The document discusses various literacy campaigns and programs in Pakistan, including: - The Pakistan National Literacy Programme from 1984-1986, which aimed to make 15 million people literate. - President Ten Points from 1985, which outlined 10 strategies to promote literacy, including incentives for communities that achieve 100% literacy. - The Azafi School Project from 1984, which proposed establishing 1000 schools with two teachers each. It also examines definitions of literacy over time in Pakistan and factors affecting literacy rates and basic education.

2. Submitted to: Dr. Syeda Samina Tahir
Submitted by: Saira Kazim (Reg. No. 1355)
M.Phil Education (1st Semester)
Riphah International University, FSD

3. 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

4.  Literacy Programmes in Jails
 Prime Minister’s 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

5. 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)

6. 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%

7. 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 today’s world
 It provides building blocks for communication and
understanding between individuals, groups and
nations.

8. 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)

9. 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

10. 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”.

11. 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
individual’s total personality: conveying the wisdom of
ancestors, traditional norms and values, and
promoting understanding and development of
modern science, technology, and environmental
conservation.

12. Literacy and Basic Education
 In every policy announced by the government,
the question of literacy and universal enrollment
has been addressed very emphatically.

13. 1947
 “Our first and foremost concern must inevitably
be a determined and vigorous attack on the
formidable problem of illiteracy and its evil
consequences.”

14. 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.”

15. 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.”

16. 1979
 “Eradicating illiteracy within the shortest
possible time through universalization of
Elementary education and a massive adult
education program…”

17. 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.”

18. 1998-2010
 “To remove illiteracy and to provide free and
compulsory education within minimum possible
period.”

19. 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

20. 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

21. 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.

22. 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.

23. 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.

24. 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

25. 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.

26.  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)

27. 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

28. 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.

29. 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

30. 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.

31. 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

32. 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.

33. Prime Minister’s 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

34. 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 Pakistan’s
environment

35. 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

36. 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.

37. Factors Affecting Literacy Rate
and Basic Education in
Pakistan

38. 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

39. 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

40. 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

41. Administrative Factors
 Lack of supervision and weak administration
 Indifferent attitude of administrative and supervisory
personnel towards the teaching community.
 Teacher’s absentees

42. 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

43. 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)

44. 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; children’s 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

45.  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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