A national research study on monitoring learning achievement at grade 4 level has been conducted by Academy of Educational Planning and Management in collaboration with UNESCO in 1999. The main objectives of the study were to measure the learning achievement of grade 4 students in the subjects of Science, Mathematics and Urdu Language as per prescribed curriculum and develop a baseline qualitative data to meet EFA year 2000 assessment requirements.

It was a national sample study in a sense that the study was based on standardized tests/instruement developed in consultation with the experts of all provinces/regions. Secondly, it covered all provinces and federating units. The sample comprised total 2794 students (boys 1411, girls 1383) taken from 145 sample primary schools (boys 75: girls 70) drawn from 28 districts covering about 20% of the area of the country. Out of these students, 1345 (48%) were urban and the remaining 1449 (52%) were rural.

Province, gender, area (rural/urban) and subject-wise results/findings in terms of average percentage score are as follows:-

Table-34

Average percent score in sciene by gender, location and province/region(1999)

It was observed from the above table that the students of Sindh recorded the best scores in Science followed by Punjab and NWFP whereas the lowest scores recorded by Federal Areas (Islamabad, FATA,FANA) and Balochistan respectively. It is interesting to note that except in Punjab in all other Provinces the girls out scored boys in Science. The highest scores i.e. 88% recorded by the urban girls of Punjab whereas the lowest score i.e. 68 recorded by the urban girls of Balochsitan. It was also observed that in most case the urban girls out performed there male counterparts except in Sindh. The rural boys of Punjab, Sindh and Federal Areas better than the rural girls whereas rural girls did better than the rural boys in NWFP and Balochistan. The trend indicates that in all the provinces except Sindh the girls were performing better as compared to the boys. It was also noted that the urban boys and girls did better than the rural boys and girls. Generally, all students did better in Science.

Table-35

Average percent score in Mathematics by gender,

location and province/region(1999)

It was observed from the above table that again students of Sindh recorded the best scores in Mathematics followed by Punjab and NWFP whereas the lowest scores recorded in Federal Areas and Balochistan respectively. It was noted that the girls in Pubjab and Sindh out scored boys in Mathematics. Whereas in, NWFP, Balochistan and Federal Areas the boys did better than the girls. The highest scores i.e 82% recorded by the urban girls of Sindh whereas the lowest scores i.e 44% recorded by the urban girls of Balochistan. Urban girls of Sindh and Punjab demonstrated higher level of performance than their male counterparts. Whereas in NWFP, Balochistan and Federal Areas the urban boys did better than urban girls. In Punjab the rural girls did better than the rural boys whereas in NWFP, Balochistan and Federal Areas the rural girls recorded higher score than the rural girls. In Sindh both the rural girls and boys obtained the same score i.e 82%. The trend indicates that in all the provinces expect Punjab and Sindh the boys performed better than girls. It was also noted that the urban boys and girls did better than the rural boys and girls except in Sindh where this trend was reversed.

Table-36

Average percent score in Urdu by gender, location and province/region (1999.

The data /statistics given in table-36 indicate striking similarities in student performence in the subject of Urdu with other two subjecs i.e Science and Mathematics as mentioned above. The students of Sindh recorded the best scores in Urdu followed by Pubjab and NWFP whereas the lowest scores recorded by Federal Areas and Balochistan respectively. It was revealed that in all the provinces the girls out performed the boys in Urdu. The highest scores i.e.94% recorded by the urban girls of Sindh whereas the lowest scores i.e 49% recorded by rural boys of Balochistan. It was also observed that in most of the cases the urban girls out performed there male counterparts. It is interesting to note that even rural girls did better than the rural boys in all the provinces/regions except Federal Areas where the trend was reversed. The trend indicates that in all the provinces the girls performed better as compared to the boys. It was salso noted that the urban boys and girls did better than the rural boys and girls. Generally, it was found that all students did better in urdu particularly the students of Sindh and Pubjab have obtained the highest scores.

III. EDUCATION FOR ALL PARTICIPATORY RESEARCH (COMPARATIVE ANALYSIS OF PUBLIC, PRIVATE AND NGO SCHOOLS)

Action Aid Pakistan, an Islamabad based UK sponsored NGO, conducted a sample survey/study in six sample districts of all the four provinces and AJK in 1999. The survey covered 50 sample schools and 965 students in Public, Private and NGO sector. Survey tool/instrument comprised learning assessment questionnaires in the subjects of Mathematics, Urdu and General knowledge, focus group discussions and interviews. Major findings of the study particularly in learning achievement of grade 4 students are as given below:

The performance of students in private schools was better in all three subjects than the public and NGO schools also Students enrolled in the NGO schools also performed better, though slightly, than their counterparts in the public schools. These differences were observed with respect to both the average marks and range of marks, . For example overall, on average private school students obtained 75 percent marks in all three tests. Average marks were 64 and 66 percent respectively for students enrolled in the public and NGO schools. The same pattern was observed in the subject wise assessment of students i.e. in Mathematics, Urdu and General knowledge as given below.

TABLE-37

Source :Action Aid Pakistan (AAPK) Survey, 1999

Two more dimensions of the assessment of class-4 students seem to be important. First, take the example of students who obtained more than 80 percent marks. In private schools 46 percent of students obtained this percentage, while the corresponding figure for the students of NGO school was 31 percent. In the case of students in the public schools it declined to 25 percent. This pattern persisted for all three subjects, Mathematics, Urdu and General Knowledge. Second, take the example of students who obtained less than 40 percent marks. In this range of marks there was no major difference between the students of public and NGO schools. However, only a small proportion of private school students was found in this range.

These results are consistent with the focus group discussions and preception of parents about the quality of education. Focus group participants commented that in terms of quality of education private and NGO schools are better than public schools. The participants of four out of total six focus groups considered that quality of education was better in private schools than in NGO schools. Some participants were very critical even on private schools. According to the school survey results, in parents' opinion, the quality of education was better in private schools followed by NGO and public schools.

Performance of the boys in achievement tests was consistently better than the girls. On average boys obtained 71 per cent marks in all tests while the corresponding figure for girls was 64 per cent. The same was the subject wise position. Even after controlling the type of school the performance of boys was better than the performance of girls . There is a possibility that female students help their mothers after school hours leaving little or no time for studies. Details are given in the following table.

Table-38

Average marks obtained by class 4 children by subjects, type of school and gender.

Source: Action Aid Pakistan Survey, 1999.

Table-39

Percentage Scores on Maths and Urdu

Tests by Sex, Class and District.

Source: Punjab Literacy Watch, sample study on "level of pupil Achievement in Primary Schools of Punjab" October 1999.

Besides the above mentioned studies and surveys, a limited survey was undertaken by the Auditor General of Pakistan in collaboration with the MSU in May-June 1995 in order to determine the critical variables which have an impact on the level of academic achievement of primary level students. The survey focused on class 5 teachers and students, in a mix of government and privately run schools.

This survey was the systematic attempt to measure students' academic achievement, and identify impediments to this achievement at the national level. The survey relied mainly on a text consisting of simple questions, selected from textbooks being used in lower classes. The same test was administered to the teachers.

Despite the limited scope of the survey, which covered 527 schools throughout the country, the findings highlighted the need to focus on improving the quality of inputs and instituting a regular mechanism for assessment.

Research studies on learning achievement conducted by different agencies/ research organizations as highlighted above used different parameters and instruments. However, the research studies at serial no. II and III conducted recently in August-October 1999 have number of commonalities and similarities in methodology , instrument/tool and result findings. The major emerging trends are based upon research findings of the first three studies in general and study number-II and III, in particular. However, the case studies were also considered to identify the emerging trends. The trends are as given below:

Considerable improvement has been found in the national average score in the subjects of Science/General knowledge and Urdu (natiional language) as compared to 1995 level. However, performance in Mathematics has deteriorated. National average score for Science/General knowledge was 73.5% Urdu 71.5% and Mathematics 57%.

Overall students are weak in the competencies/skills of writing and comprehension in languages, problem solving and sums involving use of currency and conversion in the subject of mathematics, and life skills knowledge in the subjects of Science/General Knowledge .

Performance of students found better in rote reading, reading of Holy Quran , Writing from dictation, general science and mental arithmetic. Especially the cognitive areas which mostly involve rote memorization and mechanical reproduction.

Quality /performance of Private schools is better than public schools.

Performance of urban area schiools is better than rural area schools. Urban boys are the highest and rural girls the lowest achievers.

The findings of the most of the studies indicate that the performance of boys is better as compared to giols.

Literacy Programme in Pakistan could not be institutionalized . The Prime Minister,s Literacy Commission at the federal level and the Education Departments and NGOs at the provincial local levels are running literacy programmes. Baluchistan is the only province of the country that has a seperate directorate of non-formal education under Social Welfare Department and is running number of literacy programmes at provincial level.

Main projects and programmes launched in Pakistan for adult literacy since 1990 are as follows:

1. Eradication of illiteracy from selected areas of Pakistan

This project was launchd by Prime Minister's Literacy Commission with a total cost of Rs.72.83 million from 1992-94. The target was to literate 174460 adults (both male and female) salient features of the project were as follows:

Opening of 3460 face to face literacy centres and 200 TV literacy centres in 5 selected districts Islamabad - Hafizabad - Karachi East - Quetta and Tehkal Bata, Peshawar.

Implementation through NGOs and community with strong motivational drive.

Area specific approach.

Under this project 138025 (79%) adult illiterates were made literate against the target of 174460. Out of these 120082 (87%) were females and 17943 (13%) males.

II. Quranic literacy project 1992-94

Knowledge has been highly esteemed in Islam. Seeking knowledge is the duty of every Muslim (man and woman). Islam stresses life long education. The last prophet of Islam, Hazrat Muhammad (P.b.u.h) emphasized the pursuit of knowledge from the cradle to the grave. The first quranic Aya starts with Iqra (to read).

Motivated by the golden teachings of Islam, Pakistani women attach high importance and play an important role in learning and transmitting Islamic teachings and knowledge to the future generations. The most valuable contribution of Pakistani Women especially the mother is the teaching/learning of the Holy Quran which is the last Divine Book and the most comprehensive code of conduct of life. The subject project was initiated in 1992 with a cost of Rs.4.06 million to make females literate through their knowledge and reading skills of the Holy Quran. Project aimed to test as to whether the females who are able to read/recite Holy Quran can be made Literate in Urdu with greater ease and in shorter time for which special primer was introduced. Project was tested in five union councils in 4 districts surrounding Islamabad. 494 face to face centres were established at the places provided by the community. Teacher was paid honoraria of Rs.500. Total 4 cycles of 6 months each were completed. 10867 female 10+ age group were made literate through this project.

The limitation of this programme are as given below:-

Time-table arrangement sometimes kept some of the literacy teachers busy throughout the day as all the learners were not able to attend the centres at the same time.

There was no incentive, in any form for the learners due to which drop-out could not be checked.

Rural community is very much buey in, Marriage ceremonies, Harvesting work, Festival ceremonies, Death functions etc.

Hence total number of days attended by learners were not upto the required level and their actual involvement in the learning process during the six-month cycle was much reduced in many cases.

In one of the districts, parents hesitated in letting their girls learn the skill of writing although they let them learn the skill of reading.

III. Establishment of 10000 Non Formal Basic Education Schools

Prime Ministers Literacy Commission in 1995 formulated a project titled "Establishment of 10000 Non-formal Basic Education Schools" with the total cost of Rs.1263.375 million. The project is to be implemented within the period of five years.

The project is based on the idea of home school to be run through NGOs and CBOs. The project was started in April, 1996 and in the first financial year 1052 NFBE Schools were established with the enrolment of 31560 students. In the next financial year another 6065 NFBE Schools were opened through out Pakistan, raising the total to 7117 NFBE Schools. The financial allocation for the year 1996-97 was Rs.241.352 million but the allocated amount was later reduced to Rs.100 million. Resultantly, the project received a major setback. The teachers could not get salaries in time nor the students received the books and learning materials.

The Education Policy (1998-2010) recommended to expand the programme to larger scale by opening 75000 NFBE Community Schools during the next three years. The Prime Mnister of Pakistan while announcing the National Agenda has emphasised on Universal Literacy for children and constituted a committee for preparation of an Action Plan. The Action Plan also recommends the expansion of NFBE Community Schools Programme. ECNEC has also approved the expansion of the programme on July 11, 1998 from 7000 to 82000 NFBE Community Schools with a total budget of Rs.11214.898 million and the programme is included in the SAPP II. However, its expansion is to be made after an evaluation of the existing schools by the third party.

Basic Education Schools are established in those areas/villages or hamlets where Govt. Primary Schools are non-existent, or where separate schools for girls are not available, or where girls participation rate at primary level is low, or where female illiteracy is pronounced, or where drop out rate is higher.

Basic Education Schools offer learning opportunities to out of school children of age 5-9 and mis -out/drop-outs between the age of 6 to 14 years.

An educated person preferably a trained PTC to be contracted for the task against a fixed emolument of Rs.1000/ Per month. In case trained PTC teacher is not availale at local/ village level, simple Matriculates are considered. In the backward areas the educational qualification is also relaxed.

Teaching aids like black boards, charts, mats etc for students are provided by the Government .

Learning material in the form of books, note books, pencils, slates etc. is supplied to learners free of cost.

Curriculum of formal primary school system is used for all fresh entering children of age 5-9. Whereas, a condensed non-formal primary level basic education course has been developed for drop-outs and out of school youth of age 10-14 and above

Fresh entrants, or children of age 5-9 complete the primary level course during 3-4 years, depending upon their learning pace and effciency of the teacher.

Preference has been given to the establishment of schools for females.

Final examinations are conducted by Examination Teams headed by authorized representatives from District Education Offices. Graduates of Non-Formal Basic Education Schools are eligible for admission in 6th Class in formal Schools.

Schools function at places provided by the community free of charge. These may include public places, Mosques, community centres, buildings spared by -philanthropists, or residence of teachers. For drop-outs and mis-outs of 10-14 age group, existing school building can be used in the evening, wherever possible.

IV Crash Literacy Programme

Ministry of Education planned a Crash Literacy Programme in May 1998. The purpose of the programme was to increased participation rate by making maximum use of the available resources like school buildings and teachers during summer vacations and evening hours. This programme aimed to promote literacy and basic education in the country.

To make the programme cost effective, the existing schools buildings with all the infrastructure of shelter and supplies was used to open the literacy centers. The teachers who were qualified, trained and available during summer vacations (June - September,1998) were engaged for the programme. They were paid nominal honorarium for this extra duty after a short orientation.

The students were quite free from any obligation of school uniform and were provided with free textbooks and learning materials. The location of the center was nearest to the majority of the beneficiaries/ out of school children.

SALIENT FEATURES OF THE PROGRAMME

The subject programme was started in Federal Areas of Islamabad and in the province of Punjab as a pilot project. The salient features of the programme are as follows:-

Focus has been given to rural girls/female illiterates and also to provide a second chance to out of school children within the age group of 6-14.

Around 87 literacy centers have been opened in Federal Area and 222 schools in the Province of Punjab.

For each center/ school services of a teacher were provided who was paid Rs.1500/- per month as salary/honoraria in Federal areas and Rs.1000/- in Punjab.

The syllabus prepared by Allama Iqbal Open University was selected for the course.

Teaching/learning material was selected out of the literacy materials developed through National workshops as well as books and premiers taught in formal schools.

Literacy Teachers were given brief orientation/training for the purpose.

A literacy campaign was also launched to create awareness amongst the target groups.

Students were paid Rs.20/- per attendance as an incentive (in Punjab only).

Learning material was provided free of cost.

Unit cost of the programme was around Rs.1899 per student.

Under Federal Areas Crash Literacy programme about 87 literacy centers were opened in three phases. Total enrolment of these centers was around 1500. Assessment/Evaluation test conducted by the Ministry indicated that 82% qualified/passed. Moreover, the literacy programme/campaign created awareness amongst the masses and local communities who were motivated to play effective role in eradication of illiteracy. Total cost of the project was only Rs.6.4 million.

The Punjab programme was successful in terms of enrolment. The target of 5550 students was fixed and the Department was able to meet 96% of the target. In a few girls schools, enrolment exceeded the maximum number of 25 students per class and the girls in excess of the maximum limit attended the center without any financial incentive. This showed encouraging prospects and so was the number of parents who were willing to send their children to formal schools after the Pilot Programme.

Encouraged by the results of this Programme, the Government of the Punjab is undertaking the Phase II of the Programme with a tenfold expansion. The target enrolment is 50,000 students for which 1668 centers of 30 students each would be opened. The honoraria of teachers was raised to Rs.1500/- with added financial incentives related with the results of the final examination. The monitoring system has also been strengthened and the course contents have been revised. The Department intends to continue with this programme on even large scale after the Phase II. It is being considered to expand the programme in terms of enrolment and also in terms of the support from the community. Total cost of the project was Rs.10.5 million.

The programmes launched by NGOs in basic education and literacy at the provincial and local levels are in addition to the above. Some of the programmes run by well established NGOs are reported to be very effective and productive.

Non-Governmental Organizations (NGO) have been actively involved for the promotion of literacy and adult education since 1990. In 1992 the NGOs were involved in the project namely "Eradication of illiteracy from the Selected Areas of Pakistan". From there onward the NGOs are coming forward in the field of literacy and non-formal education. Adult Basic Education Society(ABES) and BUNYAD in punjab. SHOAA IN Balochistan and Khyber Welfare Association in NWFP were the NGO, involved in the Pilot Literacy Projects of 1992.

INDICATOR 16 : Literacy Rate of 15-24 years old

Literacy rate of 15-24 years age group is the highest in Paksitan. It is 55% for both sexes (male 67%: Female 43%) against 48.37% for the age group 15-45 (Male 61.4%: Female 34.4%).

The province of Balochistan has the lowest and Islamabad Capital Territory the highest literacy rate both for male and female. It ranges between 34% - 81% overall ; 47% - 89% male; and 20% - 75% female. Next highest literacy rate is in the province of Punjab having 60% total, (70% male and 49% female) higher than the national average. Further details have been given in the following three tables (total, male and female literacy rates of 15-24 year age group alongwith the population and number of illiterates.

Source: Population Census Organization 1998

Source: Population Census Organization 1998

Source: Population Census Organization 1998

INDICATOR 17:

Adult literacy percentage of the population aged 15⁺ that is literate

Total population of 15⁺ year age group is 72.38 million(male 37.65 and female 34.73 million). Overall Literacy rate is 43% (male 55.3%; Female 29%). Islamabad Territory has the highest literacy rate i.e 70% (male 78.6% Female 58%) whereas, the province of Baluchistan has the lowest literacy rate overall 24%(male 35.32% Female 12%).

I. Pakistan adult literacy means literacy rate of 10⁺ age group. According to the census report of 1998 overall literacy rate of Pakistan for the age group 10⁺ was 45% (female: 32.65). it ranges between from 26.6% in the province of Balochistan to 69% in the Islamabad Capital Teritory. Second lowest province with respect to literacy rate is NWFP. The provinces of Punjab and Sindh have slightly higher literacy rate than the national average.

The adult literacy rate has increased at the rate of arround 1 percent per annum since 1981. According to the 1981 census the overall literacy rate 10+ age group was 26.2 percent which increased to 34.8 percent in 1990-91; 36.8 percent in 1993-94; and 45 percent in 1997-98. Cumulative increase in literacy rate over 8 years is 10 percent. However, increase in female literacy rate is more than the male i.e. 11.4 percent against 9.2 percent male. This is to be pointed out that according to the targets set in Jomtien the literacy rate of Pakistan should have been 62 percent by now counting at the average rate of 3.5 percent increase per year to achieve the goal to double the literacy rate.

The trend in literacy rate is reflected in the following table:

(Percentage)

Source: 1. Prime Minister's Literacy Commission, Islamabad

2. Economic Survey 1990-91: 1993-94: 1997-98

3. Population and Housing Censes Report 1998

Literacy gender parity index indicates that in all the provinces/areas of the country proportionately fewer women than men have basic literacy skills. Despite the fact that female literacy rates have increased considerably since 1990 the said ratio has further deteriorated in all the provinces except in Baluchistan. It is evident from the fact that literacy gender parity index/value has gone down to .48 in 1998(-.06 point) from .54 in 1990 in Pakistan. This decrease/reduction is maximum in Sindh i.e .60 to .52(-.08 point). In the provinces of NWFP and Baluchistan the gender parity index has slightly improved.

Source: Pakistan Census Organization.