1. Submitted to: Dr. Syeda Samina Tahir Submitted by: Saira
Kazim (Reg. No. 1355) M.Phil Education (1st Semester) Riphah
International University, FSD
2. content 1. Introduction 2. Concept of Literacy 3. Basic
Education 4. Literacy and Basic Education 5. Campaigns for the
Promotion of Literacy in Pakistan Establishment of Literacy and
Mass Education Commission President Ten Points 1985 Pakistan
National Literacy Programme 1984-86 Azafi School Project 1984 Each
One Teach One Project 1984 Kachi Abadi Project (Iqra Centers) 1984
Afternoon Schools 1984-86 Razakar Muallam Project
3. Literacy Programmes in Jails Prime Ministers Five Points
Programme 1985 Iqra Pilot Project 1986 Drop-in-Schools 1986-89 Nai
Roshni School 1986-89 National Education Conference 1989 6. Factors
Affecting Literacy Rate and Basic Education in Pakistan Economic
Factors Physical Factors Geographical Factors Administrative
Factors Curriculum/Educational Environment Related Factors Teacher
Related Factors 6. Conclusion
4. Concept of Literacy In English, the word literate is meant
to be familiar with literature or, more generally, well educated,
learned. Only since the late nineteenth century has it also come to
refer to the abilities to read and write text, while maintaining
its broader meaning of being knowledgeable or educated in a
particular field or fields. Thus, the original meaning of the
English word literacy is different from it translations in several
other languages. (UNESCO, 2006)
5. Literacy Definition and Corresponding Literacy Rate Census
Year Definition of Literacy Literacy Rate a) 1951 One who can read
a clear print in any language. 16.4% b) 1961 One who is able to
read with understanding a simple letter in any language 16.3% c)
1972 One who is able to read and write in some language with
understanding. 21.7% d) 1981 One who can read newspaper and write a
simple letter. 26.2% e) 1998 One who can read a newspaper and write
a simple letter, in any language 43.9%
6. Rational, Need and Significance of Literacy Education is the
vehicle for human resource development and literacy is the
pre-requisite to consult and benefit from major sources of
information and knowledge in todays world It provides building
blocks for communication and understanding between individuals,
groups and nations.
7. Rational, Need and Significance of Literacy(Continued)
Literacy is inseparable from opportunity, and opportunity is
inseparable from new things, to make choices, to learn. (Mr.
Koichiro Matsuura, Director General, UNESCO- Message on
International Literacy Day, 8th September, 2001)
8. Basic Education According to the International Standard
Classification of Education (ISCED), basic education comprises
primary education (first stage of basic education) and lower
secondary education (second stage). In countries (developing
countries in particular), Basic Education often includes also
pre-primary education and/or adult literacy programs
9. Definition of Basic Education According to the World
Deceleration on Education for All, adopted on the Conference, basic
education was defined as Educational activities designed for people
to acquire specific knowledge and skills to fully in development,
to improve the quality of their lives, to make informed decisions,
and to continue learning.
10. Importance of Basic Education Education is a basic right of
all people and the basis for a peaceful, healthy and stable world
Education encourages the development of an individuals total
personality: conveying the wisdom of ancestors, traditional norms
and values, and promoting understanding and development of modern
science, technology, and environmental conservation.
11. Literacy and Basic Education In every policy announced by
the government, the question of literacy and universal enrollment
has been addressed very emphatically.
12. 1947 Our first and foremost concern must inevitably be a
determined and vigorous attack on the formidable problem of
illiteracy and its evil consequences.
13. 1959 An education system is part of this concept of social
justice in the sense that it benefits and opportunities must be
available to all. In our conditions where resources are limited, it
is unfortunate that for some time it will not be possible to
provide universal education.
14. 1972-80 To provide a minimum acceptable level of functional
literacy and fundamental education to all citizens of the country
particularly the young irrespective of their faith, caste and creed
in order to enable them to participate productively in the total
national effort.
15. 1979 Eradicating illiteracy within the shortest possible
time through universalization of Elementary education and a massive
adult education program
16. 1992-2002 To ensure 100% participation of children in
education at the primary level by the year 2002 and to eradicate
literacy through formal and non formal methods. Special attention
will be paid to the development of female education and literacy
through formal and non formal methods.
17. 1998-2010 To remove illiteracy and to provide free and
compulsory education within minimum possible period.
18. Campaigns for the Promotion of Literacy in Pakistan The
Government of Pakistan established a Literacy and Mass Education
Commission in 1981 to reconsider the problem of literacy in the
society and evolve suitable strategies for spreading literacy in
the society
19. Establishment of Literacy and Mass Education Commission
(LAMEC) 1981 The following were the main objectives of LAMEC: To
undertake surveys to assess the status of literacy in the country.
To evolve strategies of formal and non-formal mass approaches for
the purpose of eradicating illiteracy and promoting functional
literacy. To develop plans on literacy and non-formal mass
education commensurate with the needs of the target population. To
suggest measure to integrate the component of indigenous skills and
vocational and Islamic teachings in the literacy programs. To
review the effectiveness of the literacy and non-formal mass
education program, recommend improvement and arrange follow-up
material for literacy
20. President Ten Points (1985) 1. An annual drive every summer
for Literacy and Mass Education should be institutionalized as part
of the National Movement for Literacy and Mass Education. 2. All
Educational Institutions in the country and all agencies dealing
with Education, as well as other agencies such as the armed forces,
non-government organizations Guides and Scouts organizations,
voluntary social welfare agencies etc., should participate in this
drive. 3. University degrees at the graduate and the post-graduate
level should not be rewarded to the candidates who have completed
the requirements for these degrees and passed requisite
examinations, until they have imparted literacy to at least one
illiterate person.
21. President Ten Points (Continued) 4. The level of literacy
to impart for this purpose may be the basic Quranic Qaida as the
Yasaarnal Quran. All Government organizations must arrange to
impart literacy to their illiterate employees. 5. Illiterate
prisoners who learn to read and write or those of the educated ones
who appear and qualify in the public examination next higher to the
one which they had already qualified, should be granted remission
in their sentences. 6. Arms licenses, driving licenses and similar
other licenses and permits should be granted only to literate
persons.
22. President Ten Points (Continued) 7. Incentives and rewards
be given to the communities i.e. villages, wards or mohallas which
achieve hundred percent literacy, e.g. preference in the allocation
of roads, dispensaries/health centers or provision of
electricity.Rewards and incentives such as trophies and shields be
given to the persons with outstanding achievement in the field of
literacy and mass education. Outstanding work at the national level
be recognized through civil awards or pride of performance
medals.
23. President Ten Points (Continued) 8. Government grants to
all social welfare institutions organizations be made conditional
upon their undertaking Literacy/Adult Education Programmes. 9. All
Deeni Madaris should be requested to provide education at least in
the understanding of the Quran, in addition to reading the Nazra
Quran. 10. The Media, that is the Radio and the T.V., be used more
often and more effectively in the service of Education in general,
and of adult Education in particular
24. Pakistan National Literacy Programme, 1984-86 The main
objectives of this programme were: To make 15 million people
literate To establish literacy centers throughout the country in
general and nine in selected districts particularly. At the peak of
the programme over two thousand literacy centers will be working in
each district. At the completion of the programme over 1,60,000
persons were expected to be made literate in each selected
district. District Literacy Committees and Union Literacy Committee
would be established in nine selected districts to watch
implementation of the programmes. The literacy centers would be
established in collaboration with national, provincial and
grassroots elected representatives.
25. Teachers would be appointed for literacy centers to conduct
face to face teaching to 20 to 30 participants after working hours
for a period of two hours daily for six months. The programme aims
at covering 60 percent rural population and 60 percent female
population. Primers in Urdu and Regional languages would be
provided free of cost. The cost of making one illiterate to be
literate was envisaged to be Rs. 147 million. The total cost of the
programme was Rs. 317 million. At National level, the project
consisted of: Iqra Projects NGOs Volunteer Projects Social Welfare
Projects Students drive Pakistan National Literacy Programme,
1984-86 (Continued)
26. Azafi School Project, 1984 1000 Azafi schools were proposed
in PC-1. Two Muallims for one centre with Rs. 250/- for each
Muallim Minimum qualification of Muallim was Matriculation. Free
teaching material by LAMEC 32 centres had to be established
27. Each One Teach One Project, 1984 The following were the
details of the project: All people of different spheres except
those regular or private students who were in colleges/schools will
teach the illiterate people around them One literate person could
teach one illiterate who could not get admission in the school or
who was not a regular student of any college or school. The
illiterate person would belong to any age group. The literate
people would offer voluntary service for six months having primary
or middle qualification. The reading/teaching materials was
provided free of cost by the LAMEC to 320 applicants who sent
monthly progress reports. At the end, the Muallim would be provided
certificate by the LAMEC.
28. Khachi Abadi Project (Iqra Centres), 1984 50 Kachi Abadi
centres were proposed in 1985-86 as per PC-I. An honorarium of Rs.
250/- per month for a Muallim. The teaching/Reading material free
of cost by the Commission. 40 complete forms were received, of
which 25 Kachi Abadi Muallims were appointed. The teaching started
from January, 1985 The district organizers looked and supervised
the selected Muallims. The Nazim-e-Zakat was also requested to look
after Muallims. 26 Kachi Abadi Centres were established
29. Afternoon Schools, 1984-86 The afternoon schools were
established to provide additional education facilities in the
existing schools. The main purpose of this facility was for
unfortunate peoples who had got no opportunity to take admission in
the school. The afternoon schools would run in the second shift
from 2.0 P.M. to 4.00 P.M. . The teaching material was provided
free by the LAMEC. Services were acquired from Teachers from the
same schools where these afternoon schools were established with an
honorarium of Rs. 250/- per month. The class-size was proposed as
20 students having age 10 years and above for each cycle which
consisted of five months for teaching and one month for examination
etc.
30. Razakar Muallam Project The main purpose of establishment
of such centers in rural areas was to provide the basic literacy
course to men and women of age 9 to 40 years. Muallam was required
to teach at least 20-25 illiterates within a period of six months.
The reading and writing material was provided free of cost. Each
Razakar Muallam was paid Rs. 250 per month. The centers were
supervised by District Organizers by the LAMEC. All 288 centers
were established at district level in the country. 3920 illiterates
were enrolled in the centers
31. Literacy Programmes in Jails The literacy material was
provided free of cost Rs. 250 was fixed for the individual involved
in this project selected from the literate inmates. This project
was initiated in 27 jails in Punjab and 10 jails in Balochistan
Provinces It was reported that 3000 prisoners were enrolled in
Punjab and 600 in Balochistan province.
32. Prime Ministers Five Point Programme, 1985 To increase the
literacy rate from the current level of 26 percent to 50 percent
during this period. A total amount of Rs. 117,350 billion was
allocated during 1986-90 of which Rs. 7490 million was earmarked
for rural education. A total allocation of Rs. 23 billion was
earmarked during the year 1986-87 i.e. 40 percent of the total
development expenditure with an increase of 119 percent as compared
to 1985-86. Under this programme over 9,000 primary and mosque
schools were proposed to be opened to provide education facilities
to about 4,50,000 children of age (5- 9) years. 22000 Nai Roshni
Schools had also to be opened to provide incentive to about 500
thousand dropout children to enroll again for after-noon
classes
33. Iqra Pilot Project, 1986 To adopt an approach based on
monetary incentive to the teacher that would compel him in
accomplishing his goal. To vector the energies of literates and
illiterates in one direction i.e. this struggle for the eradication
of illiteracy as national movement. To evolve a strategy based on
totally indigenous experiences without recourse to any foreign
models, so that a workable and economical solution could be found
for the eradication of illiteracy in Pakistans environment
34. Drop-in-schools: 1986-89 In 1985, a new three year
programme called Drop-in-schools was approved for the period
1986-89 To provide an opportunity to school leavers and out of
school children specially children of low income strata to complete
primary education. To impart lower secondary education through
non-formal methods to 2,25,000 children enable them to join formal
upper secondary classes by 1989. To improve overall literacy rate
in the nine selected districts from 30.0 percent to 32.56 percent
by 1989. To increase overall participation rate in the nine
selected districts from 54.37 percent to 67.73 percent by 1989. To
evaluate the socio-economic benefits of the project for its
replication
35. Nai Roshni School, 1986-90 To attain a literacy rate of 50
percent under the then Prime Minister Five Point Programme To
provide a second chance to Primary School Dropouts To provide
access to school for those who could not go to primary schools for
any reason. To provide primary education to higher age-group (10-
14) years through a condensed course of two years.
36. Factors Affecting Literacy Rate and Basic Education in
Pakistan
37. Economic Factors Low level of economic development of the
country Low per capita income of the people Inadequate provision of
physical facilities in schools Shortage of funds especially to meet
the recurring expenditure Inadequacy of AV aids. Poor condition of
school building Poor motivation level of parents to send children
to schools
38. Physical Factors Punitive measures adopted by teachers and
loss of self-respect Non-conducive atmosphere of schools Heavy load
of school bag Induction of formal education from the very first day
of school Learning problems of children Unattractive/unfamiliar
environment of the school Overcrowded classes
39. Geographical Factors Scattered pattern of population in
large parts of the country Long distances of schools from homes
Natural calamities in the hilly areas Poor communication
facilities
40. Administrative Factors Lack of supervision and weak
administration Indifferent attitude of administrative and
supervisory personnel towards the teaching community. Teachers
absentees
41. Curriculum/Educational Environment Related Factors
Curriculum not in harmony with the needs and cognitive abilities of
children Lack of relevance of curriculum to the need of the
community Poor quality of education Rigid system of examinations
Rigid formal system of education
42. Teacher Related Factors Shortage of teachers Hesitation of
female teachers to go to the schools located in remote areas
Inadequate/improper residential facilities especially in far flung
areas compelling tem to remain absent from school to attend family
problems Inadequate knowledge of child psychology (Shami P.A
2010)
43. Ghafoor et al (1990) study on relationship between five
year schooling and literacy status of parents reported that Poverty
is the main problem which does not permit children of poor families
either join or continue education. Children of literate parents
have more interest in education, the families where gathers or
mothers are literate; childrens enthusiasm for education is
greater. Illiterate parents are found to be conservative sticking
to their traditional values their conservatism has a strong
negative effect on female education
44. Khan et al (2004) conducted a study on Access and Equity in
Basic Education. The following conclusions drawn about access to
primary schools are: Majority of the boys and girls could not be
enrolled in schools because of: Expensive education Non-availablity
of schools Remote schools No facility for further education
Providing help at home Teachers harsh behavior Less conveyance to
remote schools
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