Literacy Trends in Pakistan - UNESCO Islamabad

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Table 16 – Focus Areas and Key Strategies of UNLDFocus AreasKey Strategies of UNLD1. Policy and planning: • plan for the Literacy Decade through incorporating a Literacy for All component in Educationfor All plans, with a realistic time frame for the entire 10-year period of the Literacy Decade2. Advocacy: • draw up plans for advocacy actions at all levels in cooperation with all stakeholders, such asgovernment functionaries, NGOs, civil society, institutions, funding agencies, localcommunities, local governments and potential learners3. Capacity-building: • develop training progrmames for all categories of stakeholders in the areas of planning,research, training, curriculum development, materials development, monitoring andevaluation4. Partnership: • build effective partnerships with other ministries, NGOs, civil society, institutions,universities, the private sector, funding agencies, international agencies, United Nationsagencies and the media5. Research: • carry out baseline study for priority identification; support action research for developingalternative models and process research to review programme implementation6. Monitoring and evaluation: • establish and activate realistic monitoring and evaluation mechanisms; develop databases andkeep track of current status of literacy7. Celebration: • plan regular celebrations of the Literacy Decade on International Literacy Day in order tomaintain momentum and commitment; plan regular media events as part of the celebrations8. Resource support: • ensure adequate human and financial resources.17.3 Literacy for All: the visionIn the rapidly changing world of today’s knowledge society, with the progressive use of newer and innovative technological means ofcommunication, literacy requirements continue to expand regularly. In order to survive in today’s globalized world, it has become necessary forall people to learn new literacies and develop the ability to locate, evaluate and effectively use information in multiple manners. As recalled inparagraph 8 of the draft proposal and plan for a United Nations literacy decade, “Literacy policies and programmes today require going beyondthe limited view of literacy that has dominated in the past. Literacy for all requires a reviewed vision of literacy …..”.40
The vision for the Literacy Decade situates Literacy for All at the heart of Education for All. Literacy is central to all levels of education,especially basic education, through all delivery modes – formal, non-formal and informal. Literacy for All encompasses the educational needsof all human beings in all settings and contexts, in the North and the South, the urban and the rural, those in school and those out-of-school,adults and children, boys and girls, and men and women.Literacy for All has to address the literacy needs of the individual as well as the family, literacy in the workplace and in the community, as wellas in society and in the nation, in tune with the goals of economic, social and cultural development of all people in all countries. Literacy for Allwill be effectively achieved only when it is planned and implemented in local contexts of language and culture, ensuring gender equity andequality, fulfilling learning aspirations of local communities and groups of people. Literacy must be related to various dimensions of personaland social life, as well as to development. Thus, literacy efforts must be related to a comprehensive package of economic, social and culturalpolicies cutting across multiple sectors. Literacy policies must also recognize the significance of the mother tongue in acquiring literacy andprovide for literacy in multiple languages wherever necessary.17.4 Implementation at the National levelThe State must play the central and crucial role in planning, coordinating, implementing and financing programmes for Literacy for All. In orderto fulfill this role, the State must build symbiotic partnership with a variety of stakeholders. It is therefore necessary to mobilize the localcommunities, NGOs, teachers’ associations and workers’ unions, universities and research institutions, the private sector and other stakeholdersto contribute to and participate in all stage of literacy programmes.The successful implementation of the Literacy Decade requires that Literacy for All be the central focus of all Education for All plans andprogrammes. Thus, it is necessary to remember that a plan for the Literacy Decade and its implementation at the national level must beincorporated in the national Education for All plan and its implementation. Where the national Education for All plan has already beenformulated, the Literacy for All component can be added as a supplement. Where the national Education for All plan is being finalized, it wouldbe appropriate to incorporate the Literacy for All component within it. In the process of incorporating a Literacy for All component in theEducation for All plans, a checklist of questions and key elements can be a useful guide.The Literacy Decade must be viewed as a unity, not as a sum of 10 successive single years. Every country, therefore, must plan within its own10-year perspective for implementing Literacy for All. In so doing, attention should be paid to ensuring that the initial period of the Decade isdevoted to the creation of comprehensive and reliable databases on literacy.41
Page 2 and 3: ContributorsDescription and Analysi
Page 4 and 5: Literacy Trends in PakistanUNESCO O
Page 6 and 7: Part I - An Analysis of Literacy Tr
Page 8 and 9: Part II Statistical Tables (Based o
Page 10 and 11: an education that includes learning
Page 12 and 13: district. This information on liter
Page 14 and 15: In the present day context, when pa
Page 16 and 17: 7. FUNCTIONAL LITERACYThe definitio
Page 18 and 19: Middle Level (Level II)A) TARGET GR
Page 20 and 21: Table - 3Comparison of Pakistan wit
Page 22 and 23: Previous attempts made for the enha
Page 24 and 25: 11. CURRENT LITERACY SITUATION IN P
Page 26 and 27: Graph No. 1Growth of Literacy Rate
Page 28 and 29: Table 7 below indicates the highest
Page 30 and 31: Table 8Literacy Growth Rate Trends
Page 32 and 33: District has progressed from a very
Page 34 and 35: Table 11Districts in Various Litera
Page 36 and 37: 13.2 Public Expenditure on Primary
Page 38 and 39: lowest female literacy rate in Paki
Page 40 and 41: All this suggests that a considerab
Page 42 and 43: Graph No.4LITERACY RATE DIRECTLY EF
Page 44 and 45: 16. LITERACY AND NATIONAL PLAN OF A
Page 46 and 47: 17.1 Why has it been established?Th
Page 50 and 51: 17.5 Resource MobilizationThe Liter
Page 52 and 53: PART - IIStatistical Tables(Based o
Page 57: Table IILiteracy Rates (10 Years &
Page 62: Growth RateYearsAll Areas Urban Rur
Page 66 and 67: N.W.F.P.1972 15.50 23.10 4.701981 1
Page 71 and 72: Table VLiteracy Rates (10 Years & a
Page 74 and 75: Table VI-ADistrict-wise Rate (10 Ye
Page 76 and 77: Province/DistrictBoth Male Female B
Page 82 and 83: All Areas Urban RuralProvince/Distr
Page 86 and 87: Table VI-DDistrict-wise Rate of Lit
Page 92 and 93: Table VI-BDistrict-wise Rate of Lit
Page 94 and 95: Province/DistrictHyderabadBadinThat
Page 96 and 97: Province/DistrictKarachi SouthKarac
Page 98 and 99:
All AreasUrbanRuralProvince/Distric
Page 100 and 101:
All Areas Urban RuralProvince/Distr
Page 102 and 103:
Page 105 and 106:
Table VII-CDistrict-wise Rate of Li
Page 107 and 108:
Page 109 and 110:
Table VII-BDistrict-wise Rate of Li
Page 111 and 112:
Page 113 and 114:
IlliterateLiterate Matric & above D
Page 115 and 116:
Illiterate Literate Matric & above
Page 117 and 118:
Table VIII-BLinkage between Literac
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Illiterate Literate Matric & above
Page 125 and 126:
Table VIII-DLinkage between Literac
Page 127 and 128:
Page 129 and 130:
Table IX-ADistrict-wise Participati
Page 131 and 132:
Province/District/ Population Schoo
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Table IX-DDistrict-wise i i Partici
Page 139 and 140:
Table X-CDistrict-wise Participatio
Page 141 and 142:
Province/District/ All Areas Urban
Page 143 and 144:
Page 145 and 146:
Table X-DDistrict-wise Participatio
Page 147 and 148:
ProvincelDistrictl All Areas Urban
Page 149 and 150:
Page 151 and 152:
ProvincelDistrictl All Areas Urban
Page 153 and 154:
BIBLIOGRAPHYAdam Curle. Planning fo
Page 155:
Formulae used for Calculating the G
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