Research report on Education

2013 LITERACY Rate in
Pakistan
A brief Research Report on Education in Pakistan
Mujahid Hussain Arain

Acknowledgement
First of all we would like to thank Allah, without whose guidance
and help we could not have the courage and strength to
complete this Research project.
We enjoyed working under the supervision and guidance of my
Mother and respected Teachers who at every step showed us the
right path and the way to conduct our research.
It was also not possible without support and patience of our
respondents who updated us with their quality
comments/suggestions.
I acknowledge, in a special way, the effort and commitment of
my postgraduate students who served as my team of facilitators
in the literacy classes used for this study. Their dedication to the
study led to its early completion.

CONTENTS
Literacy
Literacy Rate in Pakistan
Literacy in the 21st century
Economic impact
Public library efforts to promote literacy
List of countries by literacy rate
International Literacy Day
Critical Thinking, Reading, and Writing
Processes
Knowledge of Conventions
Public survey Report
National Literacy Policy
Pakistan
Definition of a Literate Person
Name of National Literacy Agency
Structure of National Literacy Agency
National Policies and Strategies
National Policies on Literacy/Non-formal Education in Latest Policy Document on Education
Current Literacy/Non-formal Education Objectives/Strategies
Lessons Learned from Past Literacy Programs and Activities
Pakistan Govt taking steps to improve literacy rate
References

Literacy
Has been described as the ability to read for knowledge and write coherently and think
critically about the written word. Literacy can also include the ability to understand all forms
of communication, be it body language, pictures, video & sound (reading, speaking, listening
and viewing). Evolving definitions of literacy often include all the symbol systems relevant to
a particular community. Literacy encompasses a complex set of abilities to understand and use
the dominant symbol systems of a culture for personal and community development. In a
technological society, the concept of literacy is expanding to include the media and electronic
text, in addition to alphabetic and number systems. These abilities vary in different social and
cultural contexts according to need and demand.
Literacy represents the lifelong, intellectual process of gaining meaning from print. Key to all
literacy is reading development, which involves a progression of skills that begins with the
ability to understand spoken words and decode written words, and culminates in the deep
understanding of text. Reading development involves a range of complex language
underpinnings including awareness of speech sounds (phonology), spelling patterns
(orthography), word meaning (semantics), grammar (syntax) and patterns of word formation
(morphology), all of which provide a necessary platform for reading fluency and
comprehension. Once these skills are acquired the reader can attain full language literacy,
which includes the abilities to approach printed material with critical analysis, inference and
synthesis; to write with accuracy and coherence; and to use information and insights from text
as the basis for informed decisions and creative thought.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines
literacy as the "ability to identify, understand, interpret, create, communicate and compute,
using printed and written materials associated with varying contexts. Literacy involves a
continuum of learning in enabling individuals to achieve their goals, to develop their
knowledge and potential, and to participate fully in their community and wider society."
A basic literacy standard in many societies is the ability to read the newspaper. Increasingly,
communication in commerce or society in general requires the ability to use computers and
other digital technologies. Since the 1990s, when the Internet came into wide use in the United
States, some have asserted that the definition of literacy should include the ability to use tools
such as web browsers, word processing programs, and text messages. Similar expanded skill
sets have been called multimedia literacy, computer literacy, information literacy,
and technological literacy. Some scholars propose the idea multiple literacy which includes
Functional Literacy, Critical Literacy, and Rhetorical Literacy.

Global adult literacy according to the CIA Fact book.
World illiteracy halved between 1970 and 2005.

LITERACY RATE IN PAKISTAN
In Pakistan, the National Commission for Human Development (NCHD) aims to bring literacy
to adults, especially women.
JINNAH’S Pakistan, after 63 years, continues to remain overwhelmingly illiterate without
any serious reflection or debate taking place in the national parliament, the provincial
assemblies, the print and electronic media, think tanks, the educational institutions and
political parties on the consequences of illiteracy.
Even the judiciary has not invoked its power to come to grips with this constitutional right. The
fact that the Mundi Index of literacy rates us at 49.9 per cent and shows us at 182 amongst 201
countries in international rankings, with 63 per cent of the female population and 35 per cent
of the male population unable to read or write in any language, does not seem to draw the
attention of the high and mighty.
A nuclear-armed nation, with a hostile neighbor to its east and international forces occupying
the neighboring country to the west, coupled with foreign intelligence agencies working to
achieve their interests and anti-state elements destabilizing the country from within, must think
of its national security by empowering its citizens with literacy.
Let us see where we stand in this regard. Literacy is typically described as the ability to read
and write and UNESCO considers literacy as the “ability to identify, understand, interpret,
create, communicate, compute and use printed and written materials associated with varying
contexts”. Pakistan defines literacy as the acquisition of basic skills of reading and writing. Let
us take this simple definition of literacy to understand our challenge.

(Reference the Nation Pakistan Update 17 February 2010)
National Commission for Human Development NCHD
A major effort was launched by the Musharraf government in 2002. It established the National
Commission for Human Development (NCHD) at the federal level with its outreach to the
provinces. It was funded uniquely by a separate organization, the Pakistan Human
Development Fund (PHDF), mainly with national and international private donations and
managed by its independent board.
The NCHD provided literacy through its now 120,263 adult literacy centers to 2.5 million
adults, 90 per cent of them females. The NCHD estimates that almost 50 million people in
Pakistan are illiterate, a figure more or less reflected by UNESCO’s Institute for Statistics
which cites the literacy rate for 2007 at 54.9 per cent. The Economic Survey of Pakistan 2009-
10 says it is 57 per cent. No matter which statistic we take, we are faced with a stark reality.
We spend a dismal 2.1 per cent of our federal budget on education and low amounts on literacy.
It can be said that education (and thus literacy) is a provincial subject.
Province literacy rate
Literacy in our largest province Baluchistan comes under the Social Welfare, Special
Education, Literacy/Non-Formal Education & Women Development Department whose
proclaimed vision is “to provide better social facilities to socially disadvantaged people and to
empower women”. However, it has not provided any data on its official website on the state of
literacy in the province. The Economic Survey 2009-10 shows a literacy rate of 45 per cent.
In Khyber Pakhtunkhwa we find that there is a School & Literacy Department which is
committed to providing access to quality education to all. There is no mention of the literacy
rate. However, the latest available data indicates a literacy rate of 50 per cent.
In the commercial and industrial province of Sindh one finds that literacy is the responsibility
of the Education & Literacy Department. It recognizes education as one of the most important
pillars of government and stands for “strong policy actions for raising literacy to 100 per cent”.
The department does not spell out when and how it will meet this target. The province appears
heavily dependent on the NCHD, a federal institution, for its literacy program. The latest data
National Literacy Goals
YEAR 1998 2000 2010
Total adult literacy rate (%) 40.0 42.2 53.9
Female adult literacy rate (%) 28.0 29.7 39.9
Male adult literacy rate (%) 51.0 53.0 64.6

pertaining to Sindh puts the literacy rate there at 59 per cent.
Moving to the most populated province, Punjab, one comes to the conclusion that all is not
lost. One is pleased to see a history of concerted efforts, well-established programs,
recognizable achievements and plans. Since 2002, the Punjab government has the Literacy &
Non Formal Basic Education Department with its goal “to make Punjab literate by 2020”.
New initiatives have been launched in 2008-09. These include: strengthening capacity, the
establishment of 300 adult literacy centers in jails, factories and brick kilns, mobile literacy
programs, vocational training and above all an awareness campaign. They actively partner with
national organizations like the NCHD and international organizations like the Asian
Development Bank. The latest 2009-10 Survey puts the literacy rate in Punjab literacy at 59
per cent.
Pakistan’s Millennium Development Goal for the literacy rate is 88 per cent by 2015, while the
NCHD’s is 86 per cent. Pakistan has made a clear commitment, yet ongoing efforts cast serious
doubts on the achievement of this goal.
PUNJAB 59%
SINDH 59%
BALOCHISTAN 45%
KHAYBER
PUKHTUN KHWA 50%
DIFFERENT YEARS LIYERACY RATE RATIO
If we want to be seen as a self-respecting and empowered nation with a democratic dispensation
the only way forward is to make this nation literate so that all citizens can be empowered to
take part in the nation-building exercise and stand guard against all internal and external
challenges to the country’s culture heritage, economic independence and sovereignty. It
requires strategies and plans to meet this national challenge with all stakeholders on board.
Published in Daily Dawn
(14th June 2010)
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COMPARISON TO AISEN COUNTRIES
In the last Mundi Index, France with 99 per cent literacy ranks 40th, while China with 91 per
cent ranks 105. Neighboring Iran at 144 has a 77 per cent literacy rate. Evidently, there is a
correlation between literacy and development, literacy and international standing, literacy and
stability.
France 99%
china 91%
Iran 77%
PAKISTAN 58%
BANGLADESH 56%
INDIA 74%
Literacy in the 21st century
This idea has forever changed the landscape of information access, and is integral in an
understanding of Literacy as a practice, in the 21st Century. It is no longer sufficient to consider
whether a student can 'read' (decoding text, really) and 'write' (encoding text), and it is
necessary to consider more meaningful aspects of literacy in education and in society as a
whole, if we are to complete the transition we are in, from a society in which communication
was never possible on the level of 'many to many', to one in which it is.
Economic impact
Many policy analysts consider literacy rates as a crucial measure to enhance a region's human
capital. This claim is made on the grounds that literate people can be trained less expensively
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than illiterate people, generally have a higher socio-economic status and enjoy better health
and employment prospects. Policy makers also argue that literacy increases job opportunities
and access to higher education.
In Kerala, India, for example, female and child mortality rates declined dramatically in the
1960s, when girls schooled according to the education after 1948 began to raise families. In
addition to the potential for literacy to increase wealth, wealth may promote literacy, through
cultural norms and easier access to schools and tutoring services.
In 2009, the National Adult Literacy agency (NALA) commissioned an economist to do a cost
benefit analysis of adult literacy training in Ireland. He reported that there were economic gains
for the individuals, the companies they worked for, the Exchequer, as well as the economy, for
example, increased GDP, and society at large. The annual income gain per person per level
increase on the Irish ten level National Qualifications Framework being €3,810 and the gain to
the Exchequer, in terms of reduced social welfare transfers and increased tax payments, being
€1,531 per annum
Public library efforts to promote literacy
The public library has long been a proponent for literacy in its communities. The release of the
National Assessment of Adult Literacy (NAAL) report in 2005 revealed that approximately 14
percent of adults function at the lowest level of literacy and 29 percent of adults function at the
basic functional literacy level, meaning they are not able to help their children with homework
beyond the first few grades The lack of reading skills hinders adults from reaching their full
potential. They might have difficulty getting and maintaining a job, providing for their families,
or even reading a story to their children. For adults, the library might be the only source of a
literacy program.
United States
Programs have been instituted in public libraries across the United States in an attempt to
improve the literacy rates in this country. Some example of various literacy programs across
the country are listed below.
The READ/Orange County program, initiated in 1992 by the Orange County Public
Library in California is an example of a flourishing community literacy program. The
organization builds on what people have already learned through experiences as well as
previous education, rather than trying to make up for what has not been learned. The
organization then provides the student with the skills to continue learning in the future. The
program operates on the belief that an adult who learns to read creates a ripple effect in the
community. An adult who learns to read impacts not just himself but the whole community; he
becomes an example to his children and grandchildren, and can then better serve his
community. The mission of READ/Orange County is to "create a more literate community by
providing diversified services of the highest quality to all who seek them." Potential tutors train
during an extensive twenty-three hour Tutor Training Workshop in which they learn the
philosophy, techniques and tools they will need to work with adult learns after completing the
training, the tutors invest at least fifty hours a year to tutoring their student.
List of countries by literacy rate: List of countries by literacy rate, as included in the United
Nations Development Program (UNDP) Report 2011. The figures from the report represent a
mixture of data collected by the UNESCO Institute for Statistics, national self-reported data,
and the UNDP's global projection models. Where data was unavailable older figures were used.

For highly developed/high income countries where literacy statistics were not collected, a rate
of 99% was assumed.
List
# Rank Country Literacy rate
1 1 Georgia 100
2 2 Cuba 99.9
3 3 Estonia 99.8
4 4 Latvia 99.8
5 5 Barbados 99.7
6 6 Slovenia 99.7
7 7 Belarus 99.7
8 8 Lithuania 99.7
9 9 Ukraine 99.7
10 10 Armenia 99.7
11 11 Kazakhstan 99.6
12 12 Tajikistan 99.6
13 13 Azerbaijan 99.5
14 14 Turkmenistan 99.5
15 15 Russia 99.5
16 16 Hungary 99.4
17 17 Kyrgyzstan 99.3
18 17 Poland 99.5
19 19 Tonga 99.2
21 20 Antigua and Barbuda 99.0

32 20 Guyana 99.0
28 20 Denmark 99.0
24 20 Belgium 99.0
26 20 Czech Republic 99.0
31 20 Germany 99.0
25 20 Canada 99.0
34 20 Ireland 99.0
33 20 Iceland 99.0
35 20 Japan 99.0
30 20 France 99.0
39 20 New Zealand 99.0
29 20 Finland 99.0
36 20 South Korea 99.0
43 20 Switzerland 99.0
41 20 Slovakia 99.0
42 20 Sweden 99.0
44 20 United Kingdom 99.0
45 20 United States 99.0
27 20 North Korea 99.0
40 20 Norway 99.0
38 20 Netherlands 99.0
37 20 Luxembourg 99.0

23 20 Austria 99.0
22 20 Australia 99.0
20 20 Albania 99.1
46 46 Italy 98.9
47 47 Samoa 98.8
48 48 Croatia 98.8
49 49 Trinidad and Tobago 98.7
50 50 Uruguay 98.3
51 51 Bulgaria 98.3
52 52 Spain 97.9
53 53 Cyprus 97.9
54 54 Bosnia and Herzegovina 97.8
55 55 Serbia 97.8
56 56 Saint Kitts and Nevis 97.8
57 57 Romania 97.7
58 58 Argentina 97.7
59 59 Mongolia 97.5
60 60 Greece 97.2
61 61 Israel 97.1
62 62 Macedonia 97.1
63 63 Maldives 97.0
64 64 Uzbekistan 96.9
65 65 Chile 96.5

66 66 Costa Rica 96.1
67 67 Grenada 96.0
68 68 China 95.9
69 69 Bahamas 95.8
70 70 Brunei 95.3
71 71 Venezuela 95.2
72 72 Portugal 94.9
73 73 Saint Lucia 94.8
74 74 Qatar 94.7
75 75 Singapore 94.7
76 76 Hong Kong 94.6
77 77 Palestinian Authority 94.6
78 78 Paraguay 94.6
79 79 Kuwait 94.5
80 80 Fiji 94.4
81 81 Sri Lanka 94.2
82 82 Thailand 94.1
83 83 Panama 93.6
84 84 Philippines 93.4
85 85 Mexico 93.4
86 86 Equatorial Guinea 93.3
87 87 Colombia 93.2
88 88 Vietnam 92.8

89 89 Turkey 92.6
90 90 Malaysia 92.5
91 91 Malta 92.4
92 92 Indonesia 92.0
93 93 Myanmar 92.0
94 94 Zimbabwe 91.9
95 95 Seychelles 91.8
96 96 Bahrain 91.4
97 97 Jordan 91.1
98 98 Ecuador 91.0
99 99 Iran 91.0
100 100 Bolivia 90.7
101 101 Suriname 90.4
102 102 United Arab Emirates 90.0
103 103 Brazil 90.0
104 104 Lesotho 89.7
105 105 Peru 89.6
106 106 Lebanon 89.6
107 107 Dominican Republic 89.1
108 108 Libya 88.9
109 109 Sao Tome and Principe 88.8
110 110 Namibia 88.5
111 111 Saint Vincent and the Grenadines 88.1

112 112 Dominica 88.0
113 113 South Africa 88.0
114 114 Mauritius 87.9
115 115 Gabon 87.7
116 116 Kenya 87.0
117 117 Swaziland 86.9
118 118 Jamaica 86.4
119 119 Saudi Arabia 86.1
120 120 Cape Verde 84.8
121 121 Syria 84.2
122 122 Ecuador 84.2
123 123 Botswana 84.1
124 124 El Salvador 84.1
125 125 Honduras 83.6
126 126 Oman 81.4
127 127 Republic of the Congo 81.1
128 128 Vanuatu 80.2
129 129 Iraq 78.1
130 130 Nicaragua 78.0
131 131 Tunisia 77.7
132 132 Solomon Islands 76.6
133 133 Cambodia 76.3
134 134 Algeria 75.4

135 135 Belize 75.1
136 136 Guatemala 74.5
137 137 India 74.04
138 138 Comoros 74.2
139 139 Malawi 73.7
140 140 Uganda 73.3
141 141 Tanzania 72.9
142 142 Nigeria 72.0*
143 143 Zambia 70.9
144 144 Madagascar 70.7
145 145 Rwanda 70.7
146 146 Djibouti 70.3
147 147 Sudan 70.2 [
148 148 Angola 70.0
149 149 Laos 68.7
150 150 Nepal 68.2
151 151 Cameroon 67.9
152 152 Democratic Republic of the Congo 66.8
153 153 Eritrea 66.6
154 154 Ghana 66.6
155 155 Burundi 66.6
156 156 Egypt 66.4

157 157 Yemen 62.4
158 158 Haiti 62.1
159 159 Papua New Guinea 60.1
160 160 Pakistan 58.2
161 161 Mauritania 57.5
162 162 Morocco 56.1
163 163 Bangladesh 55.9
164 164 Côte d'Ivoire 55.3
165 165 Central African Republic 55.2
166 166 Mozambique 55.1
167 167 Togo 53.2
168 168 Bhutan 52.8
169 169 Guinea-Bissau 52.2
170 170 Timor-Leste 50.1
171 171 Senegal 49.7
172 172 Gambia 46.5
173 173 Benin 41.7
174 174 Sierra Leone 40.9
175 175 Guinea 39.5
176 176 Somalia 37.8
177 177 Ethiopia 35.9
178 178 Chad 33.6
179 179 Burkina Faso 28.7

180 180 Niger 28.7
181 181 Afghanistan 28.0
182 182 South Sudan 27.0
183 183 Mali 26.2
International Literacy Day
September 8 was proclaimed International Literacy Day by UNESCO on November 17,
1965. It was first celebrated in 1966. Its aim is to highlight the importance of literacy to
individuals, communities and societies. On International Literacy Day each year, UNESCO
reminds the international community of the status of literacy and adult learning globally.
Celebrations take place around the world.
Some 776 million adults lack minimum literacy skills; one in five adults is still not literate and
two-thirds of them are women; 75 million children are out-of-school and many more attend
irregularly or drop out.
The celebration's theme for 2007 and 2008 was “Literacy and Health”. This was also the
thematic emphasis of the 2007-2008 biennium of the United Nations Literacy Decade In
particular, International Literacy Day 2008 had a strong emphasis on Literacy and Epidemics
with a focus on communicable diseases such as HIV, Tuberculosis and Malaria, some of the
world's forefront public health concerns.
To raise public awareness of the extraordinary value of the written word and of the necessity
to promote a literate society, the following writers are supporting UNESCO through the
Writers for Literacy Initiative. Margaret Atwood, Paul Auster, Philippe Claudel, Paulo
Coelho, Philippe Delerm, Fatou Diome, Chahdortt Djavann, Nadine Gordimer, Amitav
Ghosh, Marc Levy, Alberto Manguel, Anna Moi, Scott Momaday, Toni Morrison, Erik
Orsenna, GisèlePineau, El TayebSalih, Francisco Jose Sionil, Wole Soyinka, Amy
Tan, MiklósVámos, AbdourahmanWaberi, Wei Wei, Banana Yoshimoto. Not only writers
contribute to raising awareness to the problem of illiteracy. Next to the writer’s engagement,
there are various companies and charity organizations that support the fight against illiteracy.
Some supporters of International Literacy Day include the Global Development Research
Center, Montblanc, and the National Institute for Literacy, and Rotary International.
Mohammad Abdul Rub, an Indian Child writer celebrates his birthday on this day. World
Literacy Day also signifies the recognition of the country to strive towards total and complete
literacy for the nation.
Critical Thinking, Reading, and Writing: By the end of first year composition, students
should
 Use writing and reading for inquiry, learning, thinking, and communicating
 Understand a writing assignment as a series of tasks, including finding, evaluating,
analyzing, and synthesizing appropriate primary and secondary sources
 Integrate their own ideas with those of others
 Understand the relationships among language, knowledge, and power

Processes
By the end of first year composition, students should
 Be aware that it usually takes multiple drafts to create and complete a successful text
 Develop flexible strategies for generating, revising, editing, and proof-reading
 Understand writing as an open process that permits writers to use later invention and
re-thinking to revise their work
 Understand the collaborative and social aspects of writing processes
 Learn to critique their own and others' works
 Learn to balance the advantages of relying on others with the responsibility of doing
their part
 Use a variety of technologies to address a range of audiences
A survey report on literacy rate.
LITERACY RATE
We are the students of Business Administation at the Institute of Southern Punjab,
Multan. We are conducting a research on the literacy rate in Pakistan and kindly request
your cooperation by filling out this questionnaire.
***Note*** Any personal information collected will be strictly kept confidential and used
for research purposes only.

Personal Information
NAME _____________________________ Gender: Male Female
Age group: Please circle
15-20 20-25 25-30 30- 40 40-50 50 and above
State the level of education you have completed__________________
Occupation_______________________
Address __________________________
_________________________________ Contact No._____________
1. In your opinion do you think that education is necessary for ever individual in
Pakistan?
a. Yes b. No c. Maybe d. Not sure
A B C D
90.70% 0% 1.20% 0.75%
2. Do you believe that education is more important for Males in our country?
a. Yes, very important b. No, not that important c. Somewhat Important
d. Not sure
A B C D
90.10% 6% 3.20% 0
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3. Do you believe that education is more important for females in our country?
a. Yes, very important b. No, not that important c. Somewhat Important
d. Not sure
A B C D
71.01% 9% 20.25% 0.00%
4. In your opinion, should females not be given the right and opportunity to get an
education?
a. Yes, they shouldn’t be given any right b. No, they should be given full rights
c. Not sure
A B C D
90.50% 10% 0.00% 0.00%
5. Are the educational standards suitable in Pakistan for our nation?
a. Yes, very suitable b. No, not at all suitable c. Need improvement
d. Horrible standards
A B C D
2.70% 10% 86.25% 0.75%
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80.00%
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A B C D
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6. In your opinion, do you think that the existing educational system provides equality
to everyone and could we achieve our goals?
a. Yes, I agree b. No, I disagree c. somewhat agree d. Not sure
A B C D
0.75% 50% 22.00% 7.25%
7. In your opinion, which steps do you think should be taken to improve the standards
of education in Pakistan?
a. Better educational policies should be implemented
b. Western educational standards should be adopted and followed
c. Education should be given a higher priority
d. The cost of education should be lowered to accommodate every social class.
A B C D
10.00% 50% 30.00% 10.00%
8. Are you aware of the present literacy rate in Pakistan?
a. Yes, I am aware b. No, I am unaware c. somewhat aware d. Not sure
A B C D
55.00% 4% 14.25% 9.50%
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9. Pakistan’s literacy rate is very low compared to other countries. What could be the reasons
according to you?
a. Lack of resources
b. Government takes no interest to improve our educational system
c. Some people have strict primitive views regarding females being educated.
d. We simply just don’t care.
A B C D
6.00% 40% 28.00% 26.00%
10. Pakistan government started different educational schemes like “Parha Likha Punjab”
but all remained unsuccessful, it shows governments irresponsibility. Do you agree with
me?
a. Yes, I do agree b. No, I disagree c. Somewhat Agree d. Not sure
A B C D
84.00% 4% 19.25% 0.00%
11. Pakistan Government just spends 57 % of its budget which is very low with the
comparison of other developed countries. Do you think its enough?
a. Yes, I think its enough b. No, it’s not enough c. it should be increased d.
Not sure
A B C D
3.00% 48% 49.00% 0%
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40.00%
50.00%
A B C D
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A B C D
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12. In your opinion, do you believe that Islamic studies which provides us the base and
knowledge of how to live according to Islamic standards is very beneficial for our
nation?
a. Yes, I agree b. No, I disagree c. somewhat agree, D. Not sure
A B C D
100.00% 0% 0.00% 0.00%
13. In your opinion which country’s literacy rate is higher than Pakistan?
1. India 2. China 3-Bangladesh 4. All of them
A B C D
37.50% 43% 0.00% 19.25%
14. Why is it not possible for all to gain education in Pakistan
A-expensive B-non expensive C. Lack of educational set ups in remote areas D. don’t
Know
A B C D
29.00% 65% 6.00% 0.00%
15. Do you believe that there is a difference between private and government educational
systems?
a. Yes, there is a difference b. No, there is no difference c. There is some
difference d. Not sure
A B C D
68.00% 2% 29.75% 0.75%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
A B C D
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16. Is the poor educational system of our government responsible for low literacy rate?
a. Yes, our government is to blame b. No, our government is not responsible c.
some what responsible d. Not sure
A B C D
77.00% 15% 7.00% 0.75%
17. Can the government of Pakistan improve our existing literacy rate? Please give some
suggestion
18. Do you think no availability of job for men and woman is responsible for low literacy
rate?
a. Yes, I agree b. No, I disagree c. Maybe d. Not sure
A B C D
77.00% 15% 7.00% 0.75%
19. Do you agree that the adaptation of foreign educational systems such as O Levels, A
Levels etc are contributing towards higher standards of education in Pakistan?
a. Yes, I do agree b. No, I disagree c. somewhat agree d. Not sure
0.00%
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40.00%
60.00%
80.00%
A B C D
Series1
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
A B C D
Series1
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
A B C D
Series1

A B C D
45.00% 22% 30.00% 3.00%
20. Do you think Montessori education is important for increasing in literacy rate?
a. Yes b. No c. Maybe d. Not sure
A B C D
64.75% 35% 0.00% 0.00%
21. Does co-education at high level discourage female from gaining education?
a. Yes it does b. No, it doesn’t c. somewhat encourages d. Not sure
A B C D
27.00% 59% 14.00% 0.00%
22. How can we promote literacy trend in rural areas?
a. Start educational campaigns b. begin work at grass roots level
b. Start charity work to build school d. some qualified teachers should volunteer
to teach in rural areas.
A B C D
11.50% 47% 3.00% 38.50%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
A B C D
Series1
0.00%
20.00%
40.00%
60.00%
80.00%
A B C D
Series1
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
A B C D
Series1
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
A B C D
Series1

23. In your opinion, are NGO’s working to contribute toward higher literacy rate in
Pakistan?
a. Yes, they are b. No, they are not c. they are doing little work d. Not sure?
A B C D
55.50% 17% 27.25% 0.25%
Strategy
In order to meet this commitment, UNESCO promotes:
 Literacy for empowerment - not what literacy can do for people but rather what people can do
with literacy;
 Literacy for lifelong learning - literacy as a continuous process that requires sustained learning
through application and a rich literate environment;
 Literacy and learning societies – programs providing literacy skills which enable citizens to
actively participate in public life.
UNESCO is the lead agency for the United Nations Literacy Decade (UNLD), 2003-2012,
launched by the UN General Assembly. The UNLD emphasizes the goal of literacy for all
people of all ages, in all regions of the world, in rural and urban areas, in school and out-of-
school, within families, communities and the work place.
©UNESCO/AkhtarSoomroFree education center, Pakistan
source : 2000 figures estimated by UNESCO Institute for Statistics, July 2002
Definition of a Literate Person
A person is literate who can read and write a paragraph (3 lines) in
national/regional language with comprehension.
Literacy Rate Illiterate Population
43.2 % 46.7 million
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
A B C D
Series1

Name of National Literacy Agency
Prime Minister's Literacy Commission
View "Literacy Facts and Figures" of
Pakistan
Structure of National Literacy Agency
number of NGOs working in the field of literacy 12 (1998)
number of literacy classes in most recent year ...
number of classroom hours designated to achieve basic literacy 270
National Policies and Strategies
National Policies on Literacy/Non-formal Education in Latest Policy Document on
Education
a. Democratization of education through the expansion of elementary education (both
formal and non-formal methods), and expanded adult education, literacy and functional
literacy programs, as a basic requirement for economic development, modernization of
social structure and for providing equality of opportunity for all citizens.
b. Pakistan's New Educational Policy 1998-2010
The New National Education Policy 1998-2010 was announced by the Government of
Pakistan on 27 March 1998. It pledges to double the literacy rate, universalize primary
education, and replicate the non-formal schools to reach the un-reached, widen the
learning time by reducing school holidays, improve the assessment system through

introduction of National Testing Service, and initiate the decentralization process
through the formation of District Education Authorities.
The policy professes to prescribe the ideals and goals for preparing foundation of a
reformed educational system which will make it possible for the nation to stand on its
feet in the changed socio-economic world.
New Education Policy- Special Thrusts
The government has resolved to eliminate illiteracy from the society and stands
internationally committed to Universalize Basic Education for all children, youth and
adults by the year 2010.
The Prime Minister's Literacy Commission (PMLC) has been entrusted the assignment
of accomplishing this task through the non-formal basic education approach. As per the
enhanced programed the PMLC would open 75,000 new non-formal basic education
schools by the year 2002. Moreover, the "Compulsory Primary Education Act" will be
slightly amended and enforced by the Provincial Governments in letter and spirit.
The real impact of the new policy would need to be seen in terms of the provisions
which would be translated into actions; targets supported by correspondingly
proportionate allocations in the annual budgets; implementation of the restructuring
proposals and pledges through appropriate institutional mechanisms; and effective
participation and involvement of local communities through decentralized management
of schools by parents, local leaders, and ordinary citizens at the local district and village
levels.
Current Literacy/Non-formal Education Objectives/Strategies
a. Pakistan's commitment to double the rate of literacy by the year 2000 cannot be
accomplished without achieving universal primary education (UPE). This will be
achieved by complementing the formal primary school system by a strong non-formal
basic education initiative.
b. A massive Non-Formal Basic Education Program, on a war footing, will be launched to
provide access economically and expeditiously to all the 5.5 million primary school age
(5-9 years old) children who are at present out of school. The 10- to 14-year-old
adolescents and youth who have missed primary education, will be given a second
chance through a condensed crash course to enable them to complete the primary
education cycle in 2-3 years' time.
c. The Asian Development Bank sponsored a pilot project for 15 to 25 years-old rural
women. On successful completion, the program is planned to be replicated nationwide.
d. Attainment of literacy, social and occupational skill training programs will equip the
beneficiaries with appropriate income generation skills to ensure socio-economic
development of Pakistan. Educated unemployed adults will also be able to benefit from
these skill-training programs.
e. Additional strategies, such as the tested Qur'anic Literacy Program and other methods
in collaboration with the other sectors, will be used to achieve universal literacy.
f. A Literacy Fund will be created to finance the literacy movement in the country.

g. The National Literacy Movement will be launched on an emergency basis in every
village, tehsil and district. All parties agree that elimination of illiteracy by the year 2010
will be achieved.
h. Mosques, wherever feasible, will be utilized as one of the means of providing non-
formal basic education to increase literacy.
i. The Prime Minister's Literacy Commission (PMLC) will prepare a plan of action, in
consultation with provinces for a coordinated effort in the National Literacy Movement.
j. The PMLC, which is the apex body entrusted with the task of raising the literacy rate,
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 implement policy
targets.
k. All the appointments in the Non-Formal Basic Education Community School/Centres
will be made locally, in consultation with the community, without any political
interference.
l. All the industrial units registered under the Factory Act would consider it mandatory to
make the employees and their dependents literate. Similarly all the federal as well as
provincial agencies like WAPDA, Pakistan Steel, Directorates of Industries, OPF,
Chambers of Commerce, PTV, PBC etc. shall be entrusted with the same responsibility.
m. Another useful resource available in the country, in the form of Boy Scouts and Girl
Guides, can be effectively used in the expansion of literacy programs. It is estimated that
there are more than 870,000 Boy Scouts and more than 320,000 Girl Guides in Pakistan.
These young people have the physical capacity, intellectual motivation, emotional
stability, spiritual commitment and, above all, basic knowledge and experience to work
with communities collectively in difficult circumstances. They can be entrusted with the
responsibility of implementing some of the non-formal education programs. Based on
the performance and quality of service rendered, a system of merit certification shall be
introduced.
n. The number of existing Non-Formal Basic Education (NFBE) Community
School/Centers will be increased from the existing 7,000 to 82,000 by the year 2002 to
meet policy targets of primary education both through formal and non-formal methods
to enroll 5.5 million out-of-school children. The NFBE Community Schools will neither
be parallel nor permanent, but will be used to accelerate universal access till formal
schooling becomes available to the unreached.
o. The proposed targets for both the formal and non-formal basic education schools will
need to be revised in the light of the Census results made available by the end of 1998.
p. In hard-to-reach areas 25,000 NFBE Community Schools will be gradually upgraded to
the middle level, over the policy period.
q. The implementation would require further resource inputs and infrastructure at union
council, district, province and national level. At the national level, the PMLC would co-
ordinate with the operational structures at the sub-national level. A major function of the
national structure would be to catalyze coordination in both planning and
implementation at national-provincial and inter-provincial levels. Similarly, at the
provincial level, each provincial structure would catalyze coordination between
provincial-district, and inter-districts, and in a similar mode at the district and union
council level.

Pakistan Gov. Taking steps to improve literacy rate:
LAHORE - Punjab Education Minister Mian Mujtaba Shuja Ur Rehman has said that the
provincial government for the first time in the country’s history has introduced far-reaching
reforms in education sector for improving quality of education and literacy rate to radically
uplift socio-economic conditions of people.
He was addressing participants of one-day seminar on Regional Economic Cooperation in
South Asia organized by the Centre for South Asian Studies, New Campus at its seminar hall
here on Wednesday.
Former Foreign Secretary Shams had Ahmad Khan, Prof Dr. Muhammad SaleemMazhar and
Prof DrJaved Ahmad also addressed the audience.
The minister said the existing 2 per cent allocation for education was raised to 4 per cent, and
knowledge of modern sciences and technology was imparted to the young generation,
Pakistan could not achieve its rightful and honorable place in the comity of advanced nations.
Giving details of the revolutionary measures adopted by the provincial leadership, the
minister said presently there was not a single ghost school in the entire province. He said a
huge amount equal to total provincial development outlay of Rs 150 billion was required to
cater to the missing facilities in all the 63,000 schools of the province.
He said the government was extending handsome scholarships to meet the academic expenses
of 16,000 students out of the proceeds of Punjab Education Endowment Fund set up with
seed money of Rs 2 billion.
The private schools were also being compelled to adopt the curriculum of government run
schools for enforcement of a uniform system of education.
r. The PMLC will involve and encourage all the organizations, particularly Allama Iqbal
Open University (AIOU) in the development of teacher training packages, learning
materials, teaching aids, etc. The AIOU will also be involved in developing post-literacy
skill training programs through distance learning. The teachers of NFBE Community
Schools will be encouraged to take up PTC and CT courses of the AIOU to enhance
their skills.
s. Literacy Corps comprising College/University students/teachers shall be established for
literacy programs during vacations.
t. Khankahs/Mazars (religious institutions) shall donate a portion of their earnings to the
literacy fund.
u. Development grants to local governments shall be linked with literacy programs.
v. If an illiterate prisoner becomes literate, the duration of his/her imprisonment shall be
shortened accordingly.
w. Driving and ammunition licenses shall be given only to literate persons.
Lessons Learned from Past Literacy Programs and Activities
a. Programs not properly implemented with true spirit.
b. Financial constraints.
c. Lack of political commitment.

State-of-the-art 2,486 IT labs costing Rs 5 billion have been provided at school level so that
the students could benefit from the latest computer and internet facility. He said Punjab had
taken the lead in introducing BS 4-years programmed in 26 colleges of the province to ensure
high-quality education to student community.
Delivering his address, former foreign secretary Shamshad Ahmad Khan observed that 57
Muslim countries possessed 70 per cent reserves of oil and gas of the world but their share in
world GDP is only 5 percent.
He said the weakest link responsible for our economic backwardness was the criminal neglect
shown to educational promotion by our successive rulers.
He said we could not achieve 100 per cent literacy target by setting up islands of state-of-the-
art academic institutions for children of affluent classes surrounded by a sea of countless
government schools meant for students coming from resource-less and deprived families.
Prof Dr.Muhammad Saleem Mazhar and Prof Dr.Javed Ahmad also addressed the audience.
References
www.pakistaneconomist.com Pakistan & Gulf Economist website
www.smeda.org.pk “Pre-Feasibility Study - Milk Pasteurizing Unit”
www.paksearch.com
www.got-milk.com
Other material searched through “Google” Search Engine & on public Opinion

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