Literacy Trends in Pakistan - UNESCO Islamabad

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district. This information on literacy and participation rate will be useful for district level planners under the new Devolution Order or system ofLocal Government. Inter-district comparisons and analyses of regional disparities of literacy and primary education also offer valuable guidanceto provincial and national level planners and policy-makers, and provide an invaluable tool for the researchers.4. LITERACY DEFINED IN SOME OTHER COUNTRIESDefinitions of literacy, as adopted or followed in some countries, are given below:-Table – 1Definitions of Literacy in Selected CountriesS.No. Country Definition1. Bangladesh Ability to read and write in any language2. Canada In Canada 9 th grade pass is considered as literate and according to this definition illiterates are only 1 % in that country.3. India Literate is defined as the one who can read with accuracy at a speed of approximately 40 words per minute and write orcopy at a speed of 10 words per minute and take dictation at the speed of not less than 7 words per minute in anylanguage.4. Indonesia A person is considered as literate who can recognize alphabets, read simple words, signs his / her name (eligibility forvoting) able to read and understand a letter, or able to read certain part of certain magazine or of a certain newspaper.5 Nepal Literacy is defined as the ability to read and write in any language, a short statement on every day life of 06 years andabove persons6. Vietnam The definition of literacy consists of three components viz-a-viz:-a. Reading and writing the printed materials without spelling each word.b. Writing 80 words in 45 minutes without making too many mistakes.c. Reading four digit numbers and write legibly the first ten numbers.The above cited definitions from different countries indicate that despite the broadening of the description of literacy in literature, theworking definition of literacy, as adopted by different countries, has remained fairly simple at the skill level.4
5. INTERNATIONAL CONTEXT OF DEFINITIONSThe definition of literacy is context specific. The parameters of literacy may vary from one geographical region to another, and from one era toanother. It can be as simple as just recognition of the alphabets, or signing of one’s own name, or may be broader in order to include handling ofequipment by studying manuals. Literacy has multiple meanings ranging from simple ability to read and write, to interpreting and implementingideas, knowledge and skills that a person may require to possess for effective participation in daily life.Some definitions of literacy focus on perception and decoding. For example, Spache (1964) described literacy as “a series of word perceptionsi.e. reading only”. Kaestle (1985), described literacy as “the ability to decode and comprehend language at a rudimentary level, that is the abilityto look at written words corresponding to ordinary oral discourse, to say them, and to understand them”. These two definitions emphasize theaspect of having the skills to read the printed symbols and to map those symbols into the understanding of oral language. This definition isconsistent with the teaching of reading through an emphasis on sound-symbol correspondence, and helping readers make connections to theiroral vocabulary and comprehension abilities. But this definition lacks the important component of writing.It is observed that initially, the definition of literacy was confined to the acquisition of the basic skills of the 3 R’s (reading, writing andarithmetic). Over a period of time, basic literacy was upgraded to functional literacy, expanding further into knowing to do things by usinginsight. This transformation of literacy is, infact, associated with its importance for the society as a whole, and to enable a person to effectivelyparticipate in the lifeThough defining literacy is complex, yet it is important to deliberate upon it, since the definition has far-reaching implications. Some expertshave emphasized cognitive processes in describing literacy, some more generally and others more specifically. For example, Goodman (1976)suggested that “reading is a psycholinguistic guessing game”. Venezky (1991) states that it is “a cognitive skill”. Calfee and Nelson-Barber(1991) describe it as “the capacity to employ language as a tool for oral communication”. These definitions are consistent with teaching readingand writing as a cognitive process that involve the processing of information through such strategies as activating background knowledge,encouraging readers to make predictions, or writers to organize their ideas into categories.Literacy, Politics and Democracy“Although literacy may not be the great panacea that leads to happiness and wealth, it could lead to a change in theway power is distributed in society”.(UNESCO, 1991, A Literate World, International Bureau of Education, Geneva)“Survival in relation to political institutions is once again dependent on literacy. In many countries the right to vote isdenied to the illiterate. Responsible voting is not easy without literacy. Literacy makes democracy possible andhistorical responses to the tribal drum less likely”.(H.S. Bhola, UNESCO, 1990)5
Page 2 and 3: ContributorsDescription and Analysi
Page 4 and 5: Literacy Trends in PakistanUNESCO O
Page 6 and 7: Part I - An Analysis of Literacy Tr
Page 8 and 9: Part II Statistical Tables (Based o
Page 10 and 11: an education that includes learning
Page 14 and 15: In the present day context, when pa
Page 16 and 17: 7. FUNCTIONAL LITERACYThe definitio
Page 18 and 19: Middle Level (Level II)A) TARGET GR
Page 20 and 21: Table - 3Comparison of Pakistan wit
Page 22 and 23: Previous attempts made for the enha
Page 24 and 25: 11. CURRENT LITERACY SITUATION IN P
Page 26 and 27: Graph No. 1Growth of Literacy Rate
Page 28 and 29: Table 7 below indicates the highest
Page 30 and 31: Table 8Literacy Growth Rate Trends
Page 32 and 33: District has progressed from a very
Page 34 and 35: Table 11Districts in Various Litera
Page 36 and 37: 13.2 Public Expenditure on Primary
Page 38 and 39: lowest female literacy rate in Paki
Page 40 and 41: All this suggests that a considerab
Page 42 and 43: Graph No.4LITERACY RATE DIRECTLY EF
Page 44 and 45: 16. LITERACY AND NATIONAL PLAN OF A
Page 46 and 47: 17.1 Why has it been established?Th
Page 48 and 49: Table 16 - Focus Areas and Key Stra
Page 50 and 51: 17.5 Resource MobilizationThe Liter
Page 52 and 53: PART - IIStatistical Tables(Based o
Page 57: Table IILiteracy Rates (10 Years &
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Growth RateYearsAll Areas Urban Rur
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N.W.F.P.1972 15.50 23.10 4.701981 1
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Table VLiteracy Rates (10 Years & a
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Table VI-ADistrict-wise Rate (10 Ye
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Province/DistrictBoth Male Female B
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All Areas Urban RuralProvince/Distr
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Table VI-DDistrict-wise Rate of Lit
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Table VI-BDistrict-wise Rate of Lit
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Province/DistrictHyderabadBadinThat
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Province/DistrictKarachi SouthKarac
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All AreasUrbanRuralProvince/Distric
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Table VII-CDistrict-wise Rate of Li
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Table VII-BDistrict-wise Rate of Li
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IlliterateLiterate Matric & above D
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Illiterate Literate Matric & above
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Table VIII-BLinkage between Literac
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Illiterate Literate Matric & above
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Table VIII-DLinkage between Literac
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Table IX-ADistrict-wise Participati
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Province/District/ Population Schoo
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Table IX-DDistrict-wise i i Partici
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Table X-CDistrict-wise Participatio
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Province/District/ All Areas Urban
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Table X-DDistrict-wise Participatio
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ProvincelDistrictl All Areas Urban
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ProvincelDistrictl All Areas Urban
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BIBLIOGRAPHYAdam Curle. Planning fo
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Formulae used for Calculating the G
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Literacy Trends in Pakistan - UNESCO Islamabad

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