Towards Dreaming Literate Punjab - Business A Quddus, … · Web viewexperienced in four districts...

2012 Cambridge Business & Economics Conference ISBN : 9780974211428

Towards Dreaming Literate Punjab(A Study of ALCs & NFBE Schools)

ByMuhammad A Quddus*

Mazhar-Ul –Haq Baluch**

AbstractLiteracy & Non Formal Basic Education Department, Government of the Punjab launched a development project titled “Literate Punjab Programme” during 2005-06 to 2010-11. The revised cost of the project was Rs. 1754.130 million. The objective of the project was to make literate children of age 5-14 years through NFBE schools and older persons of age group 15-35 years through Adult Literacy Centres (ALC s).The results of both the institutions (ALCs & NFBE schools ) were quite encouraging since 37.4 percent of NFBEs enrolled 36 -40 students and 62.6 percent of ALCs were found with 25 and above enrolled students. Despite certain obvious and identified limitations both these institutions proved not only a good tool to provide opportunity for completion of the primary education cycle for the rural un-resourceful population but also were assisting to reduce educated unemployment. The environmental position considering qualification of the school staff was completely good relative to general primary schools despite teachers’ identified dissatisfaction regarding determined remuneration. This was on the one hand a good indication that properly quailed personals were hired for ALCs, but on other hand it reflected unemployment of educated youth, since even highly qualified young were out of job and they were to accept teaching of ALCs or NFBE schools for the time being. Consequently, the expected dream of educated Punjab cannot be achieved in reality without certain concrete effective measures to remove at least the problems which can be tackled at administration level with the help of the concerned sponsoring agency

Introduction

Education is universally accepted instrument in enhancing human beings comprehension, leading

individuals towards better thinking by broadening their vision’s horizons and making their participation

essential in national policies decisions. National literacy status is determined considering individual’s

education capacity collectively to reach a specific nation. Overarching role played by the education has

cross – cutting impact on all aspects of human life. Considering education an indispensible mean for

effective participation in the society and in economies of 21 st century, we became the signatory of the,

“World Declaration of Education for All,” which took place at the, Conference on ‘Education for All’

at Jomtien, Thailand in March, 1990. This was subsequently reaffirmed in the World Education Forum at

Dakar, Senegal in 2000. Pakistan is also committed to the Millennium Development Goals according to

which by the year of 2015 children everywhere boys and girls alike will be able complete a full course of

primary schooling.

* Director, Punjab Economic Research Institute, Planning &Development Department, Government of the Punjab Lahore- Pakistan** Senior Research Fellow, Lahore School of Education, Main Campus Burke Road, Lahore-Pakistan.

June 27-28, 2012Cambridge, UK 1


According to Multiple Indicator Cluster Survey (2007-08) conducted by Bureau of Statistic,

Government of the Punjab, about 59 percent of the population of the Punjab (10 years and

above) is literate. Therefore, there are a huge number of persons, who can be categorized as

illiterates. The problem of dropout at primary level also persists in the province. According to

above referred MICS survey, the net enrolment ratio was 53 percent. Thus, there are a large

number of adult illiterates as well as young children who create a demand for a non-formal

education system through which they can complete primary education. Consequently, Literacy &

Non Formal Basic Education Department, Government of the Punjab launched a development

project titled “Literate Punjab Programme” during 2005 i.e. 2005-06 to 2010-11. The revised

cost of the project was Rs. 1754.130 million. The objective of the project was to make literate

children of age 5-14 years through Non Formal Basic Education (NFBE) schools and older

persons of age group 15-35 years though Adult Literacy Centers (ALCs). The project provided

for establishing 200 NFBE schools and 200 ALCs in each of 31 districts (excluding Khanewal,

Khushab, Mandi Bahu Din and Dera Gazi Khan where a separate project of 100 percent literacy

is already under implementation). 200 NFBE schools and 200 ALCs have been established in 10

selected Union Councils of each district having low literacy rate. So 12,400 Teachers (Fresh

Matriculates, Ex-Servicemen, and Retired Teachers etc.) were trained in teaching methodology

of Non-formal Education Sector under the project. The children of age group 5-14 years are

being provided 40 months’ schooling in NFBE schools culminating at the Class-V level and the

curriculum are the same as in the formal education. However, the illiterates of age 15-35 years

undergo six months crash literacy course and the curriculum comprises basic numeracy and

reading/writing skills. This was possibly one of the effective measures, implemented by the

public sector to fulfill the dream of making Punjab the literate state by having steps already being



experienced in four districts (Khanewal, Khushab, Mandi Baha-ud-din and Dera Ghazi Khan).

The objective of the project was to make literate children of age 5-14 years through NFBE

schools and older persons of age group 15-35 years through Adult Literacy Centres (ALCs). To

assess performance of the implemented measures twelve (12) districts of Punjab were selected

randomly i.e., four (4) districts chosen in each of the Northern, Southern and Central zone.

The total sample size for the study was 2100 respondents comprising 166 NFBE/ALC teachers,

1490 students, i.e., 742 from NFBE and 748 from ALCs, 168 parents, 8 Executive District

Officers (EDO- Literacy), 10 District Literacy Officers (DLOs), 26 Literacy Mobilizes (LMs),

53 Village Education Committees (VECs) and 2 NGOs.

Results of the Study

All the activities, considered suitable to make the NFBE/ALC successful, and implemented to

achieve the targeted objectives, were considered step-wise for assessing the performance with

respect to implementation level and also to see the impact of the implemented activities on target

groups. Consequently, at the first stage the assessment was made on enrollment pattern in

NFBE/ALCs.

Enrollment Pattern and Attendance Status

The enrollment and attendance pattern was assessed considering the survey day, one week and

two weeks prior to the date of survey. Underlying reason was to assess the inclination of the

parents of the learners to get them enrolled for studying purposes and ensure pattern of the

existence of the learners within the school premises for at least a full week. That was completely

on random basis and without prior information to trace out bias results. The results of the date of

survey presented in Table -1 reflected that out of 83 sample NFBE schools 21 or 25.4 percent of

the schools enrolled above 40 students, 10 or 12.0 percent of the schools were found with



enrollment of 36-40 students, 30 or 36.1 percent of the schools could enroll 30 to 35 students.

However, about one fourth of the schools could enroll more than 20 and less than 30 students.

This was a good indication that NFBE proved a good tool to provide opportunity for completion

of the primary education cycle for the rural un-resourceful population.

Attendance of the learners on the survey day was quite sufficient and could be ranked as good,

while the attendance on prior to one or two weeks was almost the same as it was on survey day

in every respective NFBE school.(Table-1).

As for the Adult Literacy Centres (ALCs) concerned, out of selected 83, 12 or 14.5 percent

enrolled above 25 students per centre, 40 or 48.2 percent enrolled 25 students per centre. There

were 34.9 percent of ALCs where the enrolled learners were more than 16 or up to 24 per centre.

However 2.4 percent of literacy centers have to depend on below 15 students per centre.

The average attendance in the sample ALCs on the survey day, one week prior to survey, and

two weeks before the survey was 17, 18 and 18 respectively. Consequently, it was suggested that

the teachers need to pay specific attention to bring all the enrolled students within center

premises. (Table-2)

Educational Qualification of the Teachers

A good teacher by himself is an incentive for the innocent children to keep them busy in school

premises, whereas it was difficult to bring as well as to keep the adults within the centre

premises, since they have sense that learning is an ornament to develop the personality of the

concerned person, but they practically do not bother and feel responsibility to get education.

Generally, they belong to the category of the population, which was provided opportunity to

equip itself with education in the childhood and they remained deprived of due to certain

environmental circumstances. Since, the teaching capacity and affectionate behaviour of the



teacher will be prime characteristics to bring the youth in the centre to study, the educational

qualification of the teachers employed in the ALCs and NFBE schools has been assessed.

The data presented in this Table-3 reflected that the sample for the study was 82 and 84 teachers

for ALCs and NFBE schools respectively. As for the ALCs teachers qualification is concerned

about 3.7 percent of the teachers employed were even with M.A qualification. About one fourth

i.e., 25.6 percent were B.A, while the remaining 26.8 percent and 43.9 percent of the teachers

employed in ALCs were with Intermediate and Matric qualification. About similar pattern

regarding hiring of teachers for the NFBE schools was also observed. The teachers employed in

these schools with M.A qualification were 7.1 percent of the sample teachers. About one fourth

of them were found serving as teachers with B.A qualification. However, 32.1 percent and 35.7

percent were with matric and intermediate educational qualification respectively. The

environmental position considering qualification of the school staff was completely good relative

to general primary schools. This also indicated that NFBE schools and ALCs, despite making the

poor and rural population literate, were assisting to reduce educated unemployment as well.

Training Organized for the EmployedTeachers of NFBE Schools and ALCs

Actually teaching to the enrolled children from Prep to primary level is a difficult task

specifically for newly appointed un-trained teachers. To eke out that deficiency of the teachers,

entrusted teaching responsibilities in ALCs and NFBE schools, were provided opportunity to

obtain 3 days training for ALCs and 15 days training for NFBE schools. Since, the training was

not compulsory for the employed of both categories of the institutions, it was considered

essential to evaluate the participatory status of the teachers of ALCs and NFBE schools and

components of the training to assess relevancy with respect to promotion of teaching and



administrative capabilities of the teachers for recommending future possible practicable policy

options. The teacher’s views indicating prospective of such training currently and searching

possible benefits for future in the context of learners and administration point of views were

considered and presented in the Table-4. According to the results in the Table 64.0 or 78.0

percent of the sample teachers from ALCs received training, while the remaining 22.0 percent

did not receive the training. The duration of training was only three days. The teachers, who

reported completed the training according to the schedule duration, were 80.0 percent of the

sample teachers. However, the remaining 20.0 percent attended the training but not the total

duration and their attendance remained less than the scheduled duration of three days. Out of 64

teachers, who participated in training for the complete duration, 62.0 or 96.9 percent were

satisfied regarding duration of training. However, all the trainees were completely satisfied with

the content of the training, while 93.8 percent of the trainees showed satisfaction about

competency of the trainers.

The teachers of NFBE schools were also provided an opportunity to receive training of

scheduled duration of 15 days. Out of 84 sample teachers, 69 or 82.1 percent obtained training,

while remaining 15 teachers or 17.9 percent of the sample teachers reported negative answer in

this context. About 80.0 percent of the teachers participated in training according to the

scheduled duration of 15 days. The remaining 20.0 percent attended training also but not as per

scheduled duration. However, 97.1 percent of the trainee teachers reported the training satisfied.

All the 69 teachers of NFBE schools who received training expressed satisfaction with respect to

contents of the training, while 97.1 percent of the trainees were satisfied with the competency of

the trainers. (Table-4).



Awareness Regarding Institutional Involvement Pattern

The effective arrangement and functioning pattern of relevant institutions affiliated with the

executive body or PMU generally result in success of any development activity, but there needs

open demonstration of implementation or monitoring of the concerned activity by the responsible

institution to make constructive comments for success in implementation of the similar activity

in future at the same or any other location. To establish ALCs and NFBE schools and develop

smooth and efficient functioning of both these main institution, various allied institutions such as

NGOs, Literacy Mobilizes, Village Education Committee (VECs), District Literacy MIS Cells

and District Steering Committees (DSCs) were involved to make possible success in achieving

the targeted objectives. To assess the effectiveness of their entrusted role in assisting the

implementation of the activities, the awareness of all these described institutions and role played

by them was assessed considering the views of the teachers and learners.

The data presented in the table-5 reflected that 89.0 percent of teachers of ALCs were not aware

about engagement of any NGOs to work for these development activities. The remaining

proportion of the sample teachers has acquaintance regarding involvement of certain NGO to

improve performance of these educational activities. Out of the 11.0 percent, who have

knowledge regarding engagement of certain NGOs, 44.4 and 33.3 percent reported the

performance of this institution to the satisfied and to some extent satisfied level respectively.

Mobilizing the community was the activity, entrusted to the NGOs, but the assessment

performance of this activity was reported to the satisfied level by 11.1 percent and to some extent

level by 33.3 percent of the ALCs teachers having knowledge regarding involvement of the

NGOs. Cumulative to the above satisfaction level i.e., 44.4 percent and 55.5percent of such



teachers reported in the context of provision of services of experts for skill enhancement and

advice of technical guidance respectively.

As far as the NFBE schools teachers are concerned, 16.7 percent of the sample teachers of these

institutions reported having awareness about the NGOs involvement to assist in improving

implementation performance of the schools. Out of them, 57.1 percent of the teachers reported

the role, played by NGOS regarding monitoring/visiting of the schools, to the satisfied level,

while 50.0 percent of the teachers having awareness regarding involvement of the NGOs

appreciated their performance regarding the role of mobilizing the community, provision of

expert services for skill enhancement and advice and technical guidance. This situation reflected

unsatisfactory role played by the concerned institutions in the context of activities entrusted to

them with respect to improvement in performance of ALCs and NFBE schools. (Table-5)

Awareness Regarding Involvement of VECs and Their Role

Village Education Committees (VECs) were involved to make implemented activities status

suitable for adjusting according to the local environment for betterment of the local learners and

be successful to achieve the targeted objectives. Consequently, the perception of the teachers of

both the categories of the institution regarding the role played by the VECs in response to the

entrusted one was assessed to determine the successfulness status of the implemented activities.

The data presented in the Table-6 reflected positive responses of 82.1 percent of the sample

teachers regarding awareness about VECs involvement in their respective areas of the ALCs and

NFBE schools while the remaining 17.9 percent were unaware of their role in this context.

However, the different responses were reported by the sample teachers with respect to entrusted

responsibilities separately such as:



Opening of the schools Selection of teachers Selection of sites Motivating learners/ parents to join the respective institutions

In rendering all the above described responsibilities, VECs were supposed to assist ALCs and

NFBE schools to make both the institutions successful from the very establishment level to

complete education cycle of primary level to include the learners in the list of literate citizens of

the province. During assessment it was found that 78.0 percent of the ALCs teachers showed

awareness regarding involvement of VECs to play certain roles in assisting to make the

described institutions successful in achieving the objectives. However, a majority of the teachers,

i.e., 75.0, 71.9, 68.8 and 71.9 percent of the teachers expressed satisfaction with respect to play

role in the context of opening the ALCs, selection of teachers, selection of sites and motivating

the learners/parents to join the ALCs respectively for studying purposes. When the rendering

status of the above described responsibilities with respect to NFBE schools were assessed, 72.5,

71.0, 72.5 and 66.7 percent of the sample teachers of the institutions reported satisfactory add

level provided by the members of VECs in their respective areas. (Table - 6).

Provision Status of Literacy Material to NFBE Schools & ALCs

To establish a school or literacy centre provision of certain items of literacy material becomes

essential to lead both the institutions towards successfulness to achieve the related goals.

Moreover, timeliness in provision of these compulsory items restricts certain needy activities

specifically to create teaching environment. In case of establishment of both these institutions

the required items were documented to be provided to the authorities to establish these

institutions successfully to educate the intended learners of them. However, the items were

different in both the institutions considering the environmental requirement of each of the

institution. The provision status has been reflected in the Table-7 to determine learning status of



the learners of these institutions to decide regarding future of implemented educational

activities. The items and timeliness in provision was presented to relate and assess the

successfulness of these educational activities proposed for sharing in dreaming of literate Punjab.

Table-7 reveals that Black Board, Attendance Register + Roll Register and Books were provided

to 84.3 percent, 91.6 percent and 97.6 percent of ALCs respectively. Moreover the Sign Boards,

Copies / Notebooks, Bags and Charts were given to 62.7 percent, 44.6 percent, 42.2 percent, 19.3

percent and 15.7 percent of the sample ALCs. Most of the ALCs received the above items

except bags ranging from 83.8 percent to 98.8 percent on time. The bags were received by 56.3

percent of the ALCs. Despite of such prevalent situation, the ALCs were working quite

efficiently. It was interesting to note that in case of delayed receipt of these items, the delay time

reported by the teachers was up to 90 days while the time span of ALCs was only six months.

It is evident from the data given in Table-8 that the majority of teachers of NFBE schools got

these items according to the documented and approved list. NFBE school teachers reported that

the items received by them were the Black Board (96.4 percent), Attendance Register (95.2

percent), Sign Board (90.4 percent), Admission & Withdrawal Register (84.3 percent), Chalk

(84.3 percent) Armed Chair (71.1 percent) and Slates (79.5 percent). It was observed that many

schools got one Mat (Daree) / Chatai instead of two mentioned in the documented list, while

Chalks were provided once at the initial stage or opening of the schools and obviously this

quantity was reported quite insufficient. The other items were supplied in less quantity especially

the Flag (National) Mat / Daree, Slates, Teachers Diary, School Bell and Progress Report etc.

This situation was not favourable to achieve the targeted objectives towards dreaming the literate

Punjab. Consequently, these NFBE schools must be given under the supervision of the Education



Department, by making extra informal funding so that the department should be held responsible

to give serious consideration to this responsibility.

Remuneration of the ALCs and NFBE schools’ Teachers

Though the principal objective of establishing of NFBE schools and ALCs in rural areas, with no

school facility, was to educate the illiterate community (children + adults) by completing at least

primary cycle to make them relatively better citizens by including them in literate community,

yet it became a source of employment to some extent for unemployed educated at village level.

Monthly remuneration is the prime incentive for the educated employed though less than his

required status and it is a motive power to drive the vehicle of development activities like this.

Consequently, the information regarding monthly remuneration, given to the appointed teachers

and their views about it has been presented in the Table-9

The data presented in the Table reflected that the remuneration of the teacher employed for

ALCs and NFBE school was not different according to the educational qualification of the

teachers, but it was just a stipend for educated unemployed and was determined a lump sum of

Rs.3000/- per month for every teacher without considering educational qualification, since it was

reported by 82.0 percent of the sample NFBE school teachers. Actually, it was not sufficient and

about 97.6 percent of the sample teachers of NFBE schools showed dissatisfaction about their

monthly remuneration (Table-9).

Moreover, adhering timeliness in payment of the monthly remuneration, though not sufficient,

may prove an incentive for an educated unemployed to perform entrusted responsibilities if it

would be paid in time. But it was disclosed by 80.9 percent of the sample teachers that their

monthly remuneration was not paid on time, whereas only 4.8 percent reported that they got the

monthly remuneration on time.



However, 14.3 percent of the sample teachers of NFBE schools reported having monthly

remuneration sometime on time. The data disclosed that 97.0 percent of the sample teachers

reported not having their monthly remuneration up to 60 days or more than 60 days. (Table-10)

This situation was not justifiable to keep ones confined to work with devotion and enthusiasm.

Alike situation was observed in case of ALCs, the monthly remuneration determined was only

RS.3000/- per month for every teacher without discrimination of educational qualification of the

teachers. In this case dissatisfaction was expressed by 85.4 percent of the sample teachers of

ALCs. It is important to mention that the salary was very low but that was also not paid on time.

In certain cases of ALCs, the appointed teachers were not given their monthly remuneration up

to five months. In such a situation, possibility of achievement of the targeted objectives could not

be explored. Consequently, the expected dream of educated Punjab could not be exchanged in

reality without certain effective efforts by removing at least the problems which can be tackled at

administration level with the help of the concerned sponsoring agency (Table-10).

Problems Identified by Teachers in Functioning of ALCs &NFBE Schools

Generally, a development activity is formulated considering the whole environment situation of

the area regarding proposed strategic measures for the practical implementation with

expectations to achieve the required results on the basis of certain targeted objectives. Then

every possible strategy is documented and brought under discussion at various levels to eke out

any raised discrepancy for smooth functioning of the implantation process to achieve the targeted

objectives successfully. However, there exist certain gaps, which cause obstacles and involved

agencies proved failure to implement certain aspects of that development activity according to

the requirement for successfulness. These confronted difficulties cannot be removed during



implementation phase which demand not to be replicated at the time of introduction of the

activity in the same area or some other areas second time. Consequently, such problems were

identified by the teachers functioning for the implementation phase of these educational

development activities and the same were presented in the Table-11.

According to the data given in Table, 92.7 percent, 85.4 percent, 32.9 percent and 30.5 percent of

ALCs teachers reported delay in monthly remuneration, low monthly remuneration, non-

availability of stationery and non-availability of furniture respectively the major problems.

The teachers of NFBE schools also identified about the similar problems encountered by them

during implementation process of this program, since 56.0 percent, 57.1 percent, 73.8 percent,

81.0 percent, and 97.8 percent of the sample teachers reported non-availability of books, non-

availability of furniture, non-availability of stationery, no summer vacations and low monthly

remuneration respectively. They also reported encountering delay in monthly remuneration.

Community‘s unawareness of literacy program as the other major problems encountered by the

teachers of NFBE schools. A small proportion (1.2 percent) of the sample teachers identified

lack of interest of students in study as one of the problems faced by the teachers of NFBE

schools during implementation phase. Their responses are given in Table -11 as well.

Institutional Personals involved in Implementation of the Activities

For smooth implementation of the developmental education activities and supervise the

performance at field l

evel by facilitating provision of the required instruments, institutional personals were entrusted

various responsibilities. In this section their involvement status, rendering strategies and



performance of entrusted responsibilities and problems identified by them were discussed in this

section.

The personals engaged for successful implementation of these development activities were

Literacy Mobilizers (LMs), District Literacy Officers (DLOs), Executive District Officers (EDOs

Literacy), Village Education Committees (VECs) and NGOs. The information regarding the

involved personals was presented in the Table-12.

In every district four Literacy Mobilizers (LMs) were deployed to assist for better performance

in implementation process of the introduced educational activities to see the Punjab, a Literate

Province. The information supplied by LMs working for ALCs or NFBE schools has been

presented in Table-13 for assessment of the assigned responsibilities. The data in the Table

reflected that the sample size of LMs determined for study purpose was 26. From them 96.2

percent belonged to male category, while 3.8 percent were females. They were supposed to visit

the ALCs and NFBE schools for monitoring purposes and assessing the performance with

respect to their assigned work. Consequently, it was the responsibility of every LM to supervise

55 ALCs and 50 NFBE schools. It was observed that the number of ALCs and NFBE schools by

Union Councils was not equally distributed. In some cases each LM has to supervise 4 Union

Councils instead of 2 to 3 Union Councils in certain others cases. The information also indicates

that during 2010-11, there were 3 Union Councils on the average under the jurisdiction of every

LM and they visited all these Union Councils. However, in 2009-10 there were 11 Union

Councils under jurisdiction of every LM and all of them were reportedly visited by the

concerned LM. The average monthly remuneration of appointed LM was RS. 8500/-, and they

all were reportedly not satisfied with this monthly remuneration. All the LMs were supposed to

play role in selection of teachers, site for the institutes and mobilizing the community to send



their children in ALCs and NFBE schools as learners. It was observed that they reportedly

played 100.0 percent role in selection of teachers of ALCs and NFBE schools, 92.3 percent

reported that they assisted in selection of sites for the institutions and they also claimed 100.0

percent sharing in mobilizing community to convince learners or their parents by discussing

significance of the education and role of the established institutions (Table-12).

One post of District Literacy Officer (DLO) was created in every district to supervise the status

of the activities rendered by these educational institutions. For the study purposes 10 DLOs were

selected as the sample size. Out of the sample of 10 DLOs, 90.0 percent were males, while the

remaining 10.0 percent were females. Since the DLO was the focal person at district level, he

was assigned duties of monitoring the work of 184 ALCs and 189 NFBE schools on the average.

The average number of Union Councils (UCs) reported under the jurisdiction of the DLOs was

10 in 2009-2010 and was the same in 2010-11. However, the number of the UCs visited by

DLOs was reported to be 8 in 2009-10 and 9 in 2010-11. The average number of ALCs and

NFBE schools visited by DLOs during the last month was 26 and 37 respectively. The main

issue reported by the DLOs was that they were not provided any conveyance for visiting ALCs

and NFBE schools and they always visited institutions by using motorbikes of LMs. Average

monthly remuneration reported by DLO was RS.15500/- per month and all of them were not

satisfied with this amount. The DLOs were supposed to play role in selection of the teachers, and

sites for the institutes. It was also obvious from the data that 70.0 percent of the sample DLOs

reported having share in selection of the teachers and site identification for the institutions i.e.,

ALCs and NFBE schools. As for the mobilizing of community is concerned, DLOs worked as

joint venture with LMs and VECs and 70.0 percent of DLOs reported that they completed this

assignment by convincing the learners or their parents (Table-12).



Focal person at district level was the Executive District Officer (EDO) Literacy, who was

responsible for day to day functioning of the development activities. This post was abolished by

the Government during implementation process before the initiation of the survey work. Despite

all endless efforts 8 Executive District Officers- Literacy could be contacted from the concerning

areas. The average number of schools under one EDO-Literacy was 180 ALCs and 181 NFBE

schools. However, the average visited ALCs and NFBE schools by EDO-Literacy were 26 and

40 respectively during the last month. As for the role played by the EDO-Literacy is concerned,

it was indicated in the Table that all the EDO-Literacy played role in selection of the teachers

and selection of the sites for the ALCS or NFBE schools.

A detailed discussion was completed in section- --- with respect to role of NGOs and VECs.

However, 57 VECs members were the sample size for the study to elaborate certain untouched

aspects of VECs. The average number of ALCs and NFBE schools under a VEC were 4 in each

case. However, the average number of ALCs and NFBE schools visited by the members of the

concerned VECs was 3 in case of ALCS and 5 in case of NFBE schools on the average. The

members of VECs were also supposed to play an effective role in selection of the teachers,

selection of the sites for the institutes and motivating learners and parents. The role played by the

members of VECs with respect to selection of the teachers and selection of site for institute was

to the level of 71.9 percent and 80.7 percent respectively.

Institutional Problems identifiedby the Concerned Personals

The practical adoption of every development activity encounters unknown problems, which have

been given little importance at the time of formulation of the concerned development activity.

However these become problems of critical nature and restricted smooth performance of the



concerned activities, leading towards gap in development process. Such situation encountered

can be identified in field at the time of implementation of the activities. The concerned personals

identified such problems during implementation phase and took these for essential to identify

them, which remained firstly ignored and might be replicated second time, while the activities

continued or initiated second time at the same location or at certain other location. These

identified problems by various concerned personals of institutions have been presented in

Table-13. It was observed in the Table that about all the institutional personals reported the low

remuneration as the main problem encountered by them. No job security was also problem

identified by 46.2 percent of LMs, 10.0 percent of DLOs and 37.5 percent of EDO-Literacy. Vast

area under jurisdiction was the problem reported by 80.0 percent of DLO and 70.0 percent of

EDO-Literacy, however, this problem was identified by 26.9 percent of LMs. Late release of

Financial budget was the problem encountered by 80.0 percent of DLOs. Allocation of

Insufficient budget was reported as problem by 34.6 of percent LMs and 35.4 percent of DLOs.

Non- availability of vehicle remained problem for 100.0 percent of DLOs and 50.0 percent of

EDOs- Literacy, the supervising personals, to visit the areas under vast jurisdiction. DLOs

specifically were to depend upon motorbikes of LMs. About 40.0 percent of DLOs complained

of non-provision of phone. No summer vacation for learners and no financial incentive were the

problems identified by 75.0 percent of EDOs –Literacy and VECs respectively.

Performance Assessment of Learners of ALCs and NFBE Schools

For assessment of performance, the learners of ALCs and NFBE schools were given the written

and oral test. About 48 percent of the learners of NFBE schools obtained above 60 percent

marks, 18 percent learners got 51-60 percent marks, and it is worth noting that only 6 percent

students obtained below 30 percent marks.



In case of ALCS, about 48 percent and 22 percent of learners obtained more than 60 percent and

more than 50 percent marks. However, only 4 percent of the learners obtained below 30 percent

marks in the written and oral test. Obviously, the ultimate result of both the institutions was

satisfactory and encouraging leading towards continuation of such development activities.

Conclusion and Recommendations

Literacy & Non Formal Basic Education Department, Government of the Punjab launched a

development project titled “Literate Punjab Programme” during 2005 i.e. 2005-06 to 2010-

11. The revised cost of the project was Rs. 1754.130 million. The objective of the project

was to make literate children of age 5-14 years through NFBE schools and older persons of

age group 15-35 years though Adult Literacy Centres (ALCs). The project provided for

establishing 200 NFBE schools and 200 ALCs in each of 31 districts (excluding Khanewal,

Khushab, M.B. Din and D.G. Khan where a separate project of 100 percent literacy is

already under implementation). 200 NFBE schools and 200 ALCs have been established in

10 selected Union Councils of each district having low literacy rate. The children of age

group 5-14 years are being provided 40 months’ schooling in NFBE schools culminating at

the Class-V level and the curriculum is the same as in the formal education. However, the

illiterates of age 15-35 years undergo six months crash literacy course and the curriculum

comprises basic numeracy and reading/writing skills. This was possibly one of the effective

measures, implemented by the public sector to fulfill the dream of making Punjab the

literate state by having steps already being experienced in four districts (Khanewal,

Khushab, Mandi Baha-ud-din and Dera Ghazi Khan). The objective of the project was to

make literate children of age 5-14 years through NFBE schools and older persons of age

group 15-35 years through Adult Literacy Centres (ALCs). To assess performance of the



implemented measures twelve (12) districts of Punjab were selected randomly i.e., four (4)

districts chosen in each of the Northern, Southern and Central zone.

The total sample size for the study was 2100 respondents comprising 166 NFBE/ALC

teachers, 1490 students, i.e., 742 from NFBE and 748 from ALCs, 168 parents, 8 EDOs

(Literacy), 10 District Literacy Officers (DLOs), 26 Literacy Mobilizes (LMs), 53 Village

Education Committees (VECs) and 2 NGOs.

The average strength of learners was 24 and 37 in ALCS and NFBE schools respectively on

the average, while the attendance reported on survey day was 18 and 29 in case of ALCs

and NFBE schools on the average respectively. This was a good indication that ALCs and

NFBE schools proved a good tool to provide opportunity for completion of the primary

education cycle for the rural un-resourceful population.

Literacy material viz blackboard, attendance registers and books were provided to ALCs in

most of the cases, and remaining items i.e., mats (darees), copies / notebooks, bags, slates

and charts etc. were provided to ALCs in less quantity as per documented for the activity.

However, these items were quite late after 3 months.

Monthly remuneration ALCs and NFBE schools teacher was RS. 3000/-. Furthermore the

teachers were not getting their monthly remuneration on time. So, the majority of the

teachers were not satisfied with their monthly remuneration. Similarly, the monthly

remuneration of DLOs was reported by them was quite insufficient. Despite their meager

remuneration the DLOs played effective role to make the introduced activities successful.

It was quite strange that no vehicle was provided to DLOs, who were supposed to visit the

schools throughout the length and breadth of the district for monitoring the implemented

activities as well as checking the work of LMs under their jurisdiction.



Most of the VECs were not functioning, however, the meetings of functional VECs

were held regularly. The members of VECs expressed no interest in this literacy project,

since VEC members were not given any incentive or power for performing their duties.

Despite the above described problems, the results of both the institutions (ALCs & NFBE

schools) were quite encouraging, since about 48 percent of the learners of both the

institutions obtained more than 60 percent marks in oral and written tests. This reflected that

the teachers of both the institutions were working very hard and they were rendering

teaching responsibilities efficiently despite certain limitations.

Recommendations

The principal objective of these educational development activities was to improve literacy ratio

and universalization of primary education to meet international commitments made by Pakistan

at various forums such as World Declaration on Education for All and Millennium Development

Goals. Thus, the children of age 5-14 years through NFBE schools and older persons of age

group 15-35 years through ALCs were to be educated up to primary level. Despite certain

obvious and identified limitations, the implemented educational developmental activities proved

successful. However, there are certain policy recommendations to initiate such educational

activities at the same place or at any other location to make such programme more successful.

These are as under:

Effective Supervision of the Engaged Staff

Though the staff engaged at the ultimate level showed performance well according to the

expectations, yet the supervisory role of Senior PMU staff need to be regularized and made more

effective than other supervisory personals to monitor the implementation aspects to identify the



limitations and stage-wise problems and the efforts be introduced at the same time informing the

relevant agency to have needful measures without delay to make monitoring activities more

effective for the quite successfulness of the programme.

Incentive-Oriented Remuneration

The average monthly remuneration of certain personals engaged in implementation and

supervision of the responsible staff was meager and this problem was reported at every stage of

salaried staff. This situation was critical in implementation of the development activities

introduced for specific period. To make such activities’ performance successful to the required

level, the personals must be engaged considering the ability and capacity necessitated making the

implementation aspect according to the forecasted expectation level and the average monthly

remuneration must be attractive, compatible and incentive oriented for the satisfaction of the

engaged personal.

Ensured Provision of Literacy Material

According to the results of the study, various items regarding literacy material were supplied to

both the considered institutions (ALCs and NFBE schools) according to the documented list.

However, certain stationery items such as mats (darees), bags, books and even furniture were not

provided according to the documented lists. Certain items from them belonged directly to the

learners, which might have psychological negating effects on performance of the learners with

respect to day to day implementation of educational activities. Consequently, it was equally

essential that the literacy requisites must be supplied to the institutes according to the

documented list as per approval.



Timeliness in Provision of Monthly Remuneration

Generally, issue of delay in disbursement of monthly remuneration is identified in development

activities introduced for a specific period, and the same complaint was lodged to include this

problem in others for this educational development activity. Since, this activity might have direct

negating effect on performance of the teachers temporarily employed for a specific period, there

must be developed certain specific strategy which should be implemented to adhere timeliness

and regularity in disbursement of the monthly remuneration specifically time bound employees

in future.

Main Pillars of Building

The PMU, teachers, LMs and DLOs are the four main pillars of on which such building of

educational development activity could be constructed in future. Since, the role played by them

is not crucial but unavoidable as well. The success and failure of the implementation of such

development activity would depend upon these four pillars. Consequently, in every development

programme of national or provincial level, such key personal be given extra financial and non

financial incentives to make the programme successful.

Award of Educational Certificates

Since the learners of ALCs and NFBE schools have been regularly sharing in learning activities,

they must be awarded certificates after passing a test of basic numeracy and read/ writing skill.

So, according to the definition of literate in Pakistan they are literate person and the learners

must be encouraged by awarding the certificate.

Initiation of Vocational Training

There were certain options identified by the people during visiting the area concerned that along

with other informal educational activities effort should be focused to explore possibilities for



vocational training and other relevant skills in ALCs in addition to these, a specific separate class

in ALCs needs to be initiated for training of stitching, sewing, embroidery and knitting by

machines and manual knitting for female learners, since these trainings have been requirement of

the time.

Incentive-Oriented Informal Educational Activities

Though the ALCs and NFBE schools proved successful in bringing the children within the

institutional premises by motivating the parents through local VECs members, yet there was a

big gap to make the Punjab a literate province. There was a need to explore measures or steps

towards ensuring 100 percent enrollment of school going age children at primary level

educational institutions. In Punjab a cash incentive has been introduced to keep female students

within school premises during school hours, and that step has been proved successful. This

indicates that this measure i.e., cash incentive can be made tool to bring all the school going age

children specifically belonging to poor families to informal schools.

Strategies for Selection of VECs Members

VECs role is critical for motivating the parents and rendering of other relevant activities with

coordination of the other institutional personals engaged for successful implementation of the

educational activities through informal institutions. Consequently, the VECs would prove helpful

in this context whose members would have interest in community development activities. The

person already involved in organization formally or informally at village level such as Chairman

Zakat and Usher Committee and Lumberdar etc. would not show any interest for rendering any

type of responsibility concerning development activities. So, it is suggested that the VECs should

be oriented with monetary incentives. Consequently, the funds allocated to NGOs might be



converted to monetary incentives for VECs members. In this way, the member might be made

responsible for proper implementation of various activities of some development project.

Literature Cited

Government of the Punjab (2005) Literate Punjab Programme, Literacy, Non-Formal Basic Education Department, Lahore, Pakistan

Government of the Punjab (2008), Multiple Indicator Cluster Survey (MICS), Punjab 2007-08, Planning & Development Department, Bureau of Statistics, Lahore, Pakistan.

Quddus. M. A. at al (2011)”Mid-Term Evaluation of Literacy Programme in Punjab”. Punjab Economic Research Institute (PERI) 48-Civic Centre, Johar Town, Lahore, Publication # 404.



Tables



Table-1:- Enrollment and Attendance Pattern at NFBE schools

No. of StudentsNFBE

Schools(No.)

NFBE Schools

(%)

Attendance on Survey

Day(No.)

Attendance on Prior to One

Week of Survey Day

(No.)

Attendance on Prior to Two

Week of Survey Day

(No.)20 – 24 6 7.2 14 19 2125 - 29 16 19.3 21 23 2330 - 35 30 36.1 28 29 28 36 - 40 10 12.0 32 32 33Above 40 21 25.3 45 45 47Overall 83 100.0 29 30 30

Table -2:- Enrollment and Attendance Pattern at ALCs

Number of Learners

Number of ALCs

Percent of ALCs

Attendance on

Survey DayPrior to One

Week of Survey Day

Prior to Two Week of

Survey DayBelow 15 2 2.4 9 9 916-24 29 34.9 17 16 18 25 40 48.2 18 19 19Above 25 12 14.5 19 20 20Overall 83 100.0 17 18 18

Table 3: Distribution of Teachers on the Basis of Educational Qualification Employed in NFBE Schools& ALCS

Level of Education ALCs TeachersNo. Percent

NFBE TeachersNo. Percent

Matric 36 43.9 27 32.1F.A. 22 26.8 30 35.8B.A 21 25.6 21 25.0M.A. 3 3.7 6 7.1Overall 82 100 84 100



Table -4: Proportion of Teachers Obtained Training from ALCs and NFBE Schools

Items ALCs No. Percent

NFBE SchoolsNo. Percent

Proportion of Teacher Obtained Training Obtained Training 64 78.0 69 82.1Didn’t Obtain Training 18 22.0 15 17.9Overall 82 100 84 100.0Duration of Training Days 3 15Numbers of Days Attended Total days 57 89.1 55 79.7 Other 7 10.9 14 20.3

Satisfaction Level of Teachers about Duration of Training- Satisfied 62 96.9 67 97.1- Not Satisfied 2 3.1 2 2.9Satisfaction of Teachers about Contents of Training- Satisfied 64 100.0 69 100.0- Not Satisfied - -Satisfaction of Teachers about Competency of Trainers- Satisfied 60 93.8 67 97.1 - Not Satisfied - 2 2.9- Satisfied to some Extent 4 6.2 -



Table-5: ALCs & NFBE Schools Teachers having Knowledge about Involvement of NGOs for the Improvement of the Introduced Education Activities

Items ALCs

No. Percent

NFBE SCHOOLSNo. Percent

Have Knowledge 9 11.0 14 16.7Don’t have Knowledge 73 89.0 70 83.7Overall 82 100.0 84 100If have Knowledge, then Satisfaction of Teachers about Role of NGO regardingMonitoring / Visiting of ALC Satisfied 4 44.4 8 57.1Not Satisfied 2 22.2 2 14.3Satisfied to Some Extent 3 33.3 4 28.6Mobilizing the Community- Satisfied 1 11.1 5 35.7- Not S Satisfied 5 55.6 7 50.0- Satisfied to some Extent 3 33.3 2 14.3Providing Expert Services for Skills Enhancement- Satisfied 4 44.4 7 50.0- Not Satisfied 5 55.6 6 42.9- Satisfied to some Extent - 1 7.1Providing Advice and Technical Guidance- Satisfied 4 44.4 7 50.0- Not Satisfied 4 44.4 5 35.7- Satisfied to some Extent 1 11.1 2 14.3



Table-6: ALCs & NFBE School Teachers having Knowledge about Existence of Village Education Committee (VEC) and Their Role

Items ALCSNo. Percent

NFBE Schools No. Percent

Have Knowledge about Existence of VEC 64 78.0 69 82.1Don’t have Knowledge 18 22.0 15 17.9Overall 82 100.0 84 100.0If have Knowledge, then Satisfaction of Teachers about Role of VECs regarding:Opening of the School- Satisfied 48 75.0 50 72.5- Not Satisfied 10 15.6 11 15.9- Satisfied to some Extent 6 9.4 8 11.6Selection of Teacher- Satisfied 46 71.9 49 71.0- Not Satisfied 10 15.6 13 18.8- Satisfied to some Extent 8 12.5 7 10.2Selection of ALC’s Site- Satisfied 44 68.8 50 72.5- Not Satisfied 11 17.2 8 11.6- Satisfied to some Extent 9 14.1 11 15.9Motivating Learners / Parents to Join the ALC- Satisfied 46 71.9 46 66.7- Not Satisfied 8 12.5 11 15.9- Satisfied to some Extent 10 15.6 12 17.4



Table -7: Provision Status of Literacy Material in Case of ALCs

(Percent)

Items Received Received Fully

Received but Less than the

List

TimelyReceived

Received Late

(Delay Time in Days)

Black Board 84.3 84.3 15.7 90.0 78Sign Board 62.7 62.7 37.3 88.5 90Attendance Register + Roll Register 91.6 91.6 8.4 90.8 90

Mat (Daree) 44.6 42.2 57.8 83.8 90Charts (4) 15.7 13.3 86.7 92.3 90Slates (25) 67.5 34.9 65.1 89.3 90Copies / Notebooks (25X2) 42.2 20.5 79.5 80.0 90

Bags (25) 19.3 13.3 86.7 56.3 90Books (25 Sets) 97.6 51.8 48.2 98.8 90Others 2.4 2.4 97.6 100.0 -



Table -8: Provision Status of Literacy Material in Case of NFBE (Percent)

Items Received Received Fully

Received but Less

than the List

TimelyReceived

Received Late

(Delay Time in Days)

Black Board 96.4 96.4 3.6 97.5 75Sign Board 90.4 90.4 9.6 93.3 68Armed Chair 71.1 71.1 28.9 91.5 66School Bell 25.3 25.3 74.7 95.0 90Flag (National) 19.3 19.3 79.5 66.7 60Attendance Register 95.2 95.2 4.8 96.2 75

Admission and Withdrawal Register

84.3 84.3 15.7 89.9 66

Education Committee Register 47.0 47.0 53.0 86.8 60

Visitor Book 24.1 24.1 75.9 100.0 -Mat (Daree) / Chatai (2) 78.3 43.4 56.6 93.8 70

Charts (6) 42.2 16.9 83.1 97.1 90Slates (35) 91.6 37.3 62.7 97.4 90Teacher’s Diary 37.3 37.3 62.7 83.3 50Chalk 84.3 84.3 15.7 98.6 90Slatees 79.5 79.5 20.5 100.0 -Wall Clock 10.8 10.8 89.2 100.0 -Progress Report (35) 34.9 10.8 89.2 78.6 52

Others 26.5 12.0 88.0 100.0 -



Table-9: Average Monthly Remuneration and Satisfaction Level of ALCs & NFBE Schools Teachers

Items ALCs NFBE schoolsAverage Remuneration (Rs. / Month) 3000 3000Satisfaction Level of Teachers (%)

Satisfied 12(14.6)

2 (2.4)

Not Satisfied 70(85.4)

82 (97.6)

Note: Figures in parenthesis indicate percentage

Table-10: Timeliness in Getting Monthly Remuneration Reported by Teachers of ALCs & NFBE Schools

Monthly Remuneration ALCs NFBE Schools

On Time 6(7.3)

4(4.8)

Not on Time 68(82.9)

68(81.0)

Some Time on Time 8(9.8)

12(14.3)

Overall 82(100)

84(100)

If not getting on time, then duration of delay (Days)

5 days -

30 Days - 1(1.3)

45 Days 1(1.3)

1(1.3)

60Days 34 (43.6)

34(42.5)

>60 days 43(55.1)

44(55.0)

Overall 82(100.0)

80(100.0)

Note: Figures in parenthesis indicate percentage



Table -11: Different Problems Encountered by Teachers of ALCs & NFBE schools Teachers during Implementation Process.

Problems ALCs

Number PercentNFBE Schools

Number PercentNon-Availability of Books 4 4.9 47 56.0Non-Availability of Furniture 25 30.5 48 57.1Non-Availability of Stationery 27 32.9 62 73.8No Summer Vacations 3 3.7 68 81.0Low Monthly Remuneration 70 85.4 82 97.6Delay in Monthly Remuneration 76 92.7 80 95.2Lack of Commitment of Students 5 6.1 1 1.2Need/Awareness of Literacy 1 1.2 18 21.4Timing of ALC is long for Adults Learners 5 6.1 -No Proper Place for Learners - 2 2.4

Table-12:- Institutional Personals Involved in Implementation of Educational Activities their Role and Performance

Items/ personals LMs DLOs EDO -L VECsSample Size Sex (%)

26 10 8 57

Males 96.2 90.0 - -Females 3.8 10.0 - -Schools/Mobilizer (No.)ALCs 55 184 180 4NFB ES 50 189 181 4Visited Schools ALCs 52 26 3NFBES 50 40 5Union Councils under Jurisdiction (No.) 11**--3* 10 - -Visited 11---3 9 - -Remuneration (Rs.) 8500 15500 - -Not Satisfied (%) 100 100.0 - -Assigned rule - -Selection of Teachers 100 70.0 100.0 71.9Site selection 92.3 70.0 100.0 80.7Community Mobilizing 100 90.0 82.5

**2009-10 *2010-11



Table-13:-Problems Reported by Institutional Personals during Implementation Process of the Development Activities

Problems LMs DLOsPersonals EDO

LiteracyECs (%)

Less monthly Remuneration 100.0 100.0 100.0 63.2No job Security 46.2 10.0 37.5 -Watch area under jurisdiction 26.9 80.0 75.0 -Lac of Medical Facilities 3.8 10.0 -In- Sufficient Budget 34.6 - 37.5 -Late Release of Budget - 80.0 -Non availability of vehicles - 100.0 50.0 -Lac of Transport Facility for Books and Other Literacy Material

- 20.0- 17.5

Non Availability of Phone - 40.0 - -

No Summer Vacation for Learners - - 75.0 -

No Financial Incentive for Adult Learner

- - -12.3


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