Literacy Trends in Pakistan - UNESCO Islamabad

More documents

Recommendations

Info

$Math Lesson Plans level 4 Term 1$

17.5 Resource MobilizationThe Literacy for All intervention must not suffer or languish on account of insufficient funding. Governments need to mobilize adequateresources in support of Literacy for All. The following strategies may be adopted at the national level:a) Incorporate the Literacy for All component across the budget for all levels of education, from basic to higher education;b) Attract additional funding through coordination and resource sharing with other ministries and departments where literacy is acomponent of programmes of advocacy, extension education and poverty reduction;c) Mobilize the private sector and civil society to support the Literacy for All programme.At the international level, successful resource mobilization will require:a) Ongoing consultation among United Nations agencies in support of Literacy for All as a component of Education for All;b) Involvement of bilateral agencies for their financial support and commitment;c) Mobilization of international civil society in support of Literacy for All.A special role should be given to the World Bank with the task of integrating the Decade in Poverty Reduction Strategy Papers and preparing aspecial funding chapter with Education for All. At the regional level, it is also possible to attract financial resources from regional organizationsand regional banks. In order to attract international funding, it is essential to formulate credible projects based on research, justifying investmentin literacy. These projects must also have carefully worked out costs and effects based on actual studies.17.6 International support and coordinationThe United Nations system as a whole sets the promotion of literacy in the context of human rights, seen as indivisible and interdependent. Theright to education, enshrined in the Universal Declaration of Human Rights, of which literacy is both a crucial element and a tool, connects withthe right to equality (especially gender equality), to development, to health and to freedom of expression, United Nations agencies as well as theWorld Bank engaged in these various sectors recognize these connections and frequently include literacy as one of the problems to be addressedand solved in conjunction with the fulfillment of other rights. As the coordinating agency at the international level for the achievement of thegoals of the Dakar Framework for Action for Education for All, as well as for the Literacy Decade, UNESCO will work within the Education forAll coordination mechanism already established, through which it will identify literacy components in the ongoing development programmes ofvarious international and bilateral agencies and forge joint mobilization and maximum use of resources among these agencies in support of theDecade.42
In consultation with the relevant United Nations agencies, UNESCO will work towards creating meaningful and goal-oriented partnerships inorder to encourage inclusive planning and implementation of the Literacy Decade. Such a partnership will ensure efficient delivery of differentinputs provided by the United Nations agencies. A key partner will be the United Nations Children’s Fund (UNICEF), the lead agency in theUnited Nations Girls’ Education Initiative. The World Bank will work with UNESCO in literacy assessment and cost and financing analysis forliteracy, for which OECD and UNICEF can also be key partners. UNESCO will facilitate cooperation among other United Nations agencieswhose mandates and programme are strongly relevant to achieving Literacy for All, such as those listed below:• Food and Agriculture Organization of the United Nations: rural development, agricultural extension programmes.• International Labour Organization: learning and training for work, elimination of child labour.• Office of the United Nations High Commissioner for Human Rights: right to education, gender equality, right to development, rightto freedom of expression, indigenous peoples (languages, cultures, knowledge).• Joint United Nations Programme on HIV/AIDS: education about HIV/AIDS.• United Nations Development Programme: rural development, participatory citizenship, democratic governance, poverty reduction,sustainable livelihood.• United Nations Population Fund: teacher training and curriculum development regarding reproductive health and population.• Office of the United Nations Higher Commissioner for Refugees: education as a key issue in supporting refugee children.• World Food Programme: Food for Education.• World Health Organization: Health for All, primary healthcare education, access to health information, safe motherhood, HIV/AIDSprevention.However, political will and commitment at all levels, a broad coordinated, multidisciplinary efforts to reach the unreached, consistent andcoherent policy, sustainable resource mobilization, encouraging progress of literacy teachers and prioritizing adult literacy in formal educationsystem are suggested as core strategies for Pakistan to achieve the targets of UNLD (2003-2012) to maximum possible extent.In Pakistan, UNESCO, JICA and Ministry of Education have joined hands to prepare a Strategic Framework of Action for UNLD. It is hopedthat this Strategic Framework of Action will mobilize support required for implementation of Adult Literacy component of NPA (2001-2015)and achievement of EFA goals by Pakistan.43
Page 2 and 3: ContributorsDescription and Analysi
Page 4 and 5: Literacy Trends in PakistanUNESCO O
Page 6 and 7: Part I - An Analysis of Literacy Tr
Page 8 and 9: Part II Statistical Tables (Based o
Page 10 and 11: an education that includes learning
Page 12 and 13: district. This information on liter
Page 14 and 15: In the present day context, when pa
Page 16 and 17: 7. FUNCTIONAL LITERACYThe definitio
Page 18 and 19: Middle Level (Level II)A) TARGET GR
Page 20 and 21: Table - 3Comparison of Pakistan wit
Page 22 and 23: Previous attempts made for the enha
Page 24 and 25: 11. CURRENT LITERACY SITUATION IN P
Page 26 and 27: Graph No. 1Growth of Literacy Rate
Page 28 and 29: Table 7 below indicates the highest
Page 30 and 31: Table 8Literacy Growth Rate Trends
Page 32 and 33: District has progressed from a very
Page 34 and 35: Table 11Districts in Various Litera
Page 36 and 37: 13.2 Public Expenditure on Primary
Page 38 and 39: lowest female literacy rate in Paki
Page 40 and 41: All this suggests that a considerab
Page 42 and 43: Graph No.4LITERACY RATE DIRECTLY EF
Page 44 and 45: 16. LITERACY AND NATIONAL PLAN OF A
Page 46 and 47: 17.1 Why has it been established?Th
Page 48 and 49: Table 16 - Focus Areas and Key Stra
Page 52 and 53: PART - IIStatistical Tables(Based o
Page 57: Table IILiteracy Rates (10 Years &
Page 62: Growth RateYearsAll Areas Urban Rur
Page 66 and 67: N.W.F.P.1972 15.50 23.10 4.701981 1
Page 71 and 72: Table VLiteracy Rates (10 Years & a
Page 74 and 75: Table VI-ADistrict-wise Rate (10 Ye
Page 76 and 77: Province/DistrictBoth Male Female B
Page 82 and 83: All Areas Urban RuralProvince/Distr
Page 86 and 87: Table VI-DDistrict-wise Rate of Lit
Page 92 and 93: Table VI-BDistrict-wise Rate of Lit
Page 94 and 95: Province/DistrictHyderabadBadinThat
Page 96 and 97: Province/DistrictKarachi SouthKarac
Page 98 and 99: All AreasUrbanRuralProvince/Distric
Page 100 and 101:
All Areas Urban RuralProvince/Distr
Page 102 and 103:
Page 105 and 106:
Table VII-CDistrict-wise Rate of Li
Page 107 and 108:
Page 109 and 110:
Table VII-BDistrict-wise Rate of Li
Page 111 and 112:
Page 113 and 114:
IlliterateLiterate Matric & above D
Page 115 and 116:
Illiterate Literate Matric & above
Page 117 and 118:
Table VIII-BLinkage between Literac
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Illiterate Literate Matric & above
Page 125 and 126:
Table VIII-DLinkage between Literac
Page 127 and 128:
Page 129 and 130:
Table IX-ADistrict-wise Participati
Page 131 and 132:
Province/District/ Population Schoo
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Table IX-DDistrict-wise i i Partici
Page 139 and 140:
Table X-CDistrict-wise Participatio
Page 141 and 142:
Province/District/ All Areas Urban
Page 143 and 144:
Page 145 and 146:
Table X-DDistrict-wise Participatio
Page 147 and 148:
ProvincelDistrictl All Areas Urban
Page 149 and 150:
Page 151 and 152:
ProvincelDistrictl All Areas Urban
Page 153 and 154:
BIBLIOGRAPHYAdam Curle. Planning fo
Page 155:
Formulae used for Calculating the G
show all

Literacy Trends in Pakistan - UNESCO Islamabad

Create successful ePaper yourself

Delete template?

Save as template?