounded by Afghanistan to the west and

northwest, Iran to the southwest, India to the east, and China to the northeast.

3.2 Administrative Set-up

Pakistan is a federation consisting of four provinces, North West Frontier Province

(NWFP), Punjab, Sindh and Balochistan. The tribal belt adjoining NWFP is managed by

the Federal Government and is named FATA i.e., Federally Administered Tribal Areas.

The FANA (Federally Administered Northern Areas) and Azad Kashmir have their own

respective political and administrative machinery. Some of their sectors/subjects are

being taken care of by the Federal Government under special administrative

arrangements made by the Federal Government. Provinces of Pakistan are further

divided into districts under the recently devolved system of the local government. Prior

to that, there were divisions in-between the provinces and the districts. A synoptic view

of the administrative units of Pakistan is given in the following table:

1 National Institute of Population Studies, Islamabad, 2007.

20

TABLE 1: SYNOPTIC VIEW OF THE ADMINISTRATIVE UNITS OF PAKISTAN

Province /

Adm

in. A

rea

DisT

riC

ts

Tehsils/

Talukas

UC

Mauzat/

Dehs/

Villages

Metro-

politan

MC

s

TC

s

CB

s

NU

MB

ER

of urban areas

Pakistan 116 427 10835

48349 2 13 304 40 515

NWFP 24 60 1212 7326 - 1 14 11 55Punjab 35 118 7390 25873 1 7 141 18 245Sindh 27 88 1437 5875 1 3 116 8 163Balochistan

29 116 367 6584 - 1 28 3 46

Islamabad 1 1 26 132 - 1 - - 1FATA FRs=

6 FAs=7

42 403 2559 - - 5 - 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, Pakistan’s economy continues to gain traction as

it experiences the longest spell of its strongest growth in years. Economic growth

accelerates to 7.0 percent in 2006-07 at the back of robust growth in agriculture,

manufacturing and services. Pakistan’s growth performance over the last five years has

been striking. Its GNP at market price in dollar terms grew by 11 percent this year

(2007) to US$925 up from US$833 last year (2006). Economic growth has been notably

stable and resilient. With economic growth at 7.0 percent in 2006-07, Pakistan’s real

GDP has grown at an average rate of 7.0 percent per annum during the last five years

(2003-07) and over 7.5 percent in the last four years (2004-07) in running. Political

stability and consistent economic policy has made Pakistan one of the fastest growing

economies in the region along with China, India, and Vietnam2.

2Economic Survey, 2006-07, Islamabad, 2007.

21

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

also creates unsustainable level of demand on already scarce resources to cater for the

needs of the population.

As per the PRSP4, Education Sector Reforms (ESR) Action Plan (2001-02 to 2005-06)

has been fully integrated into the PRSP and almost 80 per cent of the ESR package

covers adult literacy, Education for All (EFA) and Technical Education. EFA is

critically important for poverty reduction and sustainable development. EFA goals are

being pursued as part and parcel of national poverty reduction strategy. PRSP’s

emphasis on both access and quality interventions is completely and consistently

embedded in ESR and EFA documents.

3.4 Population Dynamics

The population of Pakistan has been estimated to be 159.1 million. With its population

of 32.5 million at the time of independence in 1947, it has witnessed an increase at an

average rate of 2.6 percent per annum. In Pakistan, the Population Census data depicts

two phases of demographic transition. During the first phase when fertility rates were

higher, the share of young age (0-14) population continued to rise thereby creating bulge

in young age population while the share of prime age (15-59) continued to decline until

1981. Pakistan appears to have entered the second phase of demographic transition from

1981 onwards as it has witnessed a secular decline in fertility rate from 6.0 to 3.8

resulting in the rise of the working age population and consequent decline in the share of

dependent population5.

3Poverty Reduction Strategy Paper, 2002.4Ibid

5Economic Survey, 2006-07, Islamabad, 2007, p. 190.

22

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

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.

6South Asian Media Net web-site: http://www.southasianmedia.net/profile/pakistan/pakistan_humanresources.cfm

23

24

3.4.2 Analysis of anticipated population trends: 2007-2015A 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 2015Age Group

1998 2007 Change (1998-2007)

2015 Change(2007-15)*

0 – 4 20.56(15.4%l) 18.67 (11.7%) -1.89 (9%) 18.26 -0.41 (2.2%)5 – 9 19.1(14.3%) 18.41(11.58%) -0.69(3.6% 18.12 -0.29 (1.6%)10 – 14 17.5(13.13%) 19.88 (12.5 %) +2.38 (13.6%) 18.20 -1.68 (8.45%15 – 24 27.28(20.46%) 35.55 (22.4 %) +8.27(30%) 38.48 +2.93 (8.24%)25 – 44 29.47 (22%) 42.54(26.75 %) +13.07(44%) 57.13 +14.59 (34.3%)0 - 80+ 133.33 (100%) 159.1 (100 %) +25.77 (19%) 181.2 +22.1 (13.9%)Source: National Institute of Population Studies (NIPS), Islamabad. * Based on NIPS data

For achieving the EFA goals, both these groups are of vital concern for Pakistan: the

first one as intake for primary education and the second one for promoting literacy

through non-formal education efforts. The following graphs give a synoptic view of the

trend of population growth over the years from 1981 to 2015.

25

GRAPH 1: POPULATION TREND IN DIFFERENT AGE-GROUPS, 1998, 2007

AND 2015: PAKISTAN

3.5 Primary Education and Literacy3.5.1 Constitutional provisions for education: All the constitutions promulgated in

Pakistan recognized education as one of the basic rights of the citizens. Article 37 (b) of

the Constitution of Pakistan makes it obligatory for the state to eliminate illiteracy and

provide free and compulsory education up to secondary level within the minimum

possible period. In line with the above-said constitutional provision, several enactments

have been formulated to provide legal coverage to literacy efforts in the country:

1. The West Pakistan Ordinance No. XXIX of 1962

2. The Literacy (Amendment) Act, 1986

3. The Punjab Compulsory Primary Education Act, 1994

26

4. The NWFP Compulsory Primary Education Act, 1996

5. The Sindh Compulsory Primary Education Ordinance, 2001

6. The ICT Compulsory Primary Education Ordinance, 2002

Balochistan is the only province that has not developed a law on education. However,

even though the provinces which have promulgated the above-mentioned Literacy

and/or Primary Education Acts/Ordinances, the executing agencies have yet to

implement them in letter and spirit. Therefore, the provincial governments cannot take

any legal action against the bodies not abiding by the law. Hence, there is a dire need to

mobilize the relevant executing agencies to implement them for promoting the cause of

literacy.

3.5.2 Primary education scenario: Enrolment at primary level is very closely related

with the literacy rate in a country. According to the Economic Survey (2006-07), most

of the indicators pertaining to education such as gross and net enrollment at primary

level and literacy rate have improved significantly over the last 5 years (2001-2006). It

further states that at national level, the GER for the primary school (age 5-9 years) is 87

per cent in PSLM 2005-06, an increase of 15 percentage points from PIHS (2001-02). A

substantial increase in female gross enrolment rate (61% to 80%) is one of the main

reasons for the rise in GER. Substantial increase in GER was recorded for all the four

provinces with the maximum increase being recorded in Punjab and then Sindh.

Similarly, GER at the middle school level age 13-14 years has increased from 41 per

cent in 2001-02 to 49 per cent in 2005-06, with the highest GER being recorded in

NWFP (38% to 52%). The Net Enrolment Rate (NER) for the primary schools was 42

per cent in 2001-02 which has increased significantly to 52 per cent in 2005-06. Overall

both the sexes have recorded a 10 percentage point increase in 2005-06 as compared to

2001-02. Punjab (57%) has been ranked on the top followed by Sindh, NWFP, and then

Balochistan. In case of NER, at the middle school level, the increase has not been so

overwhelming- a 2 percentage point increase over the last five years. This small increase

shows that although, the society is keen to send their 5-9 years old children to school the

trend reverses when the children reach the age bracket of 10-12 years. After which they

27

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 TGER 111 82 97 124 112 118 +13 +30 +21NER 91 67 79 98 89 94 +7 +22 +10* Source: AEPAM, Islamabad.

TABLE 4: NER AT PRIMARY LEVEL (5-9 AGE-GROUP) DURING 2001-02 AND 2005-06*Year 2001-02 / PIHS 2005-06 / PSLM Change (%)

Gender M F T M F T M F T

NE

R

46 3

8

42 56 48 53 +10 +10 +11

* Source: AEPAM, Islamabad.

3.5.3 Literacy scenario: Nobody can deny the impact of enrolment rates at primary

level on the rate of literacy. This impact is quite visible in terms of literacy in Pakistan

as measured under the PIHS and PSLM surveys keeping in view the definition of

literacy as adopted in the national census held in the year 1998. A brief account of

literacy scenario during the period 2001-02 to 2005-06 is given in the following tables:

TABLE 5: PROVINCE-WISE LITERACY RATE IN 10 PLUS POPULATIONYear 2001-02 PIHS 2005-06 PSLMRegion/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+Balochistan 49 11 32 46 13 31 / 9+

28

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

POPULATIONTOTAL 15 PLUS POPULATION

LITERACY % IN 15 PLUS POPULATION

GPI

Male Female Total Male Female Total M F TPakistan 32,402,235 17,367,501 49,769,736 49,849,592 46,190,162 96,039,754 65 38 52 0.58Punjab 17,921,821 10,803,558 28,725,378 27,738,457 26,080,648 53,819,105 65 41 54 0.54Sindh 8,053,495 4,017,056 12,070,551 11,755,545 10,505,617 22,261,162 69 38 55 0.56NWFP 4,097,075 1,522,775 5,619,850 6,360,425 6,149,360 12,509,785 64 25 44 0.38Balochistan 1,316,529 381,998 1,698,528 2,456,301 2,119,139 4,575,440 54 18 37 0.34Average 7,847,230 4,181,347 12,028,577 12,077,682 11,213,691 23,291,373 63 31 47 0.48Minimum 1,316,529 381,998 1,698,528 2,456,301 2,119,139 4,575,440 54 18 37 0.34Maximum 17,921,821 10,803,558 28,725,378 27,738,457 26,080,648 53,819,105 69 41 54 0.64Urban Area 14,194,539 15,804,717 32,200,864 18,414,439 29,127,516 47,541,955 77 54 68 0.70Rural Area 19,238,071 4,613,599 20,656,686 31,435,153 17,062,646 48,497,799 61 27 43 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

29

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 LEVELPAKISTAN PERCENTAGE OF LITERATES IN 15 PLUS

POPULATION GPIMale Female Total

2001-02 57.0% 29.0% 43.0% 0.512002-03 59.4% 32.1% 45.9% 0.562003-04 61.7% 35.2% 48.7% 0.572004-05 63.0% 36.0% 50.0% 0.572005-06 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: Literacy3.6.1 Federal level:At the federal level, the earliest infrastructure came in the form of the LAMEC (Literacy &

Mass Education Commission) in the year. It was later renamed NETCOM (National

Education & Training Commission) and then PMLC (Prime Minister’s Literacy

Commission). It was then changed into PLC (Pakistan Literacy Commission), which was

further renamed as Projects Wing. It is headed by a Joint Educational Advisor, assisted by two

30

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 (1-

2), 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

31

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

7LIFE Report, Sndh.

8LIFE Report, NWFP.

32

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 Non-

formal 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 Non-

Governmental 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.

33

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 non-

formal 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 2005-06REGION SCHOOL

SENROLMENT TEACHERS

Province/Area Number Male Female Total Male Female TotalPunjab 5,753 67516 130058 197574 10 5743 5753Sindh 1509 22264 33665 55929 338 1171 1509NWFP 1649 19719 48110 67829 40 1609 1649Balochistan 613 5867 11868 17735 83 530 613FATA 60 744 1656 2400 10 50 60FANA 157 2975 3480 6455 100 57 157AJK 60 1300 1200 2500 10 50 60ICT 384 3465 7860 11325 11 373 384Total 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

34

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) emphasizing female literacy between 11 and 45 years of age,

(ii) establishing literacy centers within a radius of 10-15 kilometers,

(iii) effective social mobilization for ensuring good teachers and learners. 9

The NCHD has established a 180-hour training programme in the Adult Literacy

Centres which has enabled adult illiterates to read newspaper, write 7-10 sentences

about their immediate environment and manipulate three digits addition, subtraction,

multiplication and division sums.

iii. ESR: Adult literacy is one of the priority areas of the Education Sector Reforms

(2001-06). ESR envisaged to open 270,000 literacy centers in 5 years time to achieve

the target of 60 per cent literacy rate by the year 2006. However, due to financial

constraints, only 5 per cent of the targeted literacy centers could be opened. Most of

these centers are for females.Each center has completed 2 cycles of 6-month duration at

the average intake of 20-25 learners per center per cycle. The total number of people

made literate under this programme is around 350,000.

iv. NRSP: Most of the NRSP programmes focus on school management and

improvement through community participation. It builds the capacity of School

Councils in their school management skills and trains teachers. This helps in increasing

the literacy rate of school age children and in improving the quality of education in

primary schools.

In its Adult Literacy Programme, the NRSP identifies people who are willing to attend

classes in order to acquire functional literacy. Eligibility for intending learners may be

as young as ten years of age and there is no upper age limit. Learners attend the two-

9 National Commission for Human Development, Financial report 2005-06, Expansion Plan and Budget, 2006-07, Islamabad, p. 12.

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.

TABLE 9: PROVINCE-WISE ESTIMATED NUMBER OF LITERACY CENTRES, 2005-06PROVINCE/AREA PUBLIC

SECTOR CENTRES

NCHDCENTRES

OTHERS TOTAL

Punjab 4041 23760 27801Sindh 1820 11900 - 13720NWFP 7542 7520 - 15062Balochistan N.A. 4350 - 4350FATA N.A. 1000 - 1000FANA N.A. 430 - 430AJ&K N.A. 1000 - 1000NGOs in provinces/areas N.A. 4,000* 4000Total 13403 49960 4,000* 67363Source: 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 non-

government 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

assistance of national and international organizations operating in Pakistan. It has

contributed to a number of literacy-related projects including women empowerment,

child labour and environmental protection. Detailed account of its projects appears in

Annexure-B.

PACADE: PACADE (Pakistan Association for Continuing and Adult Education) has been

particularly keen to highlight and propagate the cause of Female literacy. One of

PACADE’s11 major objectives in running Adult Female Literacy Centers has been to test

appropriate methodologies and based on its ten years experience it has developed a

methodology. Most of the Female Literacy Centers are based in villages near Lahore. It has

made more than 5000 women literate.

PACADE have held a number of conferences, seminars and workshops for the promotion of

adult continuing education, functional literacy, community involvement, monitoring and post-

literacy material. It has acted as a pressure group with the central and provincial governments

and NGOs for launching of National Adult Literacy programs and related matters. It also has

had a program for research on literacy and continuing education including a journal on

Continuing Education, a magazine of and for neo-literate women and also a number of books.

PACADE is currently developing a Literacy Resource Centre. The main components of the

Centre are Research, Training, Material Development and Documentation. An important

initiative in hand, in this connection is dissemination of basic element of information

management.

4.1.3 SINDH i. Sindh Education Foundation: Sindh Education Foundation was established in 1992

as a semi-autonomous organization to undertake educational initiatives in the

disadvantaged areas of Sindh. Its main focus is on empowering the disadvantaged

communities towards social change by creating and facilitating new approaches to

learning and education. The SEF’s initial activities began with the provision of grants

and loans to educational institutes and organizations. However, the SEF now provides

communities with direct access to educational facilities by opening schools/centres. The

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

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 http://www.sef.org.pk/educatewebsite/introductionsef.asp13 http://www.hands.org.pk/index.htm

province in 2002, and now there are 16 centers operating in Sindh and Balochistan for

over 400 learners14.

4.1.4 NWFPi. 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, non-

government 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;

establishing 67 home-based nurseries by females and males;

14 http://www.lef.org.pk/profiles.html15 LIFE NWFP Report.16 LIFE NWFP Report.

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 subject-

specific training and about 127 teachers have been recruited in community based schools of

SRSP.

4.1.5 Balochistani. 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 Public-

Private 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

Community Support Process is a means by which the Government and communities

17 http://www.khwendokor.org.pk/project.html

18 http://www.srsp.org.pk/social-sector-main.html

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:

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,

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.

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.

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 earthquake-

affected 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

they are the oppressed part of the population and are left with no spare time, literacy will

have to be integrated into their routine farm activities.

ix. Household workers/employees

As in the case of land-tillers, this class is also over-burdened with work for their

employers. High gentry employing this class of people need to be sensitized and special

needs-based materials should be developed for imparting literacy skills to them.

5.3 Main Concentrations of Illiterates:

The main concentrations of illiterates in Pakistan are in remote rural areas; mountainous

regions such as Federally Administered Tribal Areas (FATA), Federally Administered

Northern Areas (FANA), the rural areas of Balochistan province and NWFP; slum areas

(Katchi Abadies) in urban areas; deserts of Sindh and Balochistan provinces and pockets

of refugee population in NWFP and Balochistan provinces. Based on the literacy profile,

the districts in Pakistan can be grouped into three categories as under:

(i) Districts with high literacy rate i.e. above 70 per cent;

(ii) Districts with medium literacy rate i.e. 50per cent to 69 per cent; and

(iii) Districts with low literacy rate i.e. less than 50 per cent.

It may be mentioned that almost all the districts of Balochistan, FATA and FANA, most

of the districts of NWFP and Sindh fall under the third category. In Punjab the districts

with the lowest literacy rate are Rajanpur (28%), Muzaffargarh (33%), Dera Ghazi Khan

(37%) and Rahimyar Khan (38%). The literacy rate of district Tharparker (19%), Thatta

(24%), Jacobabad (28%) and Badin (28%) are the lowest in Sindh province. In the

NWFP province the districts with lowest literacy rate are Kohistan (15%), Shangla

(20%), Batagram (25%), Upper Dir (29%) and Bunir (31%). In Balochistan, districts

with lowest literacy rate are Musa Khel (14%), Nasirabad (15%), Kohlu (17%), Jhal

Magsi (17%), Kharan (19%), Awaran (20%), Bolan (21%), Killa Saifullah (24%) and

Jaffarabad (25%). Musa Khel, Kohistan, Kohlu and Jhal Magsi are the districts with the

highest illiteracy rate in Pakistan. The districts with the highest literacy rate are Karachi

Central (90%), Karachi East (88%), Islamabad (86%) and Rawalpindi (79%).

6. NEEDS AND REQUIREMENTS AT NATIONAL, PROVINCIAL/AREA AND DISTRICT LEVELS

Education Minister

Education Secretary

ChairmanBasic Edu. And Literacy

Authority

Dir. M&E

Dir. Admn &Est

Dir.Bdgt &Accounts

Dir.Income Gen.

Skills

Dir.Func.Lit&Con Edu.

Dir. Basic Lit.

Proj.Dir.B.E, C. Schools

Dir. LITMIS

2Asstt Dirs.

2 AssttDirs.

2 Asst.Dirs.

2 Asstt. Dirs.

1 Asstt. Dir. Evalu.1. Asstt. Dir. Implementation

1 A. .Dir. Res& Marktg.1 A.. Dir. Material Development1 A. Dir. Finances)

1 A. Dir. Res& Marktg.

1 A. Dir. Material Development

1 A. Dir. Res& Trg

1 A. Dir.Policy, Planning & Progs.

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 non-

formal 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

TABLE 10: NUMBER OF POSITIONS AT NATIONAL LEVEL AND RECURRING BUDGET, SLARY AND ALLOWANCESPOSITION SCALE NUMBER AVERAGE

SALARY, HOUSE RENT ETC. PER MONTH, PER HEAD

ESTIMATED EXPENDITURE PER ANNUM (RUPEES)

Chairman BPS-20 1 80,000 960,000Project Director (BEC) BPS-20 1 70,000 84,000Director Bps-19 7 50,000 4200,000Asstt. Directors BPS-17 17 40,000 8,160,000Supporting Staff (Misc. BPS-1 to 15 40x3=120 10,000 14,400,000Vehicles= 10 @ Rs.500,000 5,000,000POL and maintenance of 5 vehicles

Rs. 50,000 per month 600,000

Amenities Bills 100,000 per month 1200,000Sub-total 34,604,000Misc./Unforeseen 10 per cent of total 3,460,400Total recurring cost per annum 38,064,400Development cost of the BELA Office Building 50,000,000Grand 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.

Minister Literacy and Non-formal

Education

SecretaryLiteracy and Non-formal

Education

Prov. Dir. Bdgt & Admn.

Prov. Proj. ManagerBasi.EduCentre Schools

Provl Dir.Income Gen.

Skills

Provl.DirM&E

ProvlDir. LITMIS

1AssttDir. (Bdgt)1AssttDir. (Admn)

1AssttDir. Impl.1AssttDir. Quality

1AssttDir. B.E.C. Schools1AssttDir. Lit.

1AssttDir. Access1AssttDir. Quality

1Dy.Dir. Res&Trg

1Dy.Dir. Incme Genrtg Skills,

1Dy.Dir.Functnl Lit.& Life Long Edu.

1Dy.Dir. Basic Lit.

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

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

Estimated expenditure per annum (rupees)

Provincial Directors BPS-19 5 50,000 300,000Deputy Directors BPS-18 4 45,000 2,160,000Assistant Directors Bps-17 8 40,000 3,840,000Supporting Staff Misc. BPS-1 to 15 30x3=90 10,000 10,800,000Vehicles= 17, Unit cost= 500,000 8,500,000POL plus maintenance of 17 vehicles @ (17x15,000)=255,000 per month 3,060,000Office building 30,000,000Sub-total 58,660,000Miscellaneous/Unforeseen 10 per cent of total 5,866,000Grand total 64,526,000

Taking the above figure of estimated annual expenditure as the unit cost of administrative set-

up 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.

Field Officer/ Acad. Officerone for every 10 centres

District Nazim

D.C.O.

EDOLiteracy & NFE

District OfficerRes. Trg & Assessment

District Officer,Basic Edu.CentreSchools

District OfficerIncome G. Skills

Sub-Distt OfficerOne each for Tehsil/Taluka

Asstt. Dir. Bdgt & Admn.

Asstt. Dir. LITMIS

District OfficerBasic & Func. Literacy

Sub-Distt OfficerOne each for Tehsil/Taluka

Distt. Officer

M& E

Field Officer/ Aad. Officerone for every 20 centres

PROPOSED DISTRICT LEVEL SET-UP FOR LITERACY

TABLE 12: NUMBER OF POSITIONS AT DISTRICT LEVEL AND RECURRING BUDGET, SLARY AND ALLOWANCES PER ANNUM

Position Scale Number Average salary, house rent etc. per month, per head

Estimated expenditure (rupees)

EDO, Literacy& NFE

BPS-19 1 50,000 600,000

Assistant Directors/ Distt. Officers

BPS-18 7 45,000 3,780,000

Sub-district Officer at Tehsil/Taluka Level

BPS-17 4 40,000 1920,000

Field Officers/Supervisors

BPS-14 50 10,000 6,000,000

Supporting Staff BPS-1 to15

15 10,000 1,800,000

Vehicles= 16, Unit cost= 500,000 80,00,000POL plus maintenance of 16 vehicles

16xRs.15,000=Rs. 240,000 per month 2,880,000

Amenities Bills 10,000 per month 120,000Sub-total 25,100,000Miscellaneous/Unforeseen 10 per cent of total 2,510,000Grand Total 27,610,000

Taking the above figure of estimated annual expenditure as the unit cost of administrative set-

up 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 set-

up 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

Centers are functioning which may go up to 200000 during the next five years. In non-formal

primary education sector, ten thousand Basic Education Community Schools (BECS) are

working. An equal number or more BEC Schools are being planned for the next two years.

Unfortunately, there are no teachers training institute for pre-service and in-service of literacy

and non-formal education teachers whereas more than a hundred training institutes are present

in the formal sector. Hence there is a dire need for teachers training institutes along with

resource centers at the national and provincial levels.

These institutions will fulfill the following objectives:

i. To impart both pre-service and in-service training to adult literacy teachers; Managers, Trainers and other Personnel.

ii. To impart both pre-service and in-service (refresher courses etc) to Basic Education Community Schools Teachers;

iii. To serve as a resource center for teaching-learning material development for adult literacy (basic literacy, functional/post literacy and income-generating skills) and non-formal basic education including ICT based material such as audio and video;

iv. To serve as a research center for conducting research in literacy and non-formal education;

v. To serve as a literacy and non-formal education Data Base.

For successful planning and implementation of the literacy and non-formal basic education programmes, the planners, organizers, master trainers, supervisors and literacy teachers need to undergo a special training. Key officials from provinces, and master trainers/area organizers from NGOs/CBOs and nation building departments will be given training, equipping them with skills to initiate, plan and implement literacy programmes in their respective areas. Training manuals will be developed and mobile training courses will be organized at the provincial/divisional level. Graduates of the courses will in turn train field functionaries at their level. Training courses will be imparted in following areas:

i. Non-formal/Basic Education;ii. Basic Literacy (Level I, II and III)iii. Functional Literacy and continuing education;iv. NFE through Electronic Media.

The proposed organoramme for both the levels are given below:

A synoptic view of the annual financial implications of the proposed training set-up:

S.N0. Component Amount (Rs. Million)01 Documentation 5.4 02. Research Studies 3.2503 Curriculum & Materials 3.0504 Training 32.5305 Advocacy 4.8706 Organizational Expenditures 19.5707 Rent of the Office Building 2.408 Furniture, Equipment and vehicles 30.009 Miscellaneous/unforeseen 15 % 15.1610 Total 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.

A synoptic view of the annual financial implications of the proposed training set-up:

S.N0. Component Amount (Rs. Million)01 Documentation 2.7 02. Research Studies 1.62503 Curriculum & Materials 1.52504 Training 16.26505 Advocacy 2.43506 Organizational Expenditures 9.78507 Rent of the Office Building 1.208 Furniture, Equipment and vehicles 15.009 Miscellaneous/unforeseen 15 % 7.5810 Total 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

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.

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 2015Year

Punjab Sindh NWFP Balochistan PakistanTen plus Popul-ation (000)

Illiterates (000)

Target Illiterates with Literacy Rate

Population (000)

Illiterates (000)

Target Illiterates (000) with Literacy Rate

Population (000)

Illiterates (000)

Target Illiterates (000) with Literacy Rate

Population (000)

Illiterates (000)

Target Illiterates (000) with Literacy Rate

Population (000)

Illiterates (000)

Target Illiterates (000) with Literacy Rate

2007

67735

28449

60% 28243 12144

57% 16401 8529 48% 6030 3500 42% 118,409

52,622

52%

2008

69532

27813

2433 60%

29002 11601

1303 60%

16905 8283 749 51%

6220 3420 27045%

121,659

51,117

4755 54%

2009

71294

26378

3196 63%

29670 10978

1291 63%

17300 7958 72054%

6380 3320 260 48%

124,644

48,634

5467 57%

2010

72973

24811

3247 66%

30311 10360

1413 66%

17689 7606 74157%

6530 3200 270 51%

127,503

45,977

5671 60%

2011

74555

23112

328169%

30925 9587 1333 69%

18100 7240 777 60%

6690 3080 280 54%

130,270

43,019

567163%

2012

76077

21309

332572%

31546 8833 1375 72%

18527 6855 812 63%

6860 2880 370 58%

133,010

39,877

5882 66%

2013

77553

19388

339775%

32171 8043 1415 75%

18968 6449 847 66%

7040 2750 320 61%

135,732

36,630

5979 69%

2014

79001

17380

345678%

32828 7222 1478 78%

19400 6014 867 69%

7210 2600 310 64%

138,439

33,216

6111 72%

2015

80441

16088

273280%

33477 6695 1176 80 %

19835 5554 895 72%

7340 2420 310 67%

141,093

30,757

5113 75%

Total2008-15

601426

176279

25067

249930

73319

10784

146724

55959

6408 54270 23670

2390 1,052,350

329,227

44649

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.

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 ALCYear Population

(000s) ALiterate (000) B

Illiterate (000) C

Target lit. Rate D

Esti. Illiterates (000) AxD-previous B

ALCs Needed

2007 67735 39286 28449 60% 2350 47000

2008 69532 41719 27813 60% 2433 486602009 71294 44915 26378 63% 3196 639202010 72973 48162 24811 66% 3247 649402011 74555 51443 23112 69% 3281 656202012 76077 54768 21309 72% 3325 665002013 77553 58165 19388 75% 3397 679402014 79001 61621 17380 78% 3456 691202015 80441 64353 16088 80% 2732 54640Total 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 ALCYear Population

(000) Literate (000)

Illiterate (000)

Target Lit. Rate

Target Illiterates (000)

ALCs Needed

2007 28243 16099 12144 57% 988 19750

2008 29002 17401 11601 60% 1303 260602009 29670 18692 10978 63% 1291 258202010 30311 20005 10360 66% 1413 282602011 30925 21338 9587 69% 1333 266602012 31546 22713 8833 72% 1375 275002013 32171 24128 8043 75% 1415 283002014 32828 25606 7222 78% 1478 295602015 33477 26782 6695 80 % 1176 23520Total from 2008 to 2015 10784 215680As 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 ALCYear Population

(000)Literate (000)

Illiterate (000)

Target Lit. Rate

Target Illiterates (000)

ALCs Needed

2007 16401 7873 8529 48% 561 11220

2008 16905 8622 8283 51% 749 149802009 17300 9342 7958 54% 720 144002010 17689 10083 7606 57% 741 148202011 18100 10860 7240 60% 777 155402012 18527 11672 6855 63% 812 162402013 18968 12519 6449 66% 847 169402014 19400 13386 6014 69% 867 173402015 19835 14281 5554 72% 895 17900Total 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 ALCYear Population

(000s)Literate (000)

Illiterate (000)

Target Lit. Rate

Target Illiterates (000)

ALCs Needed

2007 6030 2530 3500 42% 250 5052

2008 6220 2800 3420 45% 270 54002009 6380 3060 3320 48% 260 52002010 6530 3330 3200 51% 270 54002011 6690 3610 3080 54% 280 56002012 6860 3980 2880 58% 370 74002013 7040 4300 2750 61% 320 64002014 7210 4610 2600 64% 310 62002015 7340 4920 2420 67% 310 6200Total from 2008 to 2015 2390 47800As 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 2015Year Punjab Sindh NWFP Balochistan Pakistan2008 48660 26060 14980 5400 95,1002009 63920 25820 14400 5200 109,3402010 64940 28260 14820 5400 113,4202011 65620 26660 15540 5600 113,4202012 66500 27500 16240 7400 117,6402013 67940 28300 16940 6400 119,5802014 69120 29560 17340 6200 122,2202015 54640 23520 17900 6200 102,260Total 501340 215680 128160 47800 892,980It 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

TABLE 19: NATIONAL, PROVINCE AND YEAR-WISE BREAK-UP OF LITERACY TEACHERS AND SUPERVISORS REQUIRED FROM 2008 TO 2015Year Punjab Sindh NWFP Balochistan Pakistan

Trs. Sup. Trs. Sup. Trs. Sup. Trs. Sup. Trs. Sup..2008 48660 2433 26060 1303 14980 749 5400 270 95100 47552009 63920 3196 25820 1291 14400 720 5200 260 109340 54672010 64940 3247 28260 1413 14820 741 5400 270 113420 56712011 65620 3281 26660 1333 15540 777 5600 280 113420 56712012 66500 3325 27500 1375 16240 812 7400 370 117640 58822013 67940 3397 28300 1415 16940 847 6400 320 119580 59792014 69120 3456 29560 1478 17340 867 6200 310 122220 61112015 54640 2732 23520 1176 17900 895 6200 310 102260 5113Sub-total 501340 25067 215680 10784 128160 6408 47800 2390 892980 446495 % additional

25067 1254 10784 540 6408 321 2390 120 44549 2233

Total 526407 26321 226464 11324 134568 6729 50190 2510 937629 46882As 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 2015Year ALCs Teachers Supervisors Cost/centre/

cycle (Rs.)Annual Cost* (for 2 cycles) Rs. (Mill.)

2008 48660 48660 2433 20000 1946.402009 63920 63920 3196 20000 2556.802010 64940 64940 3247 20000 2597.602011 65620 65620 3281 23000 3019.522012 66500 66500 3325 23000 3059.002013 67940 67940 3397 23000 3125.242014 69120 69120 3456 25000 3456.002015 54640 54640 2732 25000 2732.00Sub-total 50134

0501340 25067 22492.56

5 % additional

25067 25067 1254 1124.628

Total 52640 526407 26321 23617.188

7The 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 2015Year ALCs Teacher

sSupervisors Cost/centre/

CycleAnnual Cost for 2 cycles Rs. (Mill.)

2008 26060 26060 1303 20000 1042.402009 25820 25820 1291 20000 1032.802010 28260 28260 1413 20000 1130.402011 26660 26660 1333 23000 1226.362012 27500 27500 1375 23000 1265.002013 28300 28300 1415 23000 1301.802014 29560 29560 1478 25000 1478.002015 23520 23520 1176 25000 1176.00Sub-total 215680 215680 10784 9652.765 % additional

10784 10784 540 482.638

Total 226464 226464 11324 10135.398The 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 2015Year ALCs Teachers Supervisors Cost/centre/

cycleCost (Mill.) Rs.

2008 14980 14980 749 20000 5992009 14400 14400 720 20000 5762010 14820 14820 741 20000 593

2011 15540 15540 777 23000 7152012 16240 16240 812 23000 7472013 16940 16940 847 23000 7792014 17340 17340 867 25000 8672015 17900 17900 895 25000 895Sub-total 128160 128160 6408 57715 % additional

6408 6408 320.4 288.55

Total 134568 134568 6728.4 6059.55The above table shows that the cumulative number of supervisors at the rate of one supervisor for every 20 teachers in the province of NWFP comes to the tune of 6728.4 or 6729 during the period of 2008-15. Thus the average number of supervisors to be needed per annum equals to 6729 / 8=841.125 or 842.

Further, as per the above table, the cumulative cost of 134,568 ALCs with two literacy cycles per annum is anticipated at 6059.55 million. Thus the average cost per annum for 134,568 ALCs (for two cycles) equals to rupees 6059.55 million ÷ 8 years=757.44 million. In other words, the province of NWFP may need 0.76 billion rupees annually to meet the needs related to centre personnel for achieving the aforementioned literacy targets.

TABLE 23: RESOURCES NEEDED FOR SETTING UP ADULT LITERACY CENTRES (LITERACY TEACHERS AND SUPERVISORS) IN BALOCHISTAN FROM 2008 TO 2015

Year ALC Teachers Supervisors Cost / centre / cycle (Rs.) Cost (Mill.) Rs.

2008 5400 5400 270 20000 2162009 5200 5200 260 20000 2082010 5400 5400 270 20000 2162011 5600 5600 280 23000 2582012 7400 7400 370 23000 3412013 6400 6400 320 23000 2942014 6200 6200 310 25000 3102015 6200 6200 310 25000 310Sub-total

47800

47800 2390 2153

5 % additional

2390 2390 120 107.65

Total 50190

50190 2510 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 2015Year Punjab

(Milli. Rs.)Sindh (Milli. Rs.)

NWFP (Milli. Rs.)

Baloch.(Milli.(Rs.)

Pakistan Cost (for 2 Cycles) Rs. (Mill.)

2008 1946.40 1042.40 599 216 3803.82009 2556.80 1032.80 576 208 4373.62010 2597.60 1130.40 593 216 45372011 3019.52 1226.36 715 258 5218.882012 3059.00 1265.00 747 341 54122013 3125.24 1301.80 779 294 5500.042014 3456.00 1478.00 867 310 61112015 2732.00 1176.00 895 310 5113Sub-total 22492.56 9652.76 5771 2153 40069.325 % additional

1124.628 482.638 288.55 107.65 2003.466

Total 23617.188

10135.398 6059.55 2260.65 42072.786

Per annum 2952.15 1266.925 757.444 282.6 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

TABLE 25: YEAR-WISE BREAK-UP OF SKILL DEVELOPMENT CENTERS (SDCs), VOCATIONAL TEACHERS AND SUPERVISORS NEEDED FROM 2008-15Year SDCs

RequiredVocational Teachers @ 2 per ALC

Supervisors Cost per centre per cycle (Rs.)

Total cost (Millions) 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 29680

0593600 14840 34714

5 % Additional

14840 29680 742 1735.7

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

(000)Sindh (000)

NWFP (000)

Balochistan (000)

Pakistan Total (000)

Cost (000) @ Rs. 30

2008 2433 1303 749 270 4755 1426502009 3196 1291 720 260 5467 1640102010 3247 1413 741 270 5671 1701302011 3281 1333 777 280 5671 1701302012 3325 1375 812 370 5882 1764602013 3397 1415 847 320 5979 1793702014 3456 1478 867 310 6111 1833302015 2732 1176 895 310 5113 153390Sub-total 25067 10784 6408 2390 44649 133947

05 % 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 2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

Popu. 10 plus

2533.48 2574.18 2623.09 2653.93 2693.59 2734.36 2775.75 2817.27

Male 1262.55 1281.53 1302.48 1322.08 1340.94 1361.85 1381.13 1401.56Female 1270.93 1292.65 1321.42 1331.85 1352.65 1372.51 1394.62 1415.71Total Literates

1816.88 1901.79 2007.07 2096.95 2191.07 2289.25 2389.62 2485.28

Male 1063.40 1100.80 1140.60 1183.64 1222.96 1264.77 1301.81 1334.92Female 753.47 806.98 866.47 913.26 968.11 1024.48 1087.80 1150.37Total Illiterates

716.59 666.38 616.82 557.02 502.51 455.10 368.12 331.98

Male 199.14 180.72 161.88 138.44 177.97 97.07 79.31 66.64Female 517.45 485.66 454.94 418.58 384.53 348.02 306.81 265.34Overall Literacy Rate

65.65 68.59 72.91 76.27 80.17 82.53 84.90 86.09

Male 79.50 81.78 85.00 88.55 90.31 92.04 93.55 94.18Female 51.80 55.41 60.83 64.00 70.03 73.03 76.25 78.00

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

2533.48 2574.18 2623.09 2653.932693.59 2734.36 2775.75 2817.27

716.59 666.38 616.82 557.02 502.51 455.1 368.12 331.98

65.65 68.59 72.91 76.27 80.17 82.53 84.9 86.090

500

1000

1500

2000

2500

3000

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15

Year

Popu. 10+

T.Illiterate

T.Litcy%

TABLE 28: YEAR-WISE PHASING OF ALCs, MANPOWER AND COSTS IN AJK FOR THE PERIOD 2007-15 IN MILLION RUPEESInputs Required Phase I

2007-09Phase II 2010-12

Phase III 2013-15

Plan Period 2007-15

ALCs 2856 6237 7651 16744

Skill Development Centres 396 938 1101 2435

Quranic Literacy Centres 183 450 518 1151

Total centres 3435 7625 9270 20330

Literacy Teachers 2856 6237 7651 16744

Vocational Teachers 396 938 1101 2435

Supervisors 7 7 7 21

Total Manpower 3359 7282 8759 19200

Dev. Cost (Mil.) 117.0 257.0 311.6 685.6

Recurring Cost (Mil.) 65.5 140.1 171.4 377.0

Sub-total Cost (Milli.) Rs. 182.5 397.1 438.0 1017.6

5 % additional 9.125 19.855 21.9 50.88

Total 191.625 416.955 459.9 1068.48

The above table shows that in the public sector: The total number of all types of literacy centres needed in AJK in 2007-09 is estimated to

be 3435, which is likely to go up to 9270 by the year 2014-15.

The total number of all instructional, vocational and supervisory personnel needed in AJK in 2007-09 is estimated at 3359, which is likely to go up to 8759 by the year 2014-15.

The total cost (with 5 per cent additional) to be incurred on centres during the period 2007-09 in AJK is estimated to be 191.625 (Million) rupees, which is likely to go up to the tune of 459.9 million rupees by the year 2014-15.

GRAPH 5: PHASING OF LITERACY CENTRES, MANPOWER AND COST: 2008-15 IN AJK

3435

7625

9270

3359

7282

8759

191.625 416.955 459.90

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

Phase 1: 2007-09 Phase 2: 2010-12 Phase 3: 2013-15

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 RUPEESYear Punjab Sindh NWFP Balochistan Pakistan

(Milli.) Rs.AJK Phase

Cost Milli. Rs.

2008 1946 1042 599 216 3803 2007-9 191.6252009 2557 1033 576 208 4374 2010-12 416.9552010 2598 1154 593 216 4561 2013-15 459.92011 3019 1226 715 258 52182012 3059 1265 747 341 54122013 3125 1302 779 294 5500

2014 3456 1478 867 310 61112015 2732 1176 895 310 5113Total 22492 9676 5771 2153 40092 1068.48The 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 ALCs

42072.786 1068.48 43141.266

Teacher training 2789.42 70.84 2860.26Material development 1406.444 35.72 1442.164National Set-up 704.515 00.00 704.515Provincial set-ups 2064.832 00.00 2064.832District level set-ups 25622.08 177.744 25799.824SDCs 36449.7 00.0 36449.7Total 111109.777 1352.784 112462.561

Average expenditure per annum from 2008 to 2015

13888.722125 169.098 14057.820

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

*Taking the cost of ALCs in Pakistan and AJK as the base, subsequent calculations about teacher training and material development for AJK have been based on the assumption of this proportion between Pakistan and AJK. Like-wise, the parity of cost at district level has also been kept in view while costing for AJK.

The above table shows that Pakistan and AJK would need a consolidated amount of 111799.921 million rupees to achieve the literacy targets as mentioned in the foregoing pages of this report. Out of this, Rs. 43114.266 million are anticipated to be spent on setting up and operating ALCs followed by 25622.08 million rupees on setting up and running district level organizational structure for literacy. The average per annum expenditure for Pakistan is likely to be Rs. 13888.722 million, and Rs. 169.098 million for Azad Jammu and Kashmir.

6.5 Miscellaneous needs: In addition to the needs spelled out above relating to the setting up of national provincial and district level set-ups, opening and operating literacy centres, teacher training, material

development and other ancillary aspects, the following needs also emerge as highly imperative for promoting the cause of literacy and achieving the goals by the year 2015:

1. Political Will and Support: It plays a significant role in promoting the cause of literacy in the country. Irrespective of the change in government, such political will at the national and provincial levels is an essential pre-requisite for achieving the literacy targets by the year 2015.

2. Literacy Database: Complete and comprehensive database needs to be developed on different core indicators of literacy and non-formal education at the national, provincial, district, Tehsil and Union Council levels.

3. Media Campaign: There is a dire need to plan for and launch an effective media campaign for creating awareness among masses about the need and importance of literacy in enhancing the quality of life. Such campaigns should focus on the involvement of masses at the community level.

4. Capacity building of professionals: An inbuilt mechanism needs to be evolved for continuous capacity building of literacy professionals. This would go a long way in augmenting the qualitative improvement and quantitative expansion of literacy activities in the country.

5. Setting up CLCs: Community Learning Centres have come to occupy a very prominent place in promoting an educational culture in the country. Provinces need to explore the setting up of CLCs at selected places in a phased manner. This input is likely to provide an impetus to literacy-related programmes.

6. Research and Training: These are indispensable elements needed for designing and implementation of literacy programmes responsive to people’s needs. Hence, they need to be taken up as a regular feature of literacy-related programmes in all the provinces.

7. Public Private Partnership: The problem of literacy is so huge that public sector resources alone cannot combat the situation. Hence, policy decisions need to be taken up in all the provinces to motivate the private sector to enter the area. It needs to be followed by the promulgation of regulatory measures so that it could join hands with the public sector and then play its potential role in promoting the cause of literacy.

7. MAJOR ISSUES AND CHALLENGES

The scenario of literacy is plagued with a number of formidable issues and challenges in

Pakistan. In spite of the fact that Pakistan has had a series of five-year development

plans and more than a dozen of education policies after independence, the situation is

not encouraging. A number of issues and challenges may be identified and briefly

mentioned:

1. Low participation rate at the primary level: The participation rate at the primary

level has got a direct bearing on the literacy rate. Since the participation rate at the

primary level is very low, it does not help in promoting literacy.

2. Population explosion: Pakistan until the recent past has witnessed a high population

growth rate. Hence the growing number of children has resulted in continuously

decreasing the rate of literacy.

3. Socio-cultural problems: In many cases, social problems like family disputes,

separation and dissolution of marriages also hinder the way to education. It is more

commonly prevalent in traditional/conservative castes in Punjab, and tribal societies of

NWFP and Balsochistan.

4. Poverty: This is another formidable problem which results in lack of access to

education facilities. This is mostly true for rural areas and slum dwellers in urban and

suburban areas.

5. Low motivation of parents: Apart from poverty, parents are not motivated to send

their children to school. Usually these parents are illiterate themselves and are

unaware of the value of education. The female child is the first victim of such

insensitivity.

6. Child labour: Children even at a very young age, for a number of reasons like

poverty, are forced to do petty jobs ranging from domestic labour to working in

workshops and restaurants in the urban areas to farming in rural areas.

7. Female education as a low priority: In the rural conservative population, female

literacy is not a priority. A male child gets preferential treatment over the female.

Spending on female literacy is not considered a viable option.

8. Physical disability: Generally there is lack of awareness of physical disabilities

present in children like malnutrition, weak eyesight and learning disability. Parents

and teachers instead of realizing such a physical disability resort to corporal

punishment. Fortunately, steps are being taken to make people aware and teachers are

also being sensitized on these issues in their training.

9. Insufficient resources: It is a hard fact that funds earmarked for adult literacy

programmes have so far been extremely low, hardly 1 per cent of the education

budget.

10. Rigidity in financial rules: Apart from low allocation, financial rules regarding the

release of money are unnecessarily technical and rigid. This results in non-release of

money and hence non-utilization of the resources not only for literacy, but also for

other sectors.

11. Non-co-ordination among agencies: There is an absence of a strong coordination and

organizational structure among agencies with the result that interaction among the

principal actors in the field of adult literacy remained weak. Resultantly, there have

been several overlapping efforts resulting in depletion of resources.

12. Absence of professional institutionalized set-up: The professional base of adult

literacy initiatives remained under-developed due to the lack of training of instructors,

formalized curriculum and effective research.

13. Lack of community participation: There have been very few examples of

community participation in the literacy activities. There is a dire need to design and

implement an adequate system of community participation in the literacy-related

projects.

14. Lack of reliable data: There is a dearth of reliable data on literacy which results in ill

planning and wastage of resources.

15. Ineffective monitoring of literacy projects: Most of the literacy projects designed

and launched so far failed due to ineffective monitoring by the personnel concerned.

16. Lack of research: By and large, there has been a lack of research in literacy-related

issues and problems. As a result planners are unable to get reliable feedback of the

literacy projects. Hence proper planning for future programmes is not possible.

8. MAJOR RECOMMENDATIONS:

Political Will and Support

Higher budgetary allocation to education, literacy, primary education and early

childhood are the need of the day because the public sector allocations to

education steadily declined from 2.7 per cent of GDP in 1995-97 to 1.8 per cent

of GDP in 2001-02. It is, therefore, recommended that all efforts should be made

to enhance the budgetary allocation to education to 4 per cent of GDP.

Literacy Policy and Planning

Basic Education and Literacy Authority needs to be set up at the national level to

look after the specialized needs of education and literacy.

Each province needs to create independent administrative departments of literacy

and non-formal education at provincial levels.

Executive District Officers (Literacy) at the district level with supporting staff

are required to implement literacy-related programmes and projects.

Co-ordination cell may be created at the district level to ensure complete

harmony and co-ordination among different actors functioning in adult literacy.

Regular meetings may be called of relevant organizations/institutions engaged in

promoting literacy. This will have to be done on a regular basis as an on-going

feature of the Department of Literacy.

Concerted effort will have to be made to substantially expand capacity of district

governments because the quality of data about literacy related aspects will ultimately be

the responsibility of District Governments. One important tool could be greater use of

Urdu in IT at the District level.

Programme Implementation and Management

LITMIS (Literacy Management Information System) may be developed and

introduced at the district level integrating different inter-related sectors. These

sectors may, for example, include population, literacy, education, health, rural

development etc.

Steps may be taken to set up literacy centres in a phased manner as spelled out in

this report corresponding to the phased rate of literacy to be achieved over the

given period of time.

Efficiency in financial management and revision of outdated procedures need

immediate attention. Outdated procedures which have adversely affected the

implementation of education programmes and projects need to be revised and

updated to ensure speedy disposal of financial claims of all stake-holders.

Capacity Building

Orientation sessions may be arranged for literacy-related functionaries of

different levels in general and for those of the district level in particular to equip

them with planning and management techniques in relation to literacy at the

grass root level.

Training arrangements may be made at central level utilizing the nation-wide

network of Allama Iqbal Open University for imparting specialized training to

professionals in the field of literacy.

More emphasis needs to be placed on quality improvement measures such as

teacher training, curriculum development, assessment systems and overall

supervision of delivery of education.

Advocacy

Awareness campaigns may be launched at the community level as a harbinger to

literacy programmes and projects at the community level. In this way, advocacy

for literacy may be interwoven with the activities of local personnel engaged in

imparting literacy.

Funds may be raised as per requirements of centres and other infrastructural set-

ups 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

Literacy %

10 plus (%)

Illiterates 10

plus

Sr.

No.District

Literacy Rate 15

plus (%)

Illiterates 15 plus

Population

1 Islamabad 72.38 166,708 1 Islamabad 70.20 149,027

2 Rawalpindi 70.45 740,625 2 Rawalpindi 67.50 670,956

3 Karachi 65.26 2,405,915 3 Karachi 63.58 2,093,633

4 Lahore 64.66 1,650,853 4 Lahore 62.98 1,421,602

5 Jhelum 63.92 247,880 5 Jhelum 60.00 225,975

6 Gujrat 62.18 562,450 6 Gujrat 57.87 513,255

7 Sialkot 58.92 799,630 7 Sialkot 55.72 703,653

8 Quetta 57.07 231,116 8 Quetta 54.56 200,362

9 Chakwal 56.72 346.276 9 Gujranwala 53.67 906,008

10 Abbottabad 56.61 273,570 10 Chakwal 51.57 319,963

11 Gujranwala 56.55 1,049,510 11 Abbottabad 51.41 245,001

12 Haripur 53.72 230,737 12 Faislabad 49.15 1,634,920

13 Narowal 52.65 416,642 13 Haripur 48.07 209,065

14 Faislabad 51.94 1,880,742 14 Narowal 47.26 371,339

15 Toba Tek Singh 50.50 575,767 15 Toba Tek Singh 46.95 504,959

16 Attock 49.27 474,779 16 Attock 44.65 426,784

17 Mandi Bahauddin 47.44 438,461 17 Sukkur 44.54 281,933

18 Sukkur 46.62 330,593 18 Mandi Bahauddin 42.93 391,738

19 Sargodha 46.30 1,023,488 19 Sargodha 42.81 893,353

20 Hyderabad 44.25 1,134,367 20 Hyderabad 42.15 967,317

21 Kohat 44.06 214,258 21 Multan 41.66 1,024,972

22 Sahiwal 43.90 740,641 22 Sahiwal 41.18 639,863

23 Shekhupura 43.78 1,309,213 23 Shekhupura 40.72 1,122,309

24 Multan 43.38 1,229,392 24 Kohat 40.10 180,929

25 Mian wali 42.76 421,329 25 Peshawar 39.43 662,160

26 Noshera 42.50 347,518 26 Noshera 39.32 293,339

27 Karak 41.92 159,831 27 Mianwali 38.69 365,175

28 Peshawar 41.75 801,665 28 Karak 37.51 133,682

29 Hafizabad 40.74 351,799 29 Khanewal 37.21 739,689

30 Khushab 40.50 386,715 30 Hafizabad 37.20 307,560

31 Chitral 40.30 13,031 31 Khushab 36.51 340,707

32 Khanewal 39.94 868,572 32 Naushahro Fero 36.16 377,487

33 Malakand P.A 39.14 440.045 33 Layyah 35.83 387,632

34 Naushahro Fer 39.14 440,045 34 Okara 35.12 836,240

35 Layyah 38.68 440,045 35 Malakand P.A 34,67 150,349

36 Okara 37.79 975,309 36 Jhang 34.28 1,085,460

37 Jhang 37.12 1,261,071 37 Vehari 34.10 781,575

38 Vehari 36.79 922,771 38 Chitral 33.80 109,955

39 Mardan 36.45 621,769 39 Kasur 33.57 875,298

40 Mansehra 36.32 506,766 40 Dadu 33.53 631,741

41 Kasur 36.21 1,044,193 41 Bahawalpur 33.35 901,908

42 Swabi 36.03 442,268 42 Bahawalnagar 32.68 794,054

43 Dadu 35.56 739,667 43 Khairpur 32.42 559,167

44 Khairpur 35.50 653,975 44 Mardan 32.29 523,256

45 Bahawalnagar 35.07 936,819 45 Larkana 32.03 698,785

46 Bahawalpur 35.03 1,084,887 46 Pakpattan 31.80 502,471

47 Larkana 34.95 814,889 47 Nawabshah 31.79 401,651

48 Pakpattan 34.70 588,309 48 Mansehra 31.76 428,816

49 Ziarat 34.34 14,293 49 Ziarat 31.71 11,965

50 Bhakkar 34.17 477,011 50 Swabi 31.27 378,604

51 Nawabshah 34.13 474,088 51 Bhakkar 31.03 401,935

52 Rahim Yar Khan 33.09 1,398,416 52 Rahim Yar Khan 30.93 1,170,401

53 Bannu 32.11 294,486 53 Shikarpur 29.85 334,356

54 Shikarpur 31.94 393,354 54 Pishin 29.62 123,272

55 Panjgur 31.35 95,140 55 Bannu 29.29 248,697

56 D.I. Khan 31.28 389,067 56 D.I. Khan 29.27 321,442

57 Pishin 31.14 157,231 57 Sanghar 28.93 564,260

58 Charsada 31.11 469,586 58 Panjgur 28.93 75,883

59 Sanghar 30.87 675,226 59 D.G Khan 28.71 596,503

60 D.G Khan 30.61 733,913 60 Mirpurkhas 28.57 599,216

61 Hangu 30.50 141,462 61 Lodhran 27.80 456,958

62 Mirpurkhas 30.40 722,547 62 Hangu 27.70 113,982

63 Lodhran 29.90 552,644 63 Charsada 27.34 394,596

64 Lower-Dir 29.90 313,515 64 Ghotki 27.26 376,149

65 Lakki Marwat 29.71 217,398 65 Muzaffargarh 26.92 994,168

66 Ghotki 29.01 450,081 66 Swat 26.58 472.079

67 Swat 28.75 588,304 67 Lower-Dir 26.40 254,530

68 Muzaffargarh 28.45 1,226,326 68 Lakki Marwat 25.86 183,644

69 Mastung 27.58 79,840 69 Mastung 25.26 67,761

70 Kech 27.51 194,428 70 Changhi 24.38 79,440

71 Chiaghi 26.99 96,575 71 Kech 24.36 165,303

72 Tank 26.25 113,459 72 Tank 23.95 93,182

73 Sibi 25.47 93,838 73 Sibi 23.82 79,172

74 Gawadar 25.47 92.828 74 Badin 23.09 480,463

75 Badin 24.63 572,742 75 Gawadar 22.40 78,118

76 Jacobabad 23.66 705,112 76 Jacobabad 22.03 597,147

77 Buner 22.62 252,534 77 Thatta 21.52 490,587

78 Lasbela 22.30 167,775 78 Loralai 19.99 133,680

79 Thatta 22.14 586,524 79 Lasbela 19.98 141,102

80 Upper Dir 22.21 285,151 80 Buner 19.55 207,032

81 Rajanpur 20.73 559,510 81 Rajanpur 19.35 460,327

82 Loralai 20.47 162,114 82 Upper Dir 19.03 223,786

83 Kalat 19.86 123,145 83 Tharparkar 17.57 374,684

84 Jafarabad 18.51 232,626 84 Kalat 17.53 101,245

85 Tharparkar 18.32 474,908 85 Batagram 17.34 132,329

86 Batagram 18.31 166,203 86 Jafarabad 16.53 199,687

87 Killa Saifullah 17.55 100,032 87 Killa Saifullah 16.45 78,909

88 Khuzdar 17.46 226,817 88 Zhob 16.27 110,402

89 Zhob 16.78 143,187 89 Khuzdar 15.93 187,275

90 Killa Abdullah 16.10 198,708 90 Killa Abdullah 15.53 157,385

91 Bolan 15.78 163,587 91 Bolan 14.55 135,863

92 Barkhan 15.67 58,290 92 Barkhan 14.07 49,060

93 Kharan 15.05 114,855 93 Kharan 13.98 93,238

94 Awaran 14.79 66,148 94 Shangle 13.87 192,427

95 Shangle 14.73 241,701 95 Awaran 12.57 55,101

96 Naseerabad 12.69 141,469 96 Jhal Magsi 11.57 52,350

97 Jhal Magsi 12.28 63,556 97 Kohlu 11.47 51,753

98 Kohlu 12.15 60,858 98 Naseerabad 11.45 120,665

99 Dera Bughti 11.73 101,919 99 Dera Bughti 11.36 84,232

100 Kohistan 11.08 274,919 100 Kohistan 10.50 213,399

101 Musa Khel 10.37 76,265 101 Musa Khel 10.24 58,482

Source: Ministry of Education, Islamabad.

ANNEXURE-B

MAJOR PROJECTS COMPLETED BY BUNYAD LITERACY FOUNDATION: 1998 – 2006

Source: http://www.bunyad.org.pk/Past.htm

1. Non-Formal Primary Education Project in Hafizabad & Multan in 84 Cneters in Hafizabad

and 56 centers in Multan with 4000 beneficiaries (Supported by Pakistan Literacy

Commission)

2. Non-formal Basic Education for Rural Girls (Hafizabad Community Schools) 50 NFPE

Centres, 1800 learners (Supported by TVO)

3. Literacy Project, Kot Momin, Sargodha (Supported by NCHD), beneficiaries 1500 people.

4. Adult Literacy Project, Hafizabad. Supported by District Government, beneficiaries 7000

people.

5. Voicing of the Poor – Adult Literacy Project Daska, Sialkot. (Supported by Directorate

General of Social Welfare Punjab) beneficiaries 15000 people.

6. Adult Literacy Project, Wazirabad (Supported by PLC) beneficiaries 400 people.

7. Education for out of school Youth and Adolescents, Sialkot (UNICEF supported) beneficiaries

10000 people.

8. Rural Women’s Empowerment through skill development Cardiff University, College of

Home Economics Higher Education Link; Natt, Teigarh, Lahore, beneficiaries 20000 people.

9. Adult Literacy Programme KotMomin (Sargodha) launched with the collaboration of NCHD,

beneficiaries 1500 people.

10. Universalization of Primary Education (UPE) Liaqatpur (Rahim Yar Khan) with three

elements (i) Collection of data of out of school children, (ii) 100 per cent enrollment of

children into schools, between 5-7 years of age, and (iii) Improvement in quality of Education

beneficiaries

ANNEXURE-C

MAJOR PROGRAMMES OF THE PAST

Major projects and programmes launched in Pakistan for adult literacy since 1986 and their

impact/achievements are as follow.

S.No. Name of Project Duration Achievements Impact/Effectiveness

1 Nai Roshni School

Project

1986-88 15,000 Nai

Roshni Schools

opened

400,000

learners registered

Programme was abandoned after 2

years with the change of government.

The programme could not achieve its

targets.

2 Iqra Pilot Project 1986-88 60,000 learners

enrolled/registered

22,000 appeared in

exam and 18,000 passed

Project was not successful and

sustainable

3 Eradication of

Illiteracy From

Selected Areas of

Pakistan

1992-94 138025 (79%)

people were made literate

against the target of

174,460 out of it 87%

were female

Project was successful

4 Quranic Literacy

Project

1992-94 494 centres were

opened.

10,867 females were

The project was successful and

sustainable.

made literate

5 CrashLiteracy

Programme

(Federal)

1998 87 literacy centres opened

.

1500 people made literate

Project could not be continued

6 Crash Literacy

Project (Punjab)

1998-99 1668 literacy centres

opened

Around 50,000 adults made

literate

The project was successful

7 Literacy and

Primary Education

(UJALA)

2001-02 2000 Adult Literacy

Centers opened. The main

focus was on rural women

The project almost achieved its

targets

ANNEXURE-D

MAJOR PRESENT AND FUTURE PROGRAMMES IN ADULT LITERACY AND

NON-FORMAL EDUCATION IN PAKISTAN

S.No Name of Project Implementing

Agency

Cost/Budget Duration Major Inputs

1 Adult Literacy National

Commission for

Human

Development

One Billion

Each year

Started in

2002

Ongoing

project

50000 Adult

Literacy centers

functioning in

116 districts of

the country

Total learners

enrolled around

one million

2. Literacy for All

Programme

Elementary

Education

Foundation

Rs. 900 million

for 3 years

Started in

2003 and

still going

on

7500 adult

literacy centers

opened through

NWFP province.

Total learners

enrolled around

187500

3 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

5000 Adult

Literacy Centers

planned to be

opened each

year

Total enrolment

around 100,000

4 100% Literacy in

Four Model

Districts of Punjab

(Mandi Bahauddin,

Khushab, Khanewal

and D-G Khan

Punjab Literacy

and Non-formal

Education Deptt.

Rs. 981,374

million

2004-2008 Expected

number of

beneficiaries

5. Crash Literacy

Programme for

women in Districts

of Southern Punjab

Punjab Literacy

and Non-formal

Education Deptt.

Rs.93 Million 2005-08 Expected

number of

beneficiaries

= 200,000

6. Literate Punjab

Programme, 100%

Literacy in 10

Union Councils of

31 Districts of

Punjab

Punjab Literacy

and Non-formal

Education Deptt

Expected

number of

beneficiaries

= 1300,000

7. 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