2012 Cambridge Business & Economics Conference ISBN : 9780974211428 Towards Dreaming Literate Punjab (A Study of ALCs & NFBE Schools) By Muhammad A Quddus* Mazhar-Ul –Haq Baluch** Abstract Literacy & Non Formal Basic Education Department, Government of the Punjab launched a development project titled “Literate Punjab Programme” during 2005-06 to 2010-11. The revised cost of the project was Rs. 1754.130 million. The objective of the project was to make literate children of age 5-14 years through NFBE schools and older persons of age group 15-35 years through Adult Literacy Centres (ALC s).The results of both the institutions (ALCs & NFBE schools ) were quite encouraging since 37.4 percent of NFBEs enrolled 36 -40 students and 62.6 percent of ALCs were found with 25 and above enrolled students. Despite certain obvious and identified limitations both these institutions proved not only a good tool to provide opportunity for completion of the primary education cycle for the rural un-resourceful population but also were assisting to reduce educated unemployment. The environmental position considering qualification of the school staff was completely good relative to general primary schools despite teachers’ identified dissatisfaction regarding determined remuneration. This was on the one hand a good indication that properly quailed personals were hired for ALCs, but on other hand it reflected unemployment of educated youth, since even highly qualified young were out of job and they were to accept teaching of ALCs or NFBE schools for the time being. Consequently, the expected dream of educated Punjab cannot be achieved in reality without certain concrete effective measures to remove at least the problems which can be tackled at administration level with the help of the concerned sponsoring agency Introduction Education is universally accepted instrument in enhancing human beings comprehension, leading individuals towards better thinking by broadening their vision’s horizons and making their participation essential in national policies decisions. National literacy status is determined considering individual’s education capacity collectively to reach a specific nation. Overarching role played by the education has cross – cutting impact on all aspects of human life. Considering education an indispensible mean for effective participation in the society and in economies of 21 st century, we became the signatory of the, “World Declaration of Education for All,” which took place at June 27-28, 2012 Cambridge, UK 1
55
Embed
Towards Dreaming Literate Punjab - Business A Quddus, … · Web viewexperienced in four districts (Khanewal, Khushab, Mandi Baha-ud-din and Dera Ghazi Khan). The objective of the
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Towards Dreaming Literate Punjab(A Study of ALCs & NFBE Schools)
ByMuhammad A Quddus*
Mazhar-Ul –Haq Baluch**
AbstractLiteracy & Non Formal Basic Education Department, Government of the Punjab launched a development project titled “Literate Punjab Programme” during 2005-06 to 2010-11. The revised cost of the project was Rs. 1754.130 million. The objective of the project was to make literate children of age 5-14 years through NFBE schools and older persons of age group 15-35 years through Adult Literacy Centres (ALC s).The results of both the institutions (ALCs & NFBE schools ) were quite encouraging since 37.4 percent of NFBEs enrolled 36 -40 students and 62.6 percent of ALCs were found with 25 and above enrolled students. Despite certain obvious and identified limitations both these institutions proved not only a good tool to provide opportunity for completion of the primary education cycle for the rural un-resourceful population but also were assisting to reduce educated unemployment. The environmental position considering qualification of the school staff was completely good relative to general primary schools despite teachers’ identified dissatisfaction regarding determined remuneration. This was on the one hand a good indication that properly quailed personals were hired for ALCs, but on other hand it reflected unemployment of educated youth, since even highly qualified young were out of job and they were to accept teaching of ALCs or NFBE schools for the time being. Consequently, the expected dream of educated Punjab cannot be achieved in reality without certain concrete effective measures to remove at least the problems which can be tackled at administration level with the help of the concerned sponsoring agency
Introduction
Education is universally accepted instrument in enhancing human beings comprehension, leading
individuals towards better thinking by broadening their vision’s horizons and making their participation
essential in national policies decisions. National literacy status is determined considering individual’s
education capacity collectively to reach a specific nation. Overarching role played by the education has
cross – cutting impact on all aspects of human life. Considering education an indispensible mean for
effective participation in the society and in economies of 21 st century, we became the signatory of the,
“World Declaration of Education for All,” which took place at the, Conference on ‘Education for All’
at Jomtien, Thailand in March, 1990. This was subsequently reaffirmed in the World Education Forum at
Dakar, Senegal in 2000. Pakistan is also committed to the Millennium Development Goals according to
which by the year of 2015 children everywhere boys and girls alike will be able complete a full course of
primary schooling.
* Director, Punjab Economic Research Institute, Planning &Development Department, Government of the Punjab Lahore- Pakistan** Senior Research Fellow, Lahore School of Education, Main Campus Burke Road, Lahore-Pakistan.
June 27-28, 2012Cambridge, UK 1
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
According to Multiple Indicator Cluster Survey (2007-08) conducted by Bureau of Statistic,
Government of the Punjab, about 59 percent of the population of the Punjab (10 years and
above) is literate. Therefore, there are a huge number of persons, who can be categorized as
illiterates. The problem of dropout at primary level also persists in the province. According to
above referred MICS survey, the net enrolment ratio was 53 percent. Thus, there are a large
number of adult illiterates as well as young children who create a demand for a non-formal
education system through which they can complete primary education. Consequently, Literacy &
Non Formal Basic Education Department, Government of the Punjab launched a development
project titled “Literate Punjab Programme” during 2005 i.e. 2005-06 to 2010-11. The revised
cost of the project was Rs. 1754.130 million. The objective of the project was to make literate
children of age 5-14 years through Non Formal Basic Education (NFBE) schools and older
persons of age group 15-35 years though Adult Literacy Centers (ALCs). The project provided
for establishing 200 NFBE schools and 200 ALCs in each of 31 districts (excluding Khanewal,
Khushab, Mandi Bahu Din and Dera Gazi Khan where a separate project of 100 percent literacy
is already under implementation). 200 NFBE schools and 200 ALCs have been established in 10
selected Union Councils of each district having low literacy rate. So 12,400 Teachers (Fresh
Matriculates, Ex-Servicemen, and Retired Teachers etc.) were trained in teaching methodology
of Non-formal Education Sector under the project. The children of age group 5-14 years are
being provided 40 months’ schooling in NFBE schools culminating at the Class-V level and the
curriculum are the same as in the formal education. However, the illiterates of age 15-35 years
undergo six months crash literacy course and the curriculum comprises basic numeracy and
reading/writing skills. This was possibly one of the effective measures, implemented by the
public sector to fulfill the dream of making Punjab the literate state by having steps already being
June 27-28, 2012Cambridge, UK 2
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
experienced in four districts (Khanewal, Khushab, Mandi Baha-ud-din and Dera Ghazi Khan).
The objective of the project was to make literate children of age 5-14 years through NFBE
schools and older persons of age group 15-35 years through Adult Literacy Centres (ALCs). To
assess performance of the implemented measures twelve (12) districts of Punjab were selected
randomly i.e., four (4) districts chosen in each of the Northern, Southern and Central zone.
The total sample size for the study was 2100 respondents comprising 166 NFBE/ALC teachers,
1490 students, i.e., 742 from NFBE and 748 from ALCs, 168 parents, 8 Executive District
Though the ALCs and NFBE schools proved successful in bringing the children within the
institutional premises by motivating the parents through local VECs members, yet there was a
big gap to make the Punjab a literate province. There was a need to explore measures or steps
towards ensuring 100 percent enrollment of school going age children at primary level
educational institutions. In Punjab a cash incentive has been introduced to keep female students
within school premises during school hours, and that step has been proved successful. This
indicates that this measure i.e., cash incentive can be made tool to bring all the school going age
children specifically belonging to poor families to informal schools.
Strategies for Selection of VECs Members
VECs role is critical for motivating the parents and rendering of other relevant activities with
coordination of the other institutional personals engaged for successful implementation of the
educational activities through informal institutions. Consequently, the VECs would prove helpful
in this context whose members would have interest in community development activities. The
person already involved in organization formally or informally at village level such as Chairman
Zakat and Usher Committee and Lumberdar etc. would not show any interest for rendering any
type of responsibility concerning development activities. So, it is suggested that the VECs should
be oriented with monetary incentives. Consequently, the funds allocated to NGOs might be
June 27-28, 2012Cambridge, UK 23
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
converted to monetary incentives for VECs members. In this way, the member might be made
responsible for proper implementation of various activities of some development project.
Literature Cited
Government of the Punjab (2005) Literate Punjab Programme, Literacy, Non-Formal Basic Education Department, Lahore, Pakistan
Government of the Punjab (2008), Multiple Indicator Cluster Survey (MICS), Punjab 2007-08, Planning & Development Department, Bureau of Statistics, Lahore, Pakistan.
Quddus. M. A. at al (2011)”Mid-Term Evaluation of Literacy Programme in Punjab”. Punjab Economic Research Institute (PERI) 48-Civic Centre, Johar Town, Lahore, Publication # 404.
June 27-28, 2012Cambridge, UK 24
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Tables
June 27-28, 2012Cambridge, UK 25
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Table-1:- Enrollment and Attendance Pattern at NFBE schools
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Table -4: Proportion of Teachers Obtained Training from ALCs and NFBE Schools
Items ALCs No. Percent
NFBE SchoolsNo. Percent
Proportion of Teacher Obtained Training Obtained Training 64 78.0 69 82.1Didn’t Obtain Training 18 22.0 15 17.9Overall 82 100 84 100.0Duration of Training Days 3 15Numbers of Days Attended Total days 57 89.1 55 79.7 Other 7 10.9 14 20.3
Satisfaction Level of Teachers about Duration of Training- Satisfied 62 96.9 67 97.1- Not Satisfied 2 3.1 2 2.9Satisfaction of Teachers about Contents of Training- Satisfied 64 100.0 69 100.0- Not Satisfied - -Satisfaction of Teachers about Competency of Trainers- Satisfied 60 93.8 67 97.1 - Not Satisfied - 2 2.9- Satisfied to some Extent 4 6.2 -
June 27-28, 2012Cambridge, UK 27
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Table-5: ALCs & NFBE Schools Teachers having Knowledge about Involvement of NGOs for the Improvement of the Introduced Education Activities
Items ALCs
No. Percent
NFBE SCHOOLSNo. Percent
Have Knowledge 9 11.0 14 16.7Don’t have Knowledge 73 89.0 70 83.7Overall 82 100.0 84 100If have Knowledge, then Satisfaction of Teachers about Role of NGO regardingMonitoring / Visiting of ALC Satisfied 4 44.4 8 57.1Not Satisfied 2 22.2 2 14.3Satisfied to Some Extent 3 33.3 4 28.6Mobilizing the Community- Satisfied 1 11.1 5 35.7- Not S Satisfied 5 55.6 7 50.0- Satisfied to some Extent 3 33.3 2 14.3Providing Expert Services for Skills Enhancement- Satisfied 4 44.4 7 50.0- Not Satisfied 5 55.6 6 42.9- Satisfied to some Extent - 1 7.1Providing Advice and Technical Guidance- Satisfied 4 44.4 7 50.0- Not Satisfied 4 44.4 5 35.7- Satisfied to some Extent 1 11.1 2 14.3
June 27-28, 2012Cambridge, UK 28
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Table-6: ALCs & NFBE School Teachers having Knowledge about Existence of Village Education Committee (VEC) and Their Role
Items ALCSNo. Percent
NFBE Schools No. Percent
Have Knowledge about Existence of VEC 64 78.0 69 82.1Don’t have Knowledge 18 22.0 15 17.9Overall 82 100.0 84 100.0If have Knowledge, then Satisfaction of Teachers about Role of VECs regarding:Opening of the School- Satisfied 48 75.0 50 72.5- Not Satisfied 10 15.6 11 15.9- Satisfied to some Extent 6 9.4 8 11.6Selection of Teacher- Satisfied 46 71.9 49 71.0- Not Satisfied 10 15.6 13 18.8- Satisfied to some Extent 8 12.5 7 10.2Selection of ALC’s Site- Satisfied 44 68.8 50 72.5- Not Satisfied 11 17.2 8 11.6- Satisfied to some Extent 9 14.1 11 15.9Motivating Learners / Parents to Join the ALC- Satisfied 46 71.9 46 66.7- Not Satisfied 8 12.5 11 15.9- Satisfied to some Extent 10 15.6 12 17.4
June 27-28, 2012Cambridge, UK 29
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Table -7: Provision Status of Literacy Material in Case of ALCs
Table-10: Timeliness in Getting Monthly Remuneration Reported by Teachers of ALCs & NFBE Schools
Monthly Remuneration ALCs NFBE Schools
On Time 6(7.3)
4(4.8)
Not on Time 68(82.9)
68(81.0)
Some Time on Time 8(9.8)
12(14.3)
Overall 82(100)
84(100)
If not getting on time, then duration of delay (Days)
5 days -
30 Days - 1(1.3)
45 Days 1(1.3)
1(1.3)
60Days 34 (43.6)
34(42.5)
>60 days 43(55.1)
44(55.0)
Overall 82(100.0)
80(100.0)
Note: Figures in parenthesis indicate percentage
June 27-28, 2012Cambridge, UK 32
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Table -11: Different Problems Encountered by Teachers of ALCs & NFBE schools Teachers during Implementation Process.
Problems ALCs
Number PercentNFBE Schools
Number PercentNon-Availability of Books 4 4.9 47 56.0Non-Availability of Furniture 25 30.5 48 57.1Non-Availability of Stationery 27 32.9 62 73.8No Summer Vacations 3 3.7 68 81.0Low Monthly Remuneration 70 85.4 82 97.6Delay in Monthly Remuneration 76 92.7 80 95.2Lack of Commitment of Students 5 6.1 1 1.2Need/Awareness of Literacy 1 1.2 18 21.4Timing of ALC is long for Adults Learners 5 6.1 -No Proper Place for Learners - 2 2.4
Table-12:- Institutional Personals Involved in Implementation of Educational Activities their Role and Performance
Items/ personals LMs DLOs EDO -L VECsSample Size Sex (%)
2012 Cambridge Business & Economics Conference ISBN : 9780974211428
Table-13:-Problems Reported by Institutional Personals during Implementation Process of the Development Activities
Problems LMs DLOsPersonals EDO
LiteracyECs (%)
Less monthly Remuneration 100.0 100.0 100.0 63.2No job Security 46.2 10.0 37.5 -Watch area under jurisdiction 26.9 80.0 75.0 -Lac of Medical Facilities 3.8 10.0 -In- Sufficient Budget 34.6 - 37.5 -Late Release of Budget - 80.0 -Non availability of vehicles - 100.0 50.0 -Lac of Transport Facility for Books and Other Literacy Material