NGOs Role in Education
Content
NGO's Role in Education: 50 Years Years of Pakistan
By Fayyaz Baqir Local Heritage of Communit !ork in Education
The areas that now constitute Pakistan had in place a very sound and firm tradition of providing education on the basis of self-help by beneficiary communities a little more than a hundred years ago. This self-help system provided universal literacy to males and females in most of urban and rural settlements through a very elaborate management structure of traditional rural communities which whi ch has been called called !i !illage llage "orporation "orporation or !i !ill llage age #epubli #epublic c by man many y modern modern social social scientists. The nature$ level and outreach of this education was partly described by %.&. 'eitner$ (irector (ir ector of Public Public )nstruction )nstruction in Pun*ab Pun*ab in his #eport on indige indigenous nous +ducation in Pun* Pun*ab ab submitt subm itted ed to %overnme %overnment nt of ,Britis ,British h )ndia )ndia and publis published hed in //0. This This system system of univers universal al literacy based on the concepts of voluntary work and self-help was not known as 1%2 work and was much larg larger er in scale scale compar compared ed to presen presentt 1%2 in init itia iati tives ves but was built built on the sa same me conceptual foundations on which educational activities activities have been successfull successfully y undertaken among low-income communities by 1%2s during the past few decades. There were eight different types of schools and standard of education e ducation and pedagogical methods used in these schools were so high that they were imported in +ngland in the earlier part of the nineteenth century. These schools includ inc luded ed Pathshal Pathshalaa schools$ schools$ "hatshal "hatshalaa schools$ schools$ %urmukhi %urmukhi schools$ schools$ 3anskrit 3anskrit schools$ schools$ 4r 4rabi abicc schools$ Persian schools$ 5uran schools and special schools for merchant class. (escribing educational work in pun*ab 'eitner stated that By /67-66 there were 0/$/89 villages and at least as many schools in Pun*ab. )n towns$ (elhi had 089 schools$ 4mritsar 7: schools$and 3ialkot :/.. ,'eitner$ //0$ pp.7. #ate of literacy literacy was so high high that referring referring to /60 3ettlement #eport 'eitner mentioned mentioned that )n the the backward district district of ;ushiarpur ;ushiarpur there was school for every 9.<6 males , )bid$ pp.0. +ducation was considered basic moral responsibility of every educated individual and in the words of 'eitner ) am not acquainted with any 1ative$ ;indu$ =ohammadan$ or 3ikh$ who$ if at all proficient in any branch of indigenous learning or service serv ice$$ does not consider consider it to be a proud duty to teach others. ,)bi ,)bid$ d$ pp.9 "ontinuin "ontinuing g his statement he says +ven among those educated natives who have not thrown aside social or religi religious ous restraint restraints$ s$ ) have known men devoting devoting half half of their their slender slender incomes incomes to mainta maintaini ining ng schools or pupils at them ,)bid$ pp.9. This voluntary spirit was integrally linked with a sound financial management system established by various communities as well as farming community in general. 4 brief description of this community based system for providing education is given below.. below
"elf#$el% sstem of management of sc$ools
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)n ;indu communities people living together in a settlement constituted an organized body$ and various functionaries who met important needs of this community en*oyed rights over the soil. These functionaries functionaries included included the headmaster$ headmaster$ accountant$ acco untant$ police officer officer$$ the priest$ the school master$ the astrologer$ the smith$ the carpenter$ the barber$ the potter$ the leather worker$ as well as other non farming special specialists ists and and tradesmen. (ue to their recognized rights over the land the received a share from the crop at the time of harvest. This provided a sustainable sustainable arrangement for the community to receive various professional services that it needed. "onsequently one could not see a single single child child in any ;indu vill villageage- e>cept for the children of outcast famil familiesies- who was not able to read$ to write and write. ,)bid ,)bid pp/. 4mong the 3ikh communities financial management of 3ikh schools depended on five different sources i 4llocation of land for schools$ ii "ontribution of 3ikh fraternity for the cause of education of 3ikh children$ iii +ndowment of (haramsalas to which %urmukhi schools were attached iv Presents of students or their parents to the teachers ,)bid$ pp:6 and v Fees given by parents in cash or kind for their children?s children?s education. These fees were preferentiall preferentially y given to (harams (har amsala ala or (ehra (ehra rather rather than Bhai ,school ,school teacher teacher in person person as a sign sign of respect respect to the teacher. =uslim communities established and supported Persian and 5uran schools. These schools were generally generall y held held in or *ust outside the mosque$ and most of the times a teacher was attached to these schools. 5uran schools e>isted in almost every mosque in Pun*ab as well as in private houses. Persian schools were open to students from other religions and were largely attended by ;indus who in the words of 'eitner were more attracted by the persian language than repelled by the =ohammadan religion , )bid pp.69$ <9. =ale members of every religious and professional community used to teach female members of the family at home which led to universal literacy among males and females in Pun*ab. There are fragmented evidences of e>istence of similar systems in areas outside Pun*ab also. "uccess and demise of traditional education sstem
Provisio Provis ion n of unive univers rsal al liter literacy acy through through commu communi nity ty parti partici cipat patio ion n depend depended ed on three three core components of traditional model@ i 3election and provision of site for school and financial support of the teacher by local community. ii Permanent arrangement for financial support of local teachers through a variety of means including allotment of plots for school$ presents and gifts gif ts to school school teachers$ teachers$ creation of endowment endowmentss for education and provi provisio sion n of share share in the vi vill llage age crop. iii iii Teachi Teaching ng others as a basic basic moral moral responsi responsibi bili lity ty of every every educated educated person. person. 3uccessful$$ sustainable and community 3uccessful community oriented models of education in low income communities communities of contemporary Pakistan depend e>actly on the same three elements. The gap caused by the discont dis continu inuity ity of the traditio traditional nal system system was anticip anticipated ated by 'eitner 'eitner and he had warned warned that if communi comm unity ty based system system of education education is demolis demolished hed under the prete>t prete>t of moderniz modernizatio ation n of education literacy will be wiped out from Pun*ab. 'eitner?s prediction prophetically came true. )t is interesting to have a cursory look at the reasons which led 'eitner 'eitner to arrive at this conclusion conclusion true. 4t the time of British anne>ation of Pun*ab village cess collected from each village was used to cover the salary of three village functionariesA 'umberdar$ "howkidar and 3chool Teacher. British administration in Pun*ab decided to continue the salaries of lumberdars and chowkidarsPage 2 of
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which are paid by the government to this very day- and discontinued the salary of local school teachers diverting the funds to selected government schools in urban areas for providing modern education. That was it. 4s the source of supporting local school teacher with local resources was blocked community community based education system fell fell apart. 3chools 3cho ols run by religious religious communities communities with their own resources were gradually g radually closed down due to lack of further demand by government government for people trained in indigenous indigenous schools as well as arm twisting twisting tactics used by the government functionaries. (uring the period between /6s and independence from British #a* leaders of various communities concentrated their efforts for creating institutions of higher learning to train middle midd le and upper strata of population. NGO's !ork !ork for Education after &nde%endence 4t the time time of creati creation on of Pakis Pakistan tan in 978$ 978$ privat privatee sector sector had a ma*o ma*orr share share in provid providin ing g education through schools at various levels. These private schools were run both by societies motivated by the cause of promoting education as well as individuals making their living through education and teaching. 1o detailed figures about the share of private owners and societies are avail ava ilab able le but breakd breakdown own betwee between n the govern governme ment nt and privat privatee sector sector is known. known. &here &hereas as government owned 7C of primary schools$ private sector owned 7:C of these schools. The figures for ownership of middle and high schools were :C and 9C for government and 78C and /: C for private sector respectively. respectively. #est of the schools i.e. 6:C primary primary schools$ 6C of middle schools and /C of high schools were run by the local bodies. 3ince government government was not able to meet most of the educational needs of population with its give given n resour res ources ces$$ privat privatee sector sector contin continued ued to play play an impor importan tantt role role in provi providi ding ng educat educatio ion. n. 2ne important change that took place was greater role of private sector in providing education at higher level and increased involvement of government in primary and middle level education. "onsequently government owned 9:C of primary schools and //C of middle schools and private sect sector or opera operate ted d 7C high high sc schoo hools ls an and d 6C co coll lleg eges es.. The The ro role le of lo loca call bo bodi dies es de decl clin ined ed significantly during this period and share of educational institutions managed by them came down to less than C in the case of primary and middle schools and colleges and 0<C in the case of high schools. (ue to nationalization of educational institutions in 980 role of private sector and 1%2s for provision provision of education was briefly briefly interrupted but it resumed its functioning functioning in 989 with the result that by 99 6 educational institutions were being run by non-government enterprises and organizations to provide education from primary to Dniversity level ,5aisrani$ 9/9. (ue to lack of availability of any reliable research and documentation regarding the role of non governmen govern mentt enterpri enterprises ses and organiz organizatio ations ns it is not possibl possiblee to draw a detailed detailed map of 1%2 involvement in education between 978 and 99. 3ome insights based on qualitative studies present the following following picture picture of 1%2 schools@ i =a*ority of schools run by 1%2s are located in urban areas and less than 6C of these schools are owned by 1%2s ii 4 large number of teachers in these schools is untrained and they work way below the salary of government school teachers with longer hours of work. iii 3tudent teacher ration in these schools is mostly between @0 to @7 which is much better than student teacher ratio in most of the government schools iv =inimum =ini mum fee fee charged in these schools is #s.6 which shows communit community y capacity to avail fee fee Page 3 of
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based services services at reasonable prices. (etailed information information based on current activities activities of 1%2 managed schools is given below. PRE"EN "(GE O) NGO !OR* &N E+,C(&ON E+,C(&ON(L -YH"
The succes successs of 1%2 work work in educati education on is based based on re* re*ect ectin ing g some some commo common n myth mythss about about education and e>ploding these myths through community level work. )t is therefore paramount that these myths be e>amined and e>posed before the role of 1%2s in the education sector is considered. 3ome of these myths about education are given below. ./ Present education is sociall releant
The first myth circulating in our society is that education is necessary because it is useful or socially relevant. 3ince the ma*ority of people in our country are illiterate$ many can?t comment on the benefits of education. Those who are literate are faced with high rates of unemployment. This phenomenon of low literacy literacy rates and a high rate of unemployme unemployment nt e>ist simultaneously simultaneously if our ou r education system is producing people not prepared for fulfilling societal needs. Persistence of this myth has precluded any ma*or effort for bringing about any basic changes in our education system. This attitude about education is strengthened by other common myths also. The reason we are having so much difficulty in making a transition from a predominantly oral culture to a written cultur cul turee is our misu misunde nderst rstand andin ing g of the basic basic flaws flaws of our educat education ion sy syste stem. m. 4naly 4nalysi siss of fundamental myths surrounding our education shows the relevance$ utility and effectiveness of 1%2s in meeting meeting the challenges challenges of a contemporary society. society. 1/ Education means formal sc$ooling
4nother common misconception is reducing education to the process of going through a formal schooling schoolin g system. This has deprived most of the initiati initiatives ves by government and non-governmental agencies of the fle fle>ib >ibil ility ity$$ adaptability and eff effective ectiveness ness of education offered offered through distant learning$ functional literacy programs as well as continuous and non-formal education. 4 lack of awareness of advantages of alternative education arrangements with curriculum based on the assessment assessm ent of specif specific ic needs of the target target student student populatio population$ n$ a short period for completing completing studies$ stud ies$ fle fle>i >ibl blee study hours and use of unconvent unconventiona ionall teaching teaching techniques techniques has blocked blocked the progress of basic and functi functional onal literacy literacy at the grass roots level. level. 2/ $e Goernment is res%onsi3le for mass education
4nother myth which has paralyzed the popular will for accomplishing a high rate of literacy is the belief beli ef that the %overnment is basical basically ly responsible responsible for and capable of promoting universal universal literacy literacy.. This view is also held because most of us are not aware of the e>istence of short term adult literacy programs$ economically affordable home schools in low income areas$ and the role of literacy as a powerful tool for community development and community level costs and benefits of basic and and functional literacy literacy.. The involv involvement ement of 1%2s in in all aspects of education from setting up home schools in low income areas to establishing internationally reputed universities of =edical Page 4 of
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and =anagerial 3ciences 3ciences has clearly clearly demonstrated demonstrated that total dependence on the government is not the only choice available to us. 4/ $ere is a lack of resources for education
4lthough Pakistan 4lthough Pakistan ranks ranks amongst amongst the countries countries devoting the sm smal alles lestt share share of resources resources for education$ it is important to note that a lack of financial resources is not the basic cause of the high rate of illiteracy here. (uring most of the Pakistan?s +conomic Plan period we have not spent more than 6 percent of the resources allocated for primary education. 2nly during an / year interval between 98-8/ were up to 97 percent of resources allocated for primary education actually spent. ,3ee Table . 4 critical review of available financial and physical resources shows that it is not the availability but proper utilization utilization of resources which constitutes the basic problem in spreading mass education in Pakistan. 4lthough there are around 7<$/97 villages in Pakistan the number of mosque schools ,06$0 alone can cover a sizable portion of the population and following the home school and community centre models can substantially add to the e>isting capacity of the schooling system ,3iddiqui$ 99@ :0. a3le a 3le . Plan (llocation (llocation and a nd E%enditure on Primar Education
Plan
966-< 9<-<6 9<6-8 98-8/ 98/-/: 9/:-//
4llocation for Primary +ducation ,=illion #s. 6.7 8/. </.6 78:.9 98-8/ 8.
4ctual +>penditure
Dtilization
,=illion #s. 0.0 9. 06. 777. 7:. :6::.
,Percentage 7. 07. :<.6 97. 7<.: 6.6
3ource@ 3iddiqui$ 99@ 07
5/ Education can 3e s%read 6it$out communit %artici%ation
The reason that a very small portion of population has access to basic literacy ,despite$ inter alia$ the availability of physical resources$ educated and available teachers$ and the demonstrated financial viability of home based schools is that there is a lack of community participation. The myth that education can be spread without community participation participation is significan significantt as has been demonstrated by the e>periences of many of the developed economies. "ommunity participation is important for two fundamental reasons. Page 5 of
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Firstly$$ community Firstly community participation introduces the elements elements of relevance relevance and accountability accountability to our education system. This makes education meaningful and interesting for students$ helps to lower the dropout rate and improves improves the quality of education. education. 3econdly$ community run home schools$ mosque schools or other similar models would check the leakage of resources and provide a low cost alternative to the traditional government run primary schools. ,3ee Table 0 Further the establishment of home schools requires a tiny fraction of the total resources required compared to the traditional alternative and strengthens community control over education and its initiative for undertaking other development activities. This is another fact which needs to be brought to the public?s attention$ thereby strengthening the 1%2?s initiative for mass literacy.
7/Education can 3e s%read 3 increasing t$e num3er of sc$ools
The final and perhaps most powerful myth which needs to be e>plored is that there is only one viable form of education and form of pedagogy. 3preading education to many simply means increasing the number of schools rather than improving pedagogical techniques to made education more useful and attractive for students. 4 detailed review of an alternative system is given below. Ne6 ision of education
. There There e>ists e>ists two diverg divergent ent views on educationA educationA participat participatory ory or authoritar authoritarian ian.. The spread of literacy and its impact on socio-economic development depend on which view of education one accepts and upholds. (oes one consider education a mere means of control or the realization of freedom and latent creative energies of the studentsE 4ccording to the participatory or active learning princi pri nciple ple$$ learni learning ng can be facil facilita itated ted by creating creating sit situatio uations ns and undertaki undertaking ng acti activit vities ies in which which individuals acquire knowledge by working on the solutions themselves. ;ere$ the teacher only directs the students toward the solution by asking specific questions or posing problems 3tudents are active in describing$ analyzing$ suggesting$ deciding and planning. a3le 1 $e cost of esta3lis$ing and running different t%es of sc$ools 8&n Rs 9
3chool Types )tems@ 3tart-upHBuilding TeacherIs 3alary 1o. of Teachers Teachers needed +nrollment "apacity
Ten #oom 3chool $6$
Two #oom 3chool 06$◊
=osque 3chool 86$◊
;ome 3choolG :$
$6J
$6J 0
:
6
7
Dnder
Dnder
6
◊
=inistry of +ducation$ 9/9$ pp.:
G
Field 3urvey
1ational +ducation "onsultants$ 99 pp.7/
4shraf$ 99$ pp.96
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1/ &n traditional education aut$oritarian model$ the teacher is seen as possessing all the essential information$ and the pupils are seen as empty vessels to be filled in with knowledge ,;ope$ pp 9 Dnderr active Dnde active learni learning$ ng$ education education is consider considered ed as a process process of location location and reconstruction reconstruction of e>perience. 4 teacher?s *ob$ instead of indoctrinating the students$ is to help students learn through asking appropriate questions and posing problems and build their capability to solve problems instead of blindly following instructions. This type of education whether for children or adults serves as an
entry point for social change instead of being limited to a set of uninteresting rituals. )t works like magic. 4mong the 1%2s contacted by T!2 only Teachers? #esource "enter ,T#"$ The Book %roup ,TB%$ and 4urat =uaven 4urat ,4=4 are practicing the participatory approach other 1%2s are not even even aware aware that that this this iiss a pedagogi pedagogical cal iss issue ue at all all.. )n governme government nt run run insti instituti tutions ons even even if certain individuals have this awareness they are unable to do anything about it. The effectiveness of participatory learning is confirmed by the observation that there is a tremendous gap in the level of achievement of a ma*ority of children in learning spoken and written language. The reason for this is simple$ the elements of free e>pression$ encouragement$ free choice of sub*ect of matter and the immediate connection of the sub*ect of conversation in learning a spoken language are conspicuo consp icuousl usly y mi miss ssin ing g when a child child learns learns the written written languag language. e. 4 complete complete reversal reversal of the pedagogica pedagog icall method method in teaching teaching written written languag languagee and other sub*ec sub*ects ts leads leads to lower lower rate of partici part icipati pation on and and learn learning ing among among chil childre dren n as well well as adults adults ,=ustafa ,=ustafa n.p.. n.p.. 2/$e teac$er student relations$i%
The dominant approach to education also determines the teaching methods and pattern of student teacher relationship which strengthens the common lack of interest and apathy toward education This practice$ instead of selecting appropriate ideas and tools for generating productive dialogue between betw een teachers teachers and students$ students$ reduces reduces education education to the Pavlovi Pavlovian an practice practice of using using fear fear as a conditioning device for evoking desired response from students. +ducation therefore becomes a means of institutionalizing dependence rather than an instrument of social change. This becomes a ma*or block in the way of promoting mass literacy. 4mnesty )nternational is working toward educating teachers and students on human rights in schools at present. "oordination of this work with other efforts to design new reading materials and training programs for teachers can produce valu valuabl ablee result results. s. 4/eac$ers' training
Teacher?s training is the weakest link in the chain of our education system. Training on sub*ect as well as teacher-student communication is weak and irrelevant and does not provide any back up facility to the teachers when they start functioning in the schools. The T#" has started providing meaningful training to school teachers in Karachi but it is serving a very narrow urban base$ does not provide training in the field$ and has not institutionalized any continuous training programme. TB% is also providing teachers? training especially for the use of reading materials created by them. They are interested in having a wide outreach and should be supported in building their training programme. Page 7 of
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Field based training at the district level in Pun*ab would be the strong point of 4li )nstitute of +ducation ,4)+. Teachers training centres -Beaconhouse #esource "enter ,B#"L and Karachi %rammar 3chool 3taff (evelopment "enter ,K%3(" have recently been set up by the Karachi %rammar 3chool and Beaconhouse 3chool system also. 3pecialized training for teaching +nglish language is provided by +nglish 'anguage #esource Dnit ,+'#D$ #enewal and )mprovement of 3choolss ,#)3+$ 3chool ,#)3+$ 3ociety 3ociety of Pakistan Pakistan +nglish +nglish 'anguage and Teacher Teacherss ,3P+'T ,3P+'T and Pakistan Pakistan 4merican "ultural "enter ,P4"". There is no programme offering continuous follow- up of initial training given and providing interactive training for helping teachers in solving problems arising from every day teaching activities. Training for teachers of adult literacy classes is provided by 4dult Basic +ducat +du catio ion n 3ociet 3ociety y ,4B+3 ,4B+3 and 'ocal 'ocal %overn %overnme ment nt Tr Trai aini ning ng )n )nst stit itute ute ,'%T) ,'%T).. There There is no professi profe ssional onal trainin training g avail availabl ablee for teachers teachers of working working childr children? en?ss schools. schools. "omponent "omponentss of a vit vital al training programme are scattered at different locations. 4 better awareness on part of the users and the training of trainers through a combined programme could help to meet training needs efficiently. (etails of general$ specialized and continuous training programs for school teachers run by 1%2s are given in Table : below.
a3le a 3le 2 %e %e and Ca%acit of teac$ers training 3 NGOs
Type of Training
)nstituti ution 2ffering
&orkshopH3eminar Field Based ;ome schools 4dult 'iteracy Field Based
T#" 4)+ Busti 4B+3$ '%T) )+(
Beneficiaries per year ,4vg 7 Planning 3tage $ 7
Total Beneficiari Ben eficiaries es /$79: 1.4. :7 0$ 9C teachers in 1orthern 4reas 4reas
3ource@ 1%2 (ocuments$ (o cuments$ personal "ontact
5/Education as an end or a means The social impact of education land especially adult literacy cannot be fully realized if its connection with the process of development is not understood. 4s an instrument of social change opening the communication horizon through literacy should move hand in hand with the opening up of creative energy in the form of social action for change. 'iteracy and education do not have a neutral social impact. They are acts that reveal social reality in order to transform it. ,;ope$ pp. <. Paulo Friere has offered an elaborate framework for using adult literacy as an entry point for social action for development. )t has been applied successfully by many community based organizations all over the world ,Freire$ pp/:.
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From Freire?s point of view literacy becomes an agent of change only if it is considered a means and not an end of the work in the communities. )n Pakistan most of the organizations involved in adult literacy do not link their literacy work with community development and thus lose a potential opportunity for building social institutions and initiating a process of sustainable development. 2nly one organization 4=4 of 3argodha has followed a combined strategy and established : literacy centers which have undertaken development activities based on self- reliance. 4B+3 and Family Planning 4ssociation of Pakistan ,FP4P have also shown interest now in e>perimenting with their method in selected selected areas. =ore coordination for this purpose needs to be encouraged. There is also a need to visit and evaluate the 4=4 programme and assist the trainers in documenting the lessons learnt from the : years e>periment in 3argodha. 7/ Contents and materials
=ost of the reading materials used in our primary schools and some of the adult literacy programs are made with complete disregard for the level of students? e>posure and interaction with reality. &hat little reading material is available$ is not systematically scrutinized for appropriate thought processes proces ses or interes interestt level level of childr children. en. The stories stories do not relate relate to childr children? en? world in any form. form. (ifficult ideologies are presented which are beyond a child?s capability level and have no relationship to the child?s thought process ,1ational Book "ouncil$ pp.7<. )n addition$ the T#" has also found that conventional conventional syllabi syllabi are poorly po orly related to everyday everyday worldHlocal environment environment of children$ children$ and there is an absence of integration between theoretical and practical course components ,T#"$ 9/9 pp.7. 4s pp.7. 4s a result$ result$ the the T#" T#" felt felt a need to@ •
encourage initiatives like the Book %roup where reading material is designed specifically to clarify concepts$ and teach skills through activity$ • pay attention attention to to social$ social$ emotiona emotionall aand nd scien scientif tific ic learni learning$ ng$ • help children as well as adults learn through problem solving iv develop modules as a means for holding dialogue$ and • make use of indigenous audio visuals. =aterials and activities should be designed to develop the child socially$ emotionally and physically and develop the child?s ability to communicate$ understand scientific and mathematical concepts and create through variety media , T#"$ 99 pp.8. present TB%$ &ide Fund 1ature ,&&Faand ,&&F T#"ofare producing produci ng such materi mat erials als..4t The same same only strategy needs nee&orld ds to be follow followed ed for for adult literacy.
1iralii Kita 1iral Kitabai bain n is is producin producing g liter literacy acy mater material ialss for adult adultss and di distr stribut ibuting ing it through through 4B+3 4B+3 and ;ealt ;ealth h +ducation +ducat ion and 4dult 4dult 'iteracy 'iteracy ,;+4' ,;+4'.. 4 new team in ;+4' is working working on im improv proving ing these materials at present. (etails of reading materials and regular publications of different 1%2s are given in the Table 7. a3le a 3le 4 Reading -aterials %roduced 3 NGOs
1ame of 1%2
Ty Type pe of
1ame of
1o. of titlesH
1o. of Page 9 of
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The Bo Book %r %roup T#"
&&F 1iralii Kitabai 1iral Kitabain n
4urat =uaven 4urat
Publication
Publication
serials
Books TeachersI %uides "hildren =g. "hild =g. +nv. +nv. +d. =g. 1ewsletter Book
Book series for school children Funline 4lif D*ala %ulistan
<
TeachersI +arly "hildhood +ducation ;andbook Panda "omics Functional 'iteracy Books$ 4M! "assttes =ual =ualli limm-ii4satiza
"omic Book Basic and and Functional 'iteracy Tea each cher ersI sI =anu =anual al
"opiesH title <$
6 $
8 0<
9$ +very title has many eds. in s $
3ource@ Brochures$ #eports and Personal "ontacts ;/ +uration of courses and class timings
&orking children of school going age$ farmers$ adult females and other people in similar situations are ready to come to school and attend classes if class schedules are decided keeping in view the economic and social demands on their time. 4B+3 has been running its adult literacy classes very successfully because it offers classes only during the < months 3lackN period for farmers between 2ctober and =arch. 3imilarly adult femaleIs class timings are ad*usted keeping in view their work schedule. 3ome home schools have handled the time constraint faced by their students by offering to complete 6 years work in : years by using traditional summer vacation time for reading purposes. Their school hours are also different and ad*usted in view of the special needs of the children from low income families. (istant and continuous education is offered by 4llama )qbal 2pen Dniversity ,4)2D and some other organizations it easy forspacing a very and largefrequency group of of people to *oin classes. )nnovative solutions regarding making length$ duration$ courses andliteracy classes offered can create opportunities of receiving education where none e>isted before. Table 6 gives a summary of some of the programs run by 1%2s on these lines. Time management needs to be used as an important tool for educational planning at all levels. a3le a 3le 5 +uration of Courses and class timings in different literac %rogrammes
1ame of 1%2 4B+3 ;3T&2 O";#
"ourse 2ffered 2ffered Basic 'it. Funct. 'it. Primary +d. Primary +d.
(uration < months < months : years : years
"lass Ti Time me 4ft. H +ve Fle>ible =orH +ve
'iteracy 'evel Basic +d. ;ealth etc Primary Primary Page 10 of
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2P(
Primary +d.
: years
Fle>ible
Primary
3ource@ 1%2 documents
</ Etracurric Etracurricular ular actiities
(ebates$ games$ trips to museums$ museums$ competitionsHcontests$ competitionsHcontests$ melas$ melas$ visit of e>hibitions$ e>hibitions$ and science science caravan display are being used now by organizations as diverse as 4n*uman Bara-e-Taleem ,4BT$ 3ociety for 4dvancement of +ducation ,34;+$ 4n*uman Behbood-e-=ehnat Kash 4tfal ,4=B4$ Oouth "ommission for ;uman #ights ,O";#$ and Pakistan 3cience Foundation. They have been used to provide working children a respite from the drudgery of work$ induce the involvement of parents paren ts and communi community ty in educationa educationall work$ sti stimu mulat latee int interes erestt in the study of scienc sciencee and use of logical thinking among students$ and introduce liveliness in otherwise regimented education system. 3omee school 3om school child childre ren n groups groups and 1%2s 1%2s ha have ve used used theate theater$ r$ puppet puppet shows$ shows$ sk skit itss an and d other other perform perf ormance ance art forms forms as a means of education education itself. itself. Prominent Prominent among among these are #osary #osary ;ospital$ ;ospital$ "hildren-to-"hildren ,"T" health education groups in "hitral and Baluchistan and numerous other little known missionary groups. 'atent possibilities e>isting in these art forms and e>tra curricular activities need to be used more systematically specially for encouraging reading habits ,see Table < for an overview of e>tra curricular activities employed by 1%2s for educational purposes. a3le 7 ,nconentional educational actiities
1ame of 1%2 4BT
4'BB3
+ducational 4ctivity 3cience =ela$ !isit =useum$ Planetarium$ +ssay "ontest ;obby "lubs
"T" P3F #; 34;+ T4F
Purpose
Target Beneficiary 3chool "hildren
Promote scientific thinking
4rea Pun*ab
same
'ahore
(rama %roup
;elp learn technology ;ealth +d.
same
=oving +>hibition Planetarium (rama %roup (rama %roup Bo> 'ibraries
Knowledge of nature$ science science ;ealth$ +nv 4wareness "ultural 'iteracy
same
Baluchistan$ "hitral Pakistan
"hild$Hcomm "hildHcomm "ommunity
%u*rat 'ahore Pakistan
3ourc e@ Personal visits$ Press reports 3ource@ repor ts means of education
P3F is not an 1%2 but is using unconventional unconven tional
4lif 'aila Book Bus 3ociety 4'BB3 has chosen to emphasize e>tracurricular activities as the basic thrust of its education programme. )n doing so it has formalized these activities$ brought into use their the ir educati educationa onall conten contentt and intro introduce duced d a fu funct nction ional al$$ in incom comee genera generati ting ng and sk skil illl build buildin ing g Page 11 of
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component into primary education which would make it more meaningful and relevant. "hildrenIs library established by them also falls in the same category and cultivate reading$ socializing and research rese arch habits habits among among littl littlee childr children. en. For encouragi encouraging ng reading reading habits habits among among adults adults The 4sia 4sia Foundation ,T4F distributed bo> libraries to 70 Dnion "ouncils. The collection of books and distribution of libraries were successfully completed but the programme ran into problems at the utilization stage. This was a very forceful initiative and its adaptation after small pilot e>periments is worth considering. considering. =/ )undamental relations$i%s
There is increasing awareness among 1%2s working for all types of literacy programs that the formation of parentIs committees and their involvement in monitoring the progress of students and educationa educat ionall instit institution utions$ s$ interact interaction ion with with the school school admin administ istrati ration on and particip participatio ation n in decisio decision n making and responsibility sharing is vital for the progress of literacy work at the community level. Their involvement in planning and implementation of educational activities introduces an element of accountability in the system. )n the district of Kohat community involvement in the administration of government run schools is also being e>perimented with. )nstitutionalization of such committees would provide a very firm basis for community involvement in education as well as development activities. .0/ -odels of education
4 variety of models with a lower cost component$ increased community participation and focus on low income and working children and adults are functioning at present. 4lthough materials and methods of teaching used here are old or have been imported from the formal sector and teachers here have little or no training yet these models offer the possibility of financial sustainability and replication on a large scale. ;ome schools for children in low income areas and male and female adult literacy centers in rural areas are run in teachers home. 4t present these schools are functioning in Baldia of Karachi$ 2rganization for Participatory (evelopment 2P( of %u*ranwala$ ;afizabad 'iteracy Promotion Programme ;'PP of ;afizabad$ 4B+3 of %u*ranwala and O";# of 'ahore. Table 8 gives the details of targets achieved by different 1%2s working for literacy. a3le ; Num3er of literac centres>$ome sc$ools run 3 NGOs and estimate of 3eneficiaries
1%2
Pro*ect 4rea 4rea
4B+3
%u*ranwala )slamabad Balochistan Thatta 3argodha Pakistan )slamabad
4B=4 4'3T 4=4 B''F B3
Target Target %roup 4 4 &" " 4 &" 4
1o. enrolled <$ :$< : 0$ :
Total no. educated :$// 0$6 1.4. 1.4. -
1o. of centres : 008 8 : 00 0: Page 12 of
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Busti FP4P %% ;+'P ;'PP ;3T&2 2P( P4#(J 3"F O";# O="4 Total
Karachi )slamabad )slamabad Pakistan Karachi ;afizabad Baldia %u*ranwala 1&FP Tharparkar 'ahore 4zam Basti 8
" 4 4 4 " 4 " " " 4 " 3" -
<$09< 0$ $09: 7 <$86 86< 086 $9< 08: < 0 7:$69
:/$ 1.4. 70$9/8 1.4. 1.4. 0$7<0J 6 1.4. 1.4. :6$68
:<0 7/ 96 69 : / : < 8 0: 0$:79
4Q4dultA "Q"hildrenA &"Q&orking "hildrenA 3"Q3treet "hildrn 1.4.Q1ot 4pplicab 4pplicable le 3ource@ 1%2 #eports$ Personal "ontact This includes students of literacy classes J each one teach one scheme J Figures are available only for the years 9/8-9
Factors that contributed to the origin and development development of home schools were@ i ii iii iv v
'imited re resourc urces of of Ka Katchi 4badis 3hortage of of regular schools Pro Problems of admission +>pensive education Dse of child childre ren n in in contri contribut butin ing g to to fami family ly incom incomee D1) D1)"+F "+F$$ pp. pp.:<. :<.
There are disagreements among professionals regarding the usefulness and sustainability of the home school model as well as quality of education provided by home schools. 4n alternative suggested is building build ing one room$ one teacher teacher schools schools with with a view view to turn them int into o formal formal schools schools through through increm inc rementa entall developm development ent and make make them a part of the mains mainstre tream. am. This argument argument may may prove superior to the idea of home schools in in the long run. )t is important important to remember remember here that one room$ one teacher schools and schools functioning in a teachers? house should not be confused with home school unless they plan to stay in the informal sector for ever. The &&F has been producing comic books on the environment for children. FP4P and some other groups have used puppet shows for community education on special issues. 4B+3 is planning the use of newspapers for continuous education. 4 kids teaching kidsN model has been used by 4lif 'aila$ #osary ;ospital and 1ational Farm %uide "ouncil ,1F%". 3pecial +ducation for the blind is offered by the 4ssociation of the Blind in Faisalabad . Page 13 of
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../ )inancial su%%ort
=ost of the non-formal school models have emphasized the need for and attained financial independence ,3ee Table /. a3le a 3le < )inancial management of different diff erent models of education
Type of )nstitution
1ame of 1%2
"ost of set up ,#s.
"ost per 3tudent ,#s.
3treet 3chools ;ome 3chools 'iteracy "entres =osque 3chools Primary 3chool
'yari "B2s Busti
Dnder $ :$
4B+3 P4#(
3alary based on fee
1one
TeacherIs stipendHm ,#s. 1one
Free 3ervice
1one◊
6
C
0$6J
<6-86
:6
::C
1one
76.6
:6
1one
$6$
0$
$/6
1one
3ource@ #eference Publications Publications number number <$ 9 and 00 and 1%2 (ocuments J These e>penses are valid if at least 6 centres are opened. ◊ P+P4"$ PP70
)n Baldia and some other schools initially a very low student fee is charged which covers the teacher?s salary sal ary.. This fee graduall gradually y increases increases over time time in order to aid the programme programme in becoming becoming self self sustainable. )n O";# schools in 'ahore teachers run nurseries at home for which they are provided training$ inputs and marketing support. This offers them an additional source of income in view of their low salaries. )n Panno 4qil$ 3indh a regular government primary school has used tree plantation around the school boundary as a source of income for repair and maintenance. %rants for salary of teachers are used by 4B+3$ ;'PP and )slamabad 'iteracy Programme ,)'P. Financial support by the community partially covers the teachers? salary in 2P(. These schools aim to become self-reliant in the near future.
.1 .1//
?ene ?enefi fici cia arie ries of lite litera rac c 6or 6ork
Target beneficiaries of most of the literacy programs run by 1%2s are children of school going age$ school dropouts$ working children and adults. 3pecial emphasis in most of these programs is on female education. ;owever$ materials used are the ones used for primary schools in most of the children programs. Page 14 of
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.2/
Eist stiing 6or 6ork iin n t$ t$e NG NGO se secto ctor
Table 9 describes the pattern of activities carried out for education by various 1%2s in different parts of Pakistan. &e see that different organizations have worked for developing different components of present pres ent education education system system in the country country. "oordinati "oordination on of these these ef effor forts ts by these organiz organizati ations ons and individuals can lead to a breakthrough in the quality and scale of +ducation in Pakistan. a3le = Pattern of education 6ork in NGO "ector
Pro*ect Focus 'iteracy
Teacher Training
#eading =aterials 4ctive 'earning Publications 4wareness Book "ollection "ollection and (istribution 3upp 3upport ortin ing g +du +ducat catio ion n
Dnconventional +ducation
1%2H#esource Person F+"T$ FP4P$ BD3T)$ 4 4B B+3$ 3%4$ ;+4'$ P4#($ 4'3T$ ;'PP$ 2P($ P'PP$ O";#$ )F$ B''F$ F&"3$ 4=B4$ =&3$ Boy 3couts$ %irl %uides 4B+3$ '%T)$ TB%$ T#"$ 4)+$ ;3T&2$ 34;+$ "P$ 3P+'T$ #)3+$ P4"" TB%$ &&F$ 4B+3$ '%T)$ 4=4 TB%$ T#"$ ;+4' T#"$ &&F$ "P )'=$ 4) T4F$ #"=) 4K+3 4K+3$$ D1+3 D1+3"2 "2$$ D1)" D1)"+F +F$$ D1(P D1(P$$ 2RF4=$ 34P$ 3P2$ ")(4$ 2(4$ &B$ T!2$ D34)( 4'BB3$ 4=4$ 4BT$ "T"$ 3P(4
&ork done 'iteracy centres established.
%eneral and special training provided provi ded Books$ comics =odules developed 1ewsletter$ =agazines Publicity campaigns (istributed books Provided funds$ sponsored programm progra mmes es
Page 15 of
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RE)ERENCE" . 0. :. 7. 6. <. 8. /. 9. . . . 0. :. :. 7. 6. <. <. 8. /. /. 9. 9. 0. 0. 0. 00. 00.
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4ct 4ction ion fo forr the the &orking orking "hi "hild ld # #ep eport ort of the 3ympo 3ymposiu siumA mA 0$ 0$00 00 M 0: 4pril 4pril 99 990$ 0$ ' 'aho ahore. re. D1)" D1)"+F +F 4l 4lll 4bo 4bout ut Teache achers rs?? #e #eso sour urce ce "ent "entre re ,T# ,T#" " bro broch chur ure$ e$ n.d n.d. . 4n 2v 2verv ervie iew w of 4ctiv 4ctiviti ities es of Basti Basti@@ (o iitt Oo Oours urself elf$$ 4 &orksh orkshop op held held at (awo (awood od %oth %oth$$ ;ub #i #iver ver #oad #oad.. Sanuary 0-0$99. Busti 4sh 4shraf rafAA 4sif 4sif$$ =o =osq sque ue F Fee eeder der 3 3ch chool ool - 4 Pi Pilot lot Pro Pro*e *ect ct o off P P4 4#( 9<<-9 9<<-9 Sou Sournal rnal of of # #ura urall (evel (evelopm opment ent an and d 4dministration !ol. !ol. RR)) 1o. : 3ummer ,Suly-3eptember ,Suly-3eptember 99 pp. 97-9/. 4z 4ziz$ iz$ 3h 3ham ama. a. 6th M <th Progr Progres esss #epor #eportt By ;om ;omee 3cho 3chool ol Te Teac acher herss &elf &elfar aree 2rgani 2rganizat zatio ion$ n$ 4 4pri prill 3eptember :$ 99$ ;3T&2$ Karachi$ 99. Bra rave verm rman an$$ ; ;aarr rry y. ' 'ab abor or and and =o =onopo opoly "a "api pita tall $ =onthly #eview Press$ 1ew OorkA. 987 ;i ;irs rsch ch$$ +.(. +.(. Sr. "u "ult ltura urall 'it 'iter erac acy y - &hat &hat +ve +very ry 4 4me meri rica can n 1e 1eed edss to know know ;o ;oug ught hton on =iff =iffli lin n "om "ompa pany ny$$ Boston 9/8 pp. 0 "hildren- to-"hildren Pro*ect$ Paigham-e-3ehat ,=agazine$ !olume !olume . 1umber <$ Sune 990. "l "lev evel elan and$ d$ ;arl ;arlan. an. T The he Know Knowle ledg dgee +> +>ec ecut utiv ive$ e$ + +.P .P..(utt (utton on$$ 1ew 1ew Oo Oork rkAA 9/9. 9/9. +du +ducat cation ion scand scandal al involv involving ing billi billions ons of rupe rupees es ro rocks cks 1 1&F &FP P The = =usl uslim$ im$ 3e 3epte ptembe mberr 0$ 990. 990. P PP P. 0 0 +ira +irabie bie$$ % %han hani. i. " "ha haos os in eedu duca cati tion on co coul uld dw wre reck ck th thee n nat atio ion n $ The 1ews$ 3eptember <$ 990. Fre Freire ire$$ Paulo. Paulo. Pedag Pedagog ogy y of the 2 2ppre ppresse ssed$ d$ Th Thee "ontin "ontinuum uum Pu Publi blishin shing g "omp "ompany any$$ 1 1ew ew Oork$ 990. 990. The The Fr Fron onti tier er Post Post.. %row %rowin ing g Dn Dnem empl ploy oyme ment nt ,+di ,+dito tori rial al 4 4ug ugus ustt /$ 990 990.. ;ar ;arris rison$ on$ #oger #oger =. =. 4dult 4dult Basic Basic +duc +ducati ation on 3o 3ocie ciety ty@@ 4 4n n approac approach h to adult adult fu funct nction ional al litera literacy cy in in Pakista Pakistan$ n$ "ommunity +ducation 2pen Dniversity$ Dniversity$ Dnited Kingdom. ;ope ;ope$$ 4n 4nn n and Timmel Timmel 3 3all ally y. Traini Training ng for Tran Transfo sforma rmation tion@@ 4 ;and ;andbo book ok ffor or "ommu "ommunity nity &orker orkerss $ =ambo Press$ %weru$ 9/<. 'ove 'ovell ll$$ "ath "ather erine ine ;. ;. an and d Fa Fati tima ma$$ Kan Kaniz. iz. 4 4ss ssig ignme nment nt "hil "hildre dren@ n@ T The he B B#4 #4" "$ D1)"+F$ 9/9 =in =inist istry ry of +ducat +ducation ion$$ %2P. %2P. 1 1ati ational onal +duca +ducatio tion n "onf "onfere erence nce$$ &or &orking king Paper Papers$ s$ )slamab )slamabad$ ad$ =arch =arch 9/9. 9/9. =i =ini nist stry ry of '% an and d #( #($$ %2P %2P.. #ura #urall P Pak akis ista tan n at a % %la lanc ncee $ )slamabad$ 9/6. =a =ath thew ews$ s$ (avi (avid d et al. 4 1a 1ati tion on of 'ear 'earner ners$ s$ D.3 D.3.. (epar (epartm tment ent of ;eal ;ealth th$$ +duc +ducat atio ion n and & &eelfar lfare$ e$ D.3. D.3. %overnment Printing 2ff 2ffice$ ice$ & &ashington$ ashington$ 98<. =u =u*a *ahid hid$$ =ula =ulazim zim ;u ;uss ssai ain n Pl Plann anning ing and =ana =anage geme ment nt of 'i 'ite tera racy cy Pr Prog ogra ramm mmes es in Paki Pakist stan an Term paper paper submitted to (epartment of +ducation Planning and =anagement$ 4)2D Sanuary 99. =us =ustaf tafa$ a$ 3a 3ami. mi. = =iss issing ing the the & &o oods ods fo forr the Tr Trees ees$$ (4 (4&1 &1 =agazin =agazine$ e$ Frida Friday y$ 4 4pri prill 6$ 99. 99. 1a 1ati tiona onall Bo Book ok "o "oun unci cill of Pa Paki kist stan an.. D1+3 D1+3"2 "2 3pons 3ponsor ored ed &o &ork rksh shop op for Pro Proto toty type pe (e (eve velo lopm pmen entt of )nnovative #eading Promotion "ampaigns at 1ational 'evel with The ;elp of 4udio-!isual +>perts. 8th to /th 2ctober. 9/<. Karachi. 1a 1ati tiona onall +duc +ducat atio ion n "ons "onsul ulta tants nts.. 3t 3tud udy y #e #epo port rt on Priva Private te Primar Primary y +ducat +ducatio ion n in Pak Pakis ista tan$ n$ prep prepar ared ed for 4+( ,4 D34)( Pro*ect$ 2ctober$ 99. Pro*ect 1ews$ 1ewsletter$ ")(4$ )slamabad$ 3eptember 990. P+ P+P P4". + +va valu luat atio ion n of Bald Baldia ia 3 3oa oakp kpit it P Pro ro*e *ect ct@@ )n )nte teri rim m #ep #epor ortt $ D1)"+F Pla Planning nning "ommi "ommissi ssion on %2 %2P P. # #ep eport ort of of th thee &or &orking king % %rou roup p on Pri Primar mary y +ducat +ducation ion fo forr the 3i>t 3i>th h Fiv Fivee Oe Oear Plan , 9/:-//. 5a 5ais isra rani$ ni$ (r. (r. 1as 1asim im and Khwa Khwa*a *a$$ (r. 3 3ar arfa fara raz. z. Pl Plann anning ing of B Bas asic ic +duc +ducat atio ion n in Pa Paki kist stan$ an$ 4+ 4+(P (P M =$ =$ )slamabad$ 9/9. Pa Park rker er$$ "hri "hrist stine ine and 3h 3hai aikh$ kh$ 3a 3afi fia. a. +ar +arly ly "hil "hildh dhoo ood d+ +duc ducat atio ion n $ T#"$ Karachi$ 99 3id 3iddiq diqui$ ui$ =azh =azharar-ulul-;a ;aq. q. +duc +ducati ation@ on@ Past Past$$ Pr Prese esent$ nt$ Futu Future$ re$ 4+ 4+(P (P M =$ =$ ))sla slamab mabad$ ad$ 99 99.. Teac acher hers? s? #es #esou ourc rcee " "en entr tree ,T#" ,T#". . 3 3i> i>th th 4nnu 4nnual al #ep #epor ortt 9 99 9.. T# T#". ". Primar Primary y +duca +ducatio tion n =ana =anagem gement. ent. 1&F 1&FP P and and Ba Balo lochi chista stan$ n$ T# T#"$ "$ Karac Karachi$ hi$ 9/9. 9/9. ,# ,#ep eport ort pres present ented ed to D34)(. Ousuf sufi$ i$ 3 3ham. ham. K Kiy iyaa Kh Khanda andagl gl a arur rurii ;ay$ ;ay$ ( (ail aily y Sa Sang$ ng$ #aw #awalp alpindi indi$$ 3e 3epte ptembe mberr /. 990 990..
Page 16 of
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