Historical Overview of Adult literacy Programs

 

Historical Overview of Adult literacy Programs

Dr. Hafiz Kosar

Concepts such as ‘adult education’, ‘lifelong learning’, ‘adult literacy’, and ‘non-formal education’ are often used interchangeably, leading to potential confusion. While each term has its own nuances, they share overlapping elements that contribute to the misunderstanding. Adult education is frequently equated with ‘continuing education’, further blurring the distinctions.

According to the International Standard Classification of Education (ISCE), adult education encompasses both formal and non-formal learning approaches. These approaches can vary significantly in content, level, and teaching-learning methods. This system can serve as either a substitute for or a continuation of initial education, thereby providing flexibility in learning pathways.

UNESCO (1997) articulates that adult education refers to the comprehensive range of ongoing learning processes, whether formal or informal, through which individuals recognized as adults by their society develop their abilities. This process includes enriching knowledge, enhancing technical or professional qualifications, or shifting their skillsets in new directions. The aim is to address both personal needs and societal demands.

Adult education, therefore, is a multifaceted concept involving various educational processes and methodologies tailored for adults. It is not limited to a single form of learning but includes a broad spectrum of activities aimed at fostering lifelong learning and continuous development. This comprehensive approach helps adults improve their competencies and adapt to the evolving requirements of their personal and professional lives. Adult learning encompasses formal and continuing education, non-formal learning and the spectrum of informal and incidental learning available in a multicultural learning environment. Although the two terms are often used interchangeably yet learning denotes the outcome of the education process. It is thus a broader concept and points to be linked between adult education and lifelong learning.

To fully understand the concept of adult education, it is essential to consider several key definitions. Adult education is a comprehensive term that encompasses the idea of "Education as a continuous lifelong process." This principle was affirmed by the International Education Commission in its 1972 report titled "Learning to Be," established by UNESCO. The report underscores that adult education should address the diverse needs and aspirations of adults.

The first International Conference on Adult Education highlighted that the primary objective of adult education is to fulfill the varied needs and aspirations of adult learners. This includes providing opportunities for personal growth, professional development, and active participation in society.

Upon completion of an adult education program, learners are expected to achieve several foundational skills:

Basic Literacy: Equivalent to the proficiency level of grade three, enabling them to function effectively in everyday situations.

Reading: The ability to read simple texts in Urdu, which is crucial for understanding written information and instructions.

Writing: The capability to write a simple letter, allowing for basic written communication.

Mathematics: Competence in managing numerical figures up to four digits, including the ability to add, subtract, multiply, and divide. This skill is essential for handling everyday calculations and financial transactions.

The adult illiteracy rate in Pakistan is alarmingly high, particularly among rural females, posing a significant challenge to achieving Education for All (EFA) goals and overall development. A functioning democracy requires citizens to fulfill their civic duties and exercise their right to literacy. However, rising illiteracy rates in Pakistan hinder the smooth operation of democratic institutions, adversely affecting the quality of life and the economy.

Illiteracy severely limits productivity across various sectors. Concerns about the efficacy of adult education in Pakistan often stem from half-hearted efforts, leading to low achievement and resource wastage. Nevertheless, numerous studies have confirmed that adult education boosts economic productivity, improves public health, and enhances resource utilization. This importance is recognized in many developing countries, which have successfully implemented literacy programs (Khawaja, 2000).

Governments are often deeply concerned about adult literacy rates in their countries. Alongside expanding the primary education system, there is a crucial need to provide adult literacy programs for those unable to access formal schooling due to inadequate facilities, socio-economic conditions, or cultural barriers.

In Pakistan, literacy initiatives have largely failed to achieve their intended outcomes. Since their inception, adult literacy programs have remained largely rhetorical. Successive governments have included ambitious literacy targets in development plans and education policies but have failed to allocate sufficient financial resources for their realization. When funding was provided, programs were often hastily planned and poorly implemented. There has been a lack of professional development and institutionalization of adult literacy programs (Ghafoor, 1994).

2. Adult Literacy Initiatives in Pakistan

2.1Early Initiatives (1947-1970)

There is no doubt that the future of our state greatly depends upon the type of education we give to our children and the way in which we bring them up as future citizens of Pakistan. Education does not merely mean academic education. There is an immediate and urgent need to provide scientific and technical education to our people in order to build their future economic life and to see that they take-up science, commerce, trade and particularly in the world, which is moving very fast in this direction.

After gaining independence, Pakistan faced numerous challenges, including the need to establish a comprehensive education system (Jamil, 2004). Efforts were made to expand primary and secondary education, but adult literacy programs were relatively neglected. The government's focus was primarily on basic education for children, with adult literacy receiving limited attention. Quaid-e-Azam, the founder of the Islamic Republic of Pakistan had the most powerful thinking about education. He first of all called the All-Pakistan Educational Conference in November 1947, in Karachi, to plan for the advancement of education in the country. In his message to the conference he said, “There is no doubt that the future of our state will be greatly depended on the type of education we give to our children to bring them up as future citizens of Pakistan”.

The participants’ ideas were put up in the first Constitution of Pakistan as, “The state shall remove illiteracy and provide free compulsory secondary education within possible period”. While considering this Constitution of Pakistan Article 37 (B) all governments tried their best to improve the literacy situation in Pakistan from time to time and efforts were made to make it better.

Rehman (1947) said, “Our first and foremost concern must necessarily be determined and vigorous attack on the formidable problem of illiteracy and its evil consequences. It goes without saying that existence of a large bulk of illiterate population constitutes a great menace to the security and wellbeing of the State”. In 1959, the Government appointed a National Commission to review the education system and recommend appropriate measures for its improvement. One of the main tasks before the commission was to recommend measures, to eradicate illiteracy among adults. The Conference (1947) recommended the following steps for the promotion of literacy and Adult Education;

1.    Constituent of a special section of Adult Education in the Central Advisory Board.

2.    Adult Education should be the prime interest of the provinces.

3.    Launching of a literacy drive supported with radio broadcast and other AV aids.

4.    Baseline survey by the school teachers.

5.    Training programme for Adult Literacy to be organised by the school teachers.

6.    Production of literacy materials.

7.    Use of formal school teachers, building and their equipment for Adult Education classes.

8.    Each one teaches one.

9.    Economic motivation for literacy.

10. Improvement and expansion of literacy component of on-going rural development programme of village AID (Ghafoor & Saeed, 1994).

11. Launching of a special Adult Literacy Programme.

12. Establishment of a National Literacy Corps.

2.2. 1970-1980s

The 1970s saw increased emphasis on adult literacy in Pakistan, particularly with the launch of national development plans and initiatives aimed at poverty alleviation and rural development (UNESCO, 2010). The government, along with NGOs and international organizations such as UNESCO, initiated adult literacy programs targeting rural and marginalized populations. These programs often involved non-formal education methods tailored to the needs of adults, including women and those with limited formal schooling (Siddiqui, 2009).

The National Education Policy (1970) announced the following steps to improve literacy situation in the country;

1.    Target of imparting literacy to 5 million adult illiterates within next five years.

2.      Work-oriented basic education by all employers for their employees.

3.    Establishment of National Education Corps for Elementary and Adult Education.

4.     Development of non-formal programme of Adult Education. Undertaking a massive literacy programme in every town and village.

5.     Establishment of 276,000 literacy centres to provide training to 11 million illiterates. Establishment of 10,000 Adult Literacy centres equipped with 10,000 television sets.

6.     Telecasting of literacy lessons on television and radio. c. Training of 10,000 literacy teachers through AIOU, Islamabad. Use of literacy teachers and establishment of student-volunteer corps.

7.     Mobilisation of community resources for literacy programme.

8.     Introduction of dovetailing of functional and religious education with literacy training.

2.3.   1990-2000s

National Education Policy promulgated by the GOP (1992), committed to enhance the literacy rate to 70 % by the year 2002, with the help of NGO and the local institution fixed the target of 50 percent literacy by the year 1995. The 1980s witnessed a significant expansion of adult literacy programs, partly driven by international development agendas and funding (Yusuf, 1998). The government launched large-scale campaigns to increase literacy rates, with a focus on rural areas. However, political instability, economic challenges, and changing priorities often hindered sustained progress in adult literacy during this period. Additionally, gender disparities persisted, with female literacy rates remaining significantly lower than male literacy rates (Ahsan, 2017).

 Following strategies were proposed in the policy document for realisation of the abovementioned objectives.

The National Education Policy (1998) came up with the following suggestions; National Literacy Movement will be launched on an emergency basis in every village, tehsil and district. The objectives will be achieved by making society free from illiteracy by the year 2010. Mosques, where feasible will be utilised as one of the means to provide non-formal education to increase the literacy movement. PMLC will prepare a plan of action in consultation with the National Literacy Movement provided for a coordinated effort in the National Literacy Movement. The PMLC which is the apex body was given the task of raising the literacy rate which will be strengthened as a statutory body, to enable it to discharge its functions effectively within the minimum possible time. Adequate funds will be ensured to achieve policy targets. All the appointments in the NFBEC Schools / Centres will be made locally in consultation with community, without any political interference.

2.4. 2000s to present

In the 21st century, Pakistan continued to grapple with the challenges of adult literacy (Farooq, 2015). Efforts to promote adult literacy have been decentralized, with provincial governments taking on a more active role in designing and implementing literacy programs tailored to local needs. Nongovernmental organizations, community-based groups, and international partners continue to play a crucial role in supporting adult literacy initiatives, particularly in remote and underserved areas (Khan, 2018).

Despite various efforts, adult literacy rates in Pakistan remain below desired levels, especially among women and marginalized communities. Addressing these challenges requires sustained investment in education, improved governance, enhanced access to resources, and greater community engagement to promote a culture of lifelong learning and literacy.      

References

Farooq, M. (2015). Education Reforms in Pakistan: History, Institutional Setup, and    Achievements. Routledge.

Ghafoor, A. (1994). Quest for Adult Literacy. Islamabad: NETCOM, Ministry of    Education.

Jamil, S. (2004). Pakistan: Democracy, Development, and Security Issues. Ashgate Publishing, Ltd.

Khan, I. (2018). Pakistan: Education Policy and Development. SAGE Publications       India.

National Institute for Literacy. (2007). What Is Adult Literacy? Retrieved from https://lincs.ed.gov/professionaldevelopment/resourcecollections/profile145

OECD. (2013). OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. OECD Publishing. https://doi.org/10.1787/9789264204256en

Siddiqui, M. (2009). Education in Pakistan: Learning from Research and Policy         Documentation. Oxford University Press.

UNESCO. (2005). Literacy for Life: EFA Global Monitoring Report. UNESCO   Publishing

UNESCO. (2016). Global Education Monitoring Report. UNESCO Publishing.

UNESCO. (2019). Global Education Monitoring Report 2019. UNESCO Publishing.

Yusuf, S. (1998). Development, Poverty, and Power in Pakistan. Oxford University      Press.