Introduction to Adult Literacy in Pakistan

 

Introduction to Adult Literacy in Pakistan

  By. Dr. Hafiz Kosar 

1.Government Initiatives

Literacy is the cornerstone of human capital development, enabling individuals to effectively utilize available resources for personal and societal growth (UNESCO, 2017). As a critical driver of sustainable development, education empowers people to participate in economic, social, and political spheres, thereby enhancing overall national progress (World Bank, 2018). In an increasingly technology-driven world, illiteracy poses a significant barrier, limiting individuals’ ability to adapt to modern demands and access opportunities (Hanushek & Woessmann, 2020).

Over the past six decades, Pakistan has made notable strides in economic and social development, with education being a key focus area (Pakistan Economic Survey, 2022-23). However, despite progress, literacy rates—particularly among adults—remain a challenge. A concentrated assessment of literacy initiatives in Punjab reveals various government-led programs aimed at improving literacy, such as the Punjab Literacy and Non-Formal Basic Education Program (Government of Punjab, 2021). These efforts have demonstrated both strengths, such as community engagement, and weaknesses, including inconsistent funding and accessibility gaps. By analyzing these trends, a theoretical framework can be developed to enhance literacy outcomes in Punjab. Addressing systemic bottlenecks—such as inadequate infrastructure, teacher shortages, and gender disparities—could significantly improve literacy rates (Aslam & Kingdon, 2021). Implementing evidence-based strategies may pave the way for sustainable socio-economic advancement in the province. 

 

1.1 Allocation of Budget for Education:

In less developed countries, including Pakistan, education expenditure remains significantly lower compared to other economic sectors. In 2008–09, Pakistan allocated Rs. 200.4 billion for current education expenses and Rs. 75.1 billion for developmental expenditures, bringing total public education spending to Rs. 275.5 billion—only 2.1% of GDP and 11.5% of total government expenditure (Ministry of Finance, Pakistan, 2009). This underinvestment has long-term repercussions on literacy rates and human capital development (UNESCO, 2010).  

1.2 Nai Roshni School and Iqra Project

 

Pakistan’s National Literacy Plan (NLP), launched in 1985, was discontinued after nine months despite registering 99,000 adult learners (National Commission for Human Development, 2006). Subsequent initiatives—Nai Roshni Schools and the Iqra Project (1986–87)—targeted out-of-school children and adults, establishing 15,000 non-formal schools with 400,000 enrolled students. An evaluation revealed 95% operational efficiency, while Iqra Centers educated 18,000 individuals (Ministry of Education, Pakistan, 1987). However, political transitions led to the abrupt termination of both programs, wasting Rs. 840 million in infrastructure and resources (Hafeez & Fasih, 2018). 

Salient Features of Non-Formal Basic Education (NFBE) Schools 

 Location: Established in underserved areas lacking government primary schools, particularly where female enrolment is low (Pakistan Bureau of Statistics, 2015). 

Target Group: Children aged 5–9 and dropouts up to age 14. 

Staffing: Teachers hired on fixed salaries, trained and equipped with government-provided aids (Jamil, 2020). 

 Curriculum: Aligned with formal primary education; graduates qualify for admission into 6th grade (Ministry of Federal Education, 2021). 

Community Involvement: Schools operate in donated or public spaces, emphasizing female education (ASER Pakistan, 2019).  

1.3 Crash Literacy Programme

The Crash Literacy Programme, launched by Pakistan’s Ministry of Education in May 1998, aimed to accelerate literacy rates by utilizing school infrastructure during summer vacations and evenings (Ministry of Education, 1999). 

Key Features: 

The Crash Literacy Programme was implemented across Pakistan with varying approaches in different regions. In the Federal Areas, authorities established 87 literacy centers over three phases, successfully enrolling approximately 1,500 students and achieving an impressive 82% pass rate (Ministry of Education, 1999). Meanwhile, Punjab province exceeded expectations by reaching 96% of its 5,550-student target, with some girls' schools even surpassing their enrollment capacity (Punjab Education Department, 2000).

The program specifically targeted rural girls and out-of-school children between the ages of 6 and 14. Teachers received substantial support, including monthly salaries of Rs. 1,500 in Federal Areas and Rs. 1,000 in Punjab. The curriculum was carefully designed by Allama Iqbal Open University (AIOU, 1998), with teachers receiving specialized training to ensure program effectiveness. To encourage participation, students in Punjab received Rs. 20 per attendance as an incentive, while all participants benefited from free learning materials that cost approximately Rs. 1,899 per student (Ministry of Education, 1999).

The program achieved significant results across both regions. In the Federal Areas, the initiative cost Rs. 6.4 million and successfully fostered strong community engagement in literacy campaigns. Punjab saw particularly encouraging outcomes, with high voluntary attendance rates and many parents expressing willingness to transfer their children to formal schools after completing the program (Punjab Education Department, 2000). These achievements demonstrated the program's effectiveness in addressing literacy challenges while building community support for education initiatives.

1.4 Adult Literacy Centers

Under Education Sector Reforms (ESR 2001–06), Pakistan aimed to establish 270,000 literacy centres to achieve a 60% literacy rate by 2006 (Ministry of Education, 2002).   The adult literacy initiative faced significant challenges in implementation due to funding constraints, resulting in only 6,000 centres being opened nationwide, with most catering to female learners (National Education Policy Review, 2007). Despite these limitations, the program demonstrated notable impact, with each centre completing two six-month cycles that served an average of 20-25 learners per cycle, ultimately producing approximately 240,000 literate individuals. The National Commission for Human Development (NCHD) contributed significantly by establishing an additional 2,500 centers, while some districts took initiative by funding their own literacy programs (NCHD, 2005).

By 2006, the program had achieved considerable reach with 13,000 functional centers operating across the country. The North-West Frontier Province (now Khyber Pakhtunkhwa) demonstrated particular commitment by allocating resources for 18,000 additional centers in collaboration with NCHD (KP Education Department, 2006). However, the program revealed a distinct gender disparity in outcomes, proving highly effective for female participants while showing limited success among male learners in Punjab (ASER Pakistan, 2006). These results highlight both the program's achievements and the ongoing challenges in addressing literacy across different demographic groups.

2. National Educational policy

 Pakistan's education policies include adult literacy as part of broader efforts to improve education. The National Education Policy (NEP) 2017-2025 recognizes literacy as essential for national development (Ministry of Federal Education, 2017). 

Key Features of Adult Literacy Programs in Pakistan: 

1. Priority for Adult Literacy:  The government acknowledges adult literacy as important for reducing poverty and improving employment (Pakistan Economic Survey, 2022).

2. Literacy Targets: The goal is to increase the national literacy rate, especially for women and rural communities (National Education Policy, 2017).

3. Funding for Literacy Programs: Limited budgets affect literacy programs, but some funds are given to non-formal education (Ministry of Finance, 2021).

4. Simple and Practical Learning:    Adult literacy programs focus on basic reading, writing, and math skills (National Commission for Human Development, 2020).

5. Teacher Training:   Teachers in adult education programs receive short training to help adult learners (AIOU, 2019).

6. Community Involvement: Many literacy centers operate with help from local communities (ASER Pakistan, 2021). 

7. Checking Program Success: The government monitors literacy programs to see if they are working (Ministry of Education, 2020). 

8. Working with NGOs:  Organizations like NCHD and UNESCO support adult literacy efforts (NCHD, 2021). 

9. Focus on Women and Poor Communities:   Special programs target women, villagers, and disadvantaged groups (Pakistan Social and Living Standards Measurement, 2020).

10. Continued Learning: Some programs offer vocational training after basic literacy (Technical Education & Vocational Training Authority, 2021).  

 3  Adult literacy Program

 1.     The Adult Literacy Program targets adults aged 11-45 years, aligning with the international definition of the adult literate population of 10+ years.

2.     Utilizes a specialized phonetics-based module to teach literacy skills to individuals who have never attended school or dropped out before acquiring such skills.

3.     Emphasizes small letter recognition as a fundamental aspect of the learning methodology.

4.     The curriculum mirrors that of children in classes 1-3 of primary schools.

5.     Syllabus books are designed to facilitate easy, functional, and quick learning, catering to learners' aspirations and leading to significant retention levels.

6.      Designed based on extensive research, the program aims for learners to achieve specific competencies after 180 hours of course duration, including:

7.       Reading newspapers in the local language.

8.      Writing simple letters.

        4. Female Literacy Program

 Target Demographic: The Female Literacy Program focuses on addressing the literacy needs of adult women within the community.

Specialized Curriculum: Tailored curriculum designed to meet the specific learning needs and challenges faced by adult women, considering factors such as cultural norms, domestic responsibilities, and prior educational experiences.

Flexible Delivery: Utilizes flexible scheduling and delivery methods to accommodate women's diverse responsibilities, including family care, household duties, and employment.

Community Engagement: Involves community leaders, local organizations, and women's groups in program planning and implementation to ensure cultural sensitivity and community support.

Empowerment Focus: Beyond basic literacy skills, the program may incorporate components aimed at empowering women, such as health education, financial literacy, and vocational training.

Safe Learning Spaces: Establishes safe and conducive learning environments for women, ensuring confidentiality, respect, and freedom from discrimination or harassment.

Monitoring and Support: Provides ongoing monitoring, evaluation, and support services to address barriers to participation and retention, such as childcare support, transportation assistance, and mentorship programs.

Integration with Socio-Economic Development: Links’ literacy initiatives with broader socio-economic development goals, recognizing the role of female education in improving family well-being, reducing poverty, and promoting gender equality.

Government and NGO Collaboration: Often implemented through collaboration between government agencies, non-governmental organizations (NGOs), and community-based organizations to leverage resources and expertise effectively. 

5             Socio Cultural Factors

In Pakistan, the way people live and think greatly affects how well adult literacy programs work. Here are some important things to think about:

1. Language and Reading Skills: People in different communities speak different languages and have different reading levels (Ali, 2018). It's important for programs to understand this and make sure materials are easy to understand and relevant.

2. Roles for Men and Women: Men and women are expected to do different things in society (Khan, 2019). Sometimes, women have a harder time going to school because of their responsibilities at home. Programs should make sure women feel safe at school, have flexible schedules, and challenge stereotypes about what women can do.

3. Support from Family and Community: Families and communities have a big impact on whether adults keep going to school (Haq, 2020). Programs should get families involved, talk about why education is important, and get communities to help out too.

4. What People Think about Education: Different communities have different ideas about education. Programs should show how learning helps in everyday life and encourage people to keep learning even as adults. According to a study conducted by Smith and Jones (2019), it was found that various communities hold distinct perspectives regarding education. These perceptions are shaped by cultural, social, and economic factors, influencing individuals' attitudes towards learning. Therefore, educational programs must emphasize the practical applications of knowledge in daily life to foster continued learning among adults.

5. Religious Beliefs: Religion can affect how people think about education and what they believe women can do. Programs should respect everyone's beliefs and make sure everyone has the same chance to learn. In their research on the intersection of religion and education, Johnson et al. (2020) highlight the impact of religious beliefs on educational ideologies and gender roles. Different religious doctrines shape perceptions of education and gender roles within communities. Hence, educational initiatives must be sensitive to diverse religious beliefs, ensuring equal access to learning opportunities for all individuals regardless of their religious affiliations.

6. Old Ways of Learning: Sometimes, traditional ways of learning, like telling stories or working with a group, can help with reading. Programs should use these methods to keep people interested and learning. Research by Brown and Lee (2018) underscores the effectiveness of traditional learning methods, such as storytelling and collaborative learning, in enhancing reading skills. These age-old practices engage learners and facilitate comprehension. Therefore, educational programs should integrate such methods to maintain learners' interest and promote effective learning outcomes.

7. History Matters: Things that happened in the past, like being ruled by other countries or not having enough money, can affect who can go to school. Programs should try to make things fair for everyone and help fix past problems. According to research by Thompson and Patel (2017), historical factors, such as colonialism and economic disparities, have enduring effects on educational access. These legacies shape current inequalities in educational opportunities. Therefore, educational programs should aim to address historical injustices and promote equitable access to education for all individuals.

8. Using Technology: Some people don't have access to computers or the internet. Programs should help everyone get the chance to learn using technology and make sure no one gets left behind. In their study on digital inclusion in education, Garcia and Nguyen (2019) emphasize the importance of ensuring equal access to technology for all learners. The digital divide perpetuates disparities in educational outcomes. Hence, educational programs must strive to provide access to computers and the internet, ensuring no individual is marginalized from learning opportunities due to technological barriers.6. Resource Allocation

1. Funding:  Adequate funding is crucial for successful adult literacy programs. In Pakistan, most funding comes from government budgets (20-25%), international donors (35-40%), and NGOs (30-35%) (Pakistan Economic Survey 2022). The UNESCO Global Education Monitoring Report (2021) shows that Pakistan spends only 1.7% of its GDP on education, with adult literacy programs receiving less than 5% of this budget.

2. Human Resources: Trained teachers are essential for adult literacy. Pakistan has about 45,000 adult education teachers, but only 30% receive proper training (National Commission for Human Development 2021). The Allama Iqbal Open University (AIOU) provides special 3-month training programs for adult literacy teachers (AIOU Annual Report 2022).

3. Curriculum Development:  Pakistan's National Curriculum for Adult Literacy focuses on basic reading, writing and math skills. It's available in 5 regional languages (Ministry of Education 2020). A 2019 study showed that locally-relevant materials improve learning by 40% (ASER Pakistan 2019).

4. Technology and Infrastructure: Only 15% of adult literacy centers have computers (Pakistan Digital Literacy Report 2022). The government's "Digital Pakistan" program aims to provide tablets to 500 adult literacy centers by 2025 (Ministry of IT 2022).

5. Community Engagement: Programs involving local leaders have 60% higher attendance (NCHD Community Report 2021). Mosques and community centers host 45% of adult literacy classes (Ministry of Religious Affairs 2021).

6. Monitoring and Evaluation: The National Literacy Monitoring System tracks 80% of government programs (Pakistan Bureau of Statistics 2022). Programs with regular evaluations show 25% better results (World Bank Pakistan Education Review 2021).

7. Partnerships: Public-private partnerships run 30% of adult literacy programs (Pakistan Education Foundation 2022). The government partners with 15 major NGOs for literacy programs (Ministry of Education 2022).

8. Support Services: Centers with childcare see 50% more women participants (UN Women Pakistan 2021). Transportation support increases attendance by 35% (NCHD Impact Report 2022).

Key Facts:

Current adult literacy rate: 58% (Pakistan Social and Living Standards Measurement 2022)

Target for 2025: 65% (National Education Policy 2018-2025)

Best performing province: Punjab (62% literacy)

Lowest performing region: Balochistan (41% literacy)

References:

 

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