Major Education Initiatives in Pakistan

8/13/2019 Major Education Initiatives in Pakistan

1/26

3

Major Educational initiatives in Pakistan

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 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 and

looking ahead in this direction, the emerging definition of literacy will have to be kept in

View, while planning for and implementing new interventions for achieving the EFA

goals about literacy by the year 2015.

2. National and Provincial Scenario

2.1. 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 independent states: Pakistan and India. The population of Pakistan in mid 2007

was been estimated at 159.10 million. 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.


2/26

4

2.2. Administrative Set-up:

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

Province), 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 machineries. 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 National Institute of Population Studies, Islamabad, 2007 between

the provinces and the districts.

2.3. Economic Condition:

As per the Economic Survey 2006-07, Pakistans economy continues to gain traction as it

experience the longest spell of its strongest growth in years. Economic growth accelerates

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

services. Pakistans growth performance over the last five years has been striking.

Economic growth has been notably stable and resilient. With economic growth at 7.0

percent in 2006-07, Pakistans real GDP has grown at anaverage rate of 7.0 percent per

annum during the last five year. Both political stability and consistent economic policy

have made Pakistan one of the fastest growing economies in the region along with China,

India, and Vietnam2.

Amidst a number of problems, as put forth by the PRSP3, Pakistan faces the formidable

challenge of tackling the issue of economic development and poverty reduction. Rapid


3/26

5

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 its population.

2.4. Population Dynamics:

According to the Economic Survey, 2006-0, the population of Pakistan has been

estimated to be 159.1 million. With its population of 32.5 million at the time of

independence in1947, 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. From 1981 onwards,

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

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 totalmortality 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 but also creates unsustainable level of


4/26

6

demand on already scarce resources to cater for the needs of population. This also

imposes restraints on efforts for improving the living conditions of people. 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 uplift.

2.5. Analysis of anticipated population trends: 2007-2015

A cursory look at the data given in the table below reveals that within the age-bracket of

0-14 years, Pakistan is expected to have an overall trend of decrease in population during

the period 2007-15. This trend is due to the concerted efforts made by the population

education programmes of the Population Welfare Division and othenational/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.

3. Primary Education and Literacy

3.1. 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 (1973) makes it


5/26

7

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 made to provide legal coverage to

literacy efforts in the country. They include the following:

The West Pakistan Ordinance No. XXIX of 1962 The Literacy (Amendment) Act, 1986 The Punjab Compulsory Primary Education Act, 1994 The NWFP Compulsory Primary Education Act, 1996

The Sindh Compulsory Primary Education Ordinance, 2001

The ICT Compulsory Primary Education Ordinance, 2002Balochistan is the only province that has not framed any law on education. However,

even though the other 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 for not Age Groups abiding by the law. Hence, there is a dire need to mobilize the

relevant executing agencies to implement the laws for promoting the cause of literacy.

3.2. 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


6/26

8

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. In overall terms, 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 it, they might enter the work force informally

to augment their household earnings and thus education does not remain a priority for

them or their parents.

3.3. 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.

4. Organizational Set-up: Literacy


7/26

9

4.1. National level:

At the federal level, the earliest infrastructure came in the form of the LAMEC (Literacy

& Mass Education Commission) in the year 1981. It was later renamed NETCOM

(National Education & Training Commission) and then PMLC (Prime Ministers Literacy

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

PMLC (Prime Ministers Literacy Commission) which was further renamed as Projects

Wing. It is headed by a Joint Educational Advisor, assisted by two 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 to Pakistan

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.

4.2. Provincial/Regional level:

4.2.1. 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 provincial level. 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 at district level:

Executive District Officer (Literacy),


8/26

10

District Officer (Continuing Education) District Officer (Vocational Education) Deputy District Officer (Literacy Campaign) Deputy District Officer (Continuing Education) 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.

4.2.2. Sindh:

The entire programs 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 relating to education and literacy.


9/26

11

4.2.3. KPK:

In KPK, there is no Literacy Director and the education programs 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 the

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 Centers. However, literacy has been sidelined and the funds

are not properly utilized due to lack of proper planning.

4.2.4. Balochistan:

Working under the Social Welfare Department, the Literacy & Non-formal Education

Directorate 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 some menial staff. However, the posts of the Program Officers have

been lying vacant for some time. Hence, due to the shortage of staff members and lack of

planning, the Directorate has been unable to run its programs effectively.

4.2.5. AJK:

In Azad Jammu & Kashmir, there is no separate formal structure for literacy and non-

formal education. However, activities on literacy and non-formal education have 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.

5. Major Initiatives:


10/26

12

5.1. Background & Context:

The education condition in Pakistan is far from acceptable with deprivation being

experienced by large sub-groupsfrom children to adults. The existing education system

has failed to cater to the needs of the children. Resultantly, a large majority of children

stay out of school; another significant majority goes to school but do not find education

productive and therefore drop out. Those who continue school are not being equipped

well for life in the 21st century. Though policies to promote quality education have

been formulated and promulgated from time to time, successive failures of the promises

and the practice of missing the well marked goal posts have created a credibility gap.

To put all new initiatives and promises into perspective, such as the decentralization of

service delivery under the Devolution Plan (August 2001), Pakistans renewe

commitment to the Education for All under Dakar Framework of Action(April 2000),

Millennium Development Goals (September 2001), Poverty Reduction Strategy Paper

(December 2003) and the Medium Term Development Framework (2005-10) and most

importantly a renewed commitment of the Government of Pakistan to ensure equitable

proliferation of quality education, Ministry of Education proposed to review the National

Education Policy (1998-2010). The Inter-Provincial Education Ministers Conference

endorsed the need for policy review in January 2005. A National Education Policy

Review Team was constituted in September 2005 with the mandate to review the existing

policy in close collaboration with the provinces and the districts.

Since policy review is an inclusive exercise and there is a need for a shared vision and

common direction for all the stakeholders, the National Education Policy Review Team

embarked on a comprehensive process of consultations and pursued a structured


11/26

13

methodology which included various instruments of enquiry. A well-defined roadmap

with timelines was designed to identify stakeholders forming the public policy

community, their hierarchy and geographical spread, and functional ingredients of the

preparatory, diagnostic, prescriptive and policymaking stages of the policy process were

also laid down. Discussions were stimulated by producing a series of Green Papers, for

the first time in Pakistan. These consultations were supported by first-hand observations

during an extensive programme of visits to the provincial districts. This was followed by

a series of Focus Group Discussions with experts and provincial /area/national education

conferences process has been genuinely consultative and evolutionary. The process had

carefully avoided the common pitfall of convenience in policymaking by taking into

account diversity of views, needs and aspirations and by combining desirability and

achievability when defining the goals and objectives of the National Education Policy.

The process was initiated with sharing of the National Education Policy (1998-2010) with

eminent education experts, Vice Chancellors of renowned public and private sector

universities, inviting meaningful feedback on identification of gaps and deficiencies.

Intensive discussions were held on important educational issues with all Wings and

Curriculum Council of the Ministry of Education.

Here are some major initiatives taken in Pakistan education,

5.2. Public Sector Programs

5.2.1. National

5.2.1.1. 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


12/26

14

Ministry of Education, a project titled Establishment of 82,000 Non-formal Basic

EducationCommunity 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 classsI-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 Dropout rate is higher

By the year 2003-04, the number of NFBE schools functioning throughout the country

was 8,977 with an enrolment of 320,387 students. The project is being implemented in

collaboration with Provincial Project Coordination Offices through Provincial Education

Departments. Pass outs /graduates of NFBE schools may get admission in formal schools.

In view of acute shortage of formal middle schools, it has been 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 village level, simple Matriculates are

considered. Teaching aids like blackboards, 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


13/26

15

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.

5.2.1.2. 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 to support the

Ministry of Education. It is operating at the national level and the Literacy Program of

NCHD is operational in 117 districts of Pakistan. Its specific objective includes achieving

86 per cent literacy rate by 2015, by

Emphasizing female literacy between 11 and 45 years of age, Establishing literacy centers within a radius of 10-15 kilometers, Effective social mobilization for ensuring good teachers and learners.

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

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.

5.2.1.3. ESR:

Adult literacy is one of the priority areas of the Education Sector Reforms (2001-06).

ESR envisaged opening 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 National Commission for Human Development.


14/26

16

5.2.1.4. NRSP:

Most of the NRSP (National Rural Support Program) ventures 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 Program, the NRSP identifies people

who are willing to attend classes in order to acquire functional literacy. Eligibility for

intending learners may be the young age of ten and there is no upper age limit. Learners

attend the two-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) assists 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 program. NRSP

also had similar projects funded by ILO in Attock and Mardan. Adult Literacy Programs

in these districts have been completed. Currently, NRSP is managing Adult Literacy

Program with the help of PERD in the districts of Malakand, Swat, and Bahawalpur.

NRSP is financing this program. ItsAzan Literacy Movement in Rahim Yar Khan,

Mardan, Malakand, Swat, Rawalpindi, Attock, Bahawalpur, Turbat (Kech), and

Hyderabad districts have also been very successful. NRSP, along with other NGOs, has


15/26

17

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 their children.

5.2.2. Provincial

5.2.2.1. Literate Punjab Program:

Under the Literate Punjab Program, the Punjab Literacy and Non-formal Education

Department initiated this program to achieve the target of 100% literacy in 5510 Union

Councils of 31 Districts of the province of Punjab. The program has been going on in full

swing and it is likely to impart literacy skills to about 1300,000 beneficiaries.

5.2.2.2. 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 program 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.

5.2.2.3. Sindh Education Foundation:

Sindh Education Foundation was established in the year 1992 as a semi-autonomous

organization to undertake educational initiatives in the disadvantaged areas of Sindh. Its

main focus is on empowering the disadvantaged communities towards social change by

creating and facilitating new approaches to learning and education. The SEFs initial

activities began with the provision of grants and loans to educational institutes and


16/26

18

organizations. However, the SEF now provides communities with direct access to

educational facilities by opening schools/centers. The 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 enhancement.

5.2.2.4. USAID/ESRA:

Between December 2002 and September 2007, the USAID/ESRA 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.

5.3. Private Sector Programs

A brief account of activities of some of them is given below:

5.3.1. National Level

5.3.1.1. Pakistan Education Foundation:

Set up in the year 1986, the Pakistan Education Foundation (PEF), Islamabad is a

national level NGO. It has its advisory bodies throughout the country and the AJK. In the


17/26

19

field of literacy, the PEF is running nearly 30 Kiran (Ray of Light) Centers which aim at

imparting basic education to out-of-school children. These centers are run by self-

motivated members of the PEF on voluntary basis. The estimated number of their

beneficiaries is nearly 2000. The Foundation also gives more than 300 scholarships and

distributes free textbooks among needy students. Network of the PEF operates throughout

the country and carries out this welfare program. The PEF assisted needy students by

providing them with uniforms, books and stationary in the earthquake affected areas of

AJK and NWFP. The PEF has also 57 organized ten different educational and scientific

exhibitions in different parts of the country and thus aroused interest in teaching

community, public at large and other stakeholders regarding technical and need-based

education.

5.3.2. Provincial

5.3.2. 1. Punjab

The Bunyad Foundation:

The Bunyad Foundationis one of the prominent NGOs in the private sector which has

completed a number of projects in literacy with the assistance of national and

international organizations operating in Pakistan. It has contributed to a number of

literacy-related projects focusing on women empowerment, eradication of child labour

and environmental protection. So far, it has prepared six training manuals, 50 learning

charts and set up 40 CLCs (Community Learning Centres), in addition to doing several

other things in this area. Some of the projects completed by it include the following:


18/26

20

Non-Formal Primary Education Project in Hafizabad and Multan (in 84Centers in Hafizabad and 56 centers in Multan) with 4000 beneficiaries.

This project was supported by Pakistan Literacy Commission

Non-formal Basic Education for Rural Girls project completed underHafizabad Community Schools. Through 50 NFPE Centers, imparted

primary education to 1800 learners under sponsorship from Trust for

Voluntary Organizations

Literacy Project, Kot Momin, Sargodha was supported by NCHD with1500 beneficiaries

Adult Literacy Project, Hafizabad was supported by District Government,the number of its beneficiaries being 7000

Voicing of the PoorAdult Literacy Project Daska, Sialkot wassupported by Directorate General of Social Welfare Punjab and the

number of its beneficiaries was 15000

Adult Literacy Project, Wazirabad was supported by PLC with 400beneficiaries

Education for out of school Youth and Adolescents, Sialkot wassupported by UNICEF and the number of its beneficiaries was 10000

people.

In recognition of its services, the Bunyad Foundation has also been awarded the

Comenius Medal 1998, King Sjong Award and Izaz-e-Fazilat Award.


19/26

21

PACADE:

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

particularly keen working on advocacy of the cause of female literacy. Though it is also

running its literacy centres, but one of PACADEs13major 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.

ABES:

The Adult Basic Education Society, Gujranwala is one of the oldest NGOs operating in

the field to promote the cause of literacy. It is running several literacy centers and has

thus contributed a lot in this important area. It is the pioneer NGO in developing literacy

program launched through media. Its famous program Niya Din was telecast at the

national hook-up as back as in the 1970s. It has also done tremendous work in teacher


20/26

22

training and multi-grade teaching to meet the shortage of trained teachers at primary

level.

5.3.2.2. Sindh

HANDS:

HANDS (Health and Nutrition Development Society) are 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 different districts including Hyderabad, Sanghar, Badin,

Thatta and Bin Qasim Town, Karachi. HANDS Education and Literacy Promotion

Program has been focusing on the improvement of 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 year age

group, both male and female learners, 5-12 years girls of Government Primary Schools,

adolescents of class VIII of Government Secondary Schools (boys and girls) and 3-8 year

old boys and girls of Government Primary Schools in all targeted districts. The

programme 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

(Early Childhood Education) classes.


21/26

23

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 union members with financial help of Swedish Teachers Union,

Local Branch Gothenburg and the number of learners was 1,000. 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 province in 2002, and now

there are 16 centers operating in Sindh and Balochistan for over 400 learners.

5.3.2.3. KPK

Khwendo Kor (Sisters Home):

Khwendo Kor is a pushto word meaning Sister's Home. Established in the year 1993,

Khwendo Kor (KK) is a non-profit, non-government and non-partisan organization

striving for the development of women and children. 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.

Some of the major achievements of KK include the following:

Provision of quality education to 11652 girls and 1800 boys in 228Community Based Schools

Imparting literacy to 778 female from 41 adult literacy centers Developing MIS (Management Information System) on education and

health


22/26

24

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 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 females

Sarhad Rural Support Program:

Sarhad Rural Support Program based in Peshawar is a non-profit, non-governmental

organization 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 Program.

The concept was to carry out rural development activities in the NWFP through

community participation by forming village organizations at the grass root level.

SRSP initiated its education programme in December 1995 by establishing adult literacy

centers on 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(a 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.


23/26

25

5.3.2.4. Balochistan

Society for Community Support for Primary Education in Balochistan:

SCSPEB has to its credit a long list of program and projects, mainly focusing on

education in the far-fling areas of Balochistan. Its programs are wonderful examples of

Public-Private Partnerships where-under the Government of Balochistan has handed over

major components of education to the SCSPEB; the Society seeks funds from

Government and the donor agencies and carries out this very important task. The

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

assisted by NGO, develop a partnership (formal) through which girls' schools are

established and effectively operated in the rural and far flung areas of Balochistan. The

objective is to promote and sustain primary girlsschools through community

participation.

The USAID funded Releasing Confidence and Creativity (RCC):

Building Sound Foundations for Early Learning in Pakistan focused on supporting

practices and structures in communities, schools, NGOs, and the government that

effectively promote early childhood development. The main objective of the program was

to improve early learning and teaching in government schools in Balochistan and Sindh.

6. Future Programs:

6.1. National, provincial and district plans of action:

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


24/26

26

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 Focusing on school effectiveness and better quality of education

Adult literacy centers

Skill development centers6.2. Skill development program:

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

community. Training in income generating skills and function illiteracy can help to

alleviate poverty and make the literacy programs more meaningful and relevant. We need

to adopt an integrated approach in literacy by incorporating all the three main

components of literacy i.e.

Basic Literacy (Reading, writing and numeracy) Life skills and Functional Literacy (civic sense, health and cleanliness,

first aid and road safety etc.)

Income generating skills. (Pottery, Carpentry, Sewing etc.)


25/26

27

A pilot program in skill development is already being carried out in the Islamabad Capital

Territory. 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 and jams, Pickles, 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.


26/26

References:

http://www.pacadelrc.org/PresentProgrammes.htm http://www.nald.ca/province/que/litcent/litWD.htm http://www.pcp.org.pk/certified_NPO/BALOCHISTAN/SCSPEB.pdf http://www.pap.org./statistics/population.htm http://www.bunyad.org.pk/Past.htm http://www.pacade.org/index.htm http://www.nchd.org.pk/ws/pa_edu_al.htm http://www.unesco.org/uil/en/focus/litinforemp.htm http://www.google.com.pk/search?q=a+global+strategic+framework+through+wh

ich+national+governments+ERIC&btnG=Search&hl=en

http://www.southasianmedia.net/profile/pakistan/pakistan_humanresources.cfm http://www.pap.org.pk/statistics/population.htm http://www.pacadelrc.org/PresentProgrammes.htm http://www.srsp.org.pk/social-sector-main.html http://www.sef.org.pk/educatewebsite/introductionsef.asp http://www.khwendokor.org.pk/project.html http://www.hands.org.pk/index.htm http://www.lef.org.pk/profiles.html http://www.pacade.org/Activities.htm

Documents

Major Education Initiatives in Pakistan