literacy rates in pakistan

7/30/2019 Literacy Rates in Pakistan

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BAHRIA UNIVERSITYKARACHI CAMPUS

Research Report

Factors Affecting Rural Education

Yaseen Ali Wadha

MBA 4 (A)

Reg # 286765

Submitted to: Dr. Rizwana Bashir


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ABSTRACT:

Education is the most important for a developed country and the backwardness of a country also

depends on it. Education brings great contribution toward economic development of a country.

Rural areas of Pakistan are densely populated but there is no proper education in those areas.

Although the government of Pakistan taking some steps for improving the education system but

there is also need to know how to improve this. This research elaborates the cause of the causes

of low literacy rate in rural areas in terms of both quantitative and qualitative. Secondary data

collection is used and it is generated through different research papers, articles, journals,

government agencies, some experts interviews and websites etc. After analyzing the data the

study finds that factors that affect the rural education are lack of awareness, gender disparity, and

quality of education, poor infrastructure, and feudalism systems.

We extend our deepest gratitude to our subject teacher, Mr. Sami Majeed for being co-operative,

simple yet effective, and helpful throughout the course and this project.This report is a result of sheer hard work, dedication, and contemplation by my group members

and me. But Mr. Majeed, always-go-to-man deserves the accolade for this.

We would also like to thank Advocates, Mr. Ashraf Ibrahim and Mr. Asif Ibrahim for theirinvaluable time and support in getting this project accomplished by providing us with references

from the Constitution of Pakistan 1973.

We acknowledge the help of our course instructor Cdr. Azhar Nisar in preparing this report for

providing us a solid platform for excelling in our studies. We extend our gratitude to Mr. Ishtiaq

Ahmed who greatly and whole heartedly helped us in preparing this report as an active

member of HEC Alumni, without him it would have been impossible for us to execute ths work.

We would like to thank Mr. Essa Khan, Faculty member Bahria Universitynfor helping us to

comprehend the international standards of education. Mr Kaleem A Ghias (Faculty member and

supervisor of studies related affairs) for providing us with references and explaining the work

struc


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1.0) INTRODUCTION:Education plays a vital role in human life. It increases the productivity and capabilities of a

person. Human capital is useless without proper education and the development or success of a

country mainly depends on manpower. Education teaches a person the things which help an

economy toward a path of sustainable growth and development. Without education society

cannot even hope for betterment. The key of success and development in the developed countries

has been their strong educational system. The one basic difference between the developed and

developing nations is that of proper education. Lake of proper educational system serves as a

hindrance to achieve sustainable success.

Like many other developing countries Pakistan is also one where educational conditions are not

very encouraging. Unfortunately less than 2% of the budget of our country is allocated for the

spending on Education. This unfair allocation of budget for the educational sector has diverse

effects on the educational system especially in the rural areas of Pakistan. The needs of the rural

education are not being fulfilled by this limited low budget and extremely low level of public

investment is a major reason thats why the literacy rate is very low in rural areas of Pakistan.

There is also lack of trained teachers, deficiency of infrastructure and poor quality of education

and gender disparity. 64% women in rural Punjab are illiterate, 69% in KPK, 78% in Sindh and

Baluchistan with 87% (PSLM 2010-11).

Most of the developed countries have good education system and they tend to be more efficient

and more effective in the world economy. Strong and developed educations systems are the main

thing that are required to be a developed nation. According to available research data, in Pakistan

the Punjab city has the highest population and has agricultural land but due to lack of education

in most of the rural areas of Punjab there is no progress in those areas. Overall 42% population

in Pakistan is illiterate (PSLM 2010-11). Pakistan is considered backward in the worlds

economy and the overall statistics regarding the education in its rural areas is not veryencouraging but these all problems can be minimized by focusing on education and improving

the literacy rate. Unless and until the educational and law and order situation of the country has

taken care of the country Pakistan will not be able to have economic growth.


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1.1) PROBLEM BACKGROUND:

Rural education in Pakistan has always been a cause of concern for many authorities; there are

many factors that influence rural education infrastructure in rural areas, standard of living of

people over there, the traditional views of rural inhabitants about female education and following

their inappropriate old customs. Today the biggest challenge for government is to establish an

effective system of education in rural areas.

PROBLEM STATEMENT:

What are the factors of low literacy rate in rural areas and how to overcome it?

1.2) AIM OF THE RESEARCH:

My aim of the research is to know what are the reasons behind low education in rural areas (Is

there quality of education is not good, parents income is insufficient or their attitude and

traditions restrict them to get education?) and how to improve literacy rate in these areas by

analyzing both quantitative and qualitative aspects.

1.3) RESEARCH QUESTIONS:

What is the current situation and standard of rural education in Pakistan? What are the reasons of low literacy rate in rural areas and how to improve it? Does the gender inequality have impact on low literacy rate? Does private schooling can improve the literacy rate? What is the attitude of people in rural areas and how to motivate them to get education?

HYPOTHESIS:

The hypothesis for my research is more than one because I have observed different factors.

Ho1: feudalism system in rural areas restricts parents to educate children.

Ha1: feudalism system in rural areas restricts parents to educate children.

Ho2: Gender disparity has an indirect relationship with literacy rate.

Ha2: Gender disparity has a direct relationship with literacy rate.


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Ho3: Lack of awareness among rural people is the cause of low literacy.

Ha3: lack of awareness among rural people is not the cause of low literacy.

Ho4: There is poor quality of education in rural areas.

Ha4: There is good quality of education in rural areas.

Ho5: There is poor infrastructure in rural schools

Ha5: There is good infrastructure in rural schools.

Ho6: Poverty affects the literacy rate.

Ha6: Poverty does not affect the literacy rate.

DEPENDENT VARIABLE:

The dependent variable of my research is rural education.

INDEPENDENT VARIABLES:

Poor Infrastructure, feudalism system, gender disparity, quality of education and poverty my

independent variables.

1.4) RESEARCH OBJECTIVES:

My research describes both quantitative and qualitative aspects of rural education.

My main research objective is to discover the causes of low literacy rate in rural areas. I have

following objective to conduct this research.

To improve literacy rate by analyzing different factors. To improve the quality of education in rural areas.

1.5) SIGNIFICANCE OF THE STUDY:

As I noted that rural areas of Pakistan are under developed. There is no proper education in these

areas and people are not aware of the importance of education. This research is significant for

several reasons. Firstly, it will help to analyze what minimum levels of resources are acquired by


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schools to enhance the productivity. Secondly, by different experts interviews it will show the

salient features which are required to improve achievement in educational sector. Thirdly, it will

be very beneficial for children living in rural areas and also throw a positive impact on Pakistans

economy.

1.0) REVIEW OF LITERATURE:1) Education is most important in every step of life because it creates awareness among

people. But, unfortunately in Pakistan females are not allowed to take education in

Pakistan. They are forced to follow their traditions. Sindh is male dominant society and

always consider the males decision maker. The literacy rate is very low in sindh. There is

very least percentage of enrolled girls and even if they enrolled they are not punctual and

leave the schools at early stage. The purpose of the study was to analyze factors

influencing the female education

Women are the major segment of a society. If a woman is educated she can improve socio

economic status of her own and her family as well. But there are some major barriers in females

education which includes unawareness of parents, poverty, social and cultural barriers.

The data was collected by stratified random sampling which comprise of 150 primary school

teachers of rural areas. The study concluded that the main issues in rural areas are lack of schools

and absenteeism of teachers which make the adverse situation in those areas. Abbasi, Saeed

(2012).

2) Human resource is the most important part of developed economy. The education ofprimary and secondary schools has great impact on economic growth. Pakistan has a poor

quality of human resource because there is lack of education particularly in rural areas. In

the Punjab 50% children are out of school and it contributes to the high rate of illiteracy.

Low rate of enrollment has resulted in lower participation in university level. Some issues

on supply side for low literacy are non availability of teachers, poor infrastructure, gender

inequality etc and on the demand side the high cost of education and low quality of

education are included.

The purpose of the study was to analyze to which extent children, parents and household

characteristics influence the education of children in rural areas. For this purpose primary data


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was collected through cluster sampling technique. Children with the same household treated

differently due to birth of new child because when a new baby come the other siblings get less

education due to limited resources. Gender inequality is also another factor. Girls are less

educated than boys because they suppose to help mothers in household work and to care of other

siblings. Market opportunity is also a factor toward low literacy rate because people perceive that

boys are likely to do jobs whereas girls are not allowed to work in an organization.

After analyzing all the factors study concluded that for improving literacy rate there should be

less cost of education, gender inequality should be minimize and income level should be

increased. Khan and Ali (n.d)

3) Peter Hudson and Sue Hudson of Queensland University of Technology published theresearch paperSustainable futures for rural education: Changing pre-service teachers

attitudes for teaching in rural schools in the AARE conference 2008, Brisbane. As

observed by the authors that a large number of pre-service teachers do not have any sort

of rural teaching experience and that serves as a main reason of why they are reluctant to

apply for rural teaching positions. So in order to know what things can motivate pre-

service teachers to seek employment in the sector of rural schools the writers have

investigated 17 pre-service teachers first experiences of teaching and living in the rural

areas. The research was conducted by collecting the data from the written transcripts

before their placement in the rural areas and the significant attitudinal changes the

experienced while teaching in the rural areas. So this derives to the conclusion that when

pre-service teachers undergo a rural experience it creates attitudinal changes for teaching

and living in rural areas at the same time helps to dispel misconceptions about rural living

and teaching. While the writers have suggested in the end that there is further research

that can be conducted to determine that after providing the awareness of rural living and

teaching before the recruitment can whether assist in keeping the teacher in rural areas.

Hudson, P and Hudson, S. (2008)

4) Improving the yield of rural education research: An Editors Swan Song researchpaper is written by Mr. Theodore Coladarci. He has been the editor of the JRRE (journal

of research in rural education), University of Maine. In his 15th

and final year as the

JRRE editor he worked to identify methodological and other substantive shortfalls in the


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rural education research literature. So he has suggested some strategies which are meant

to improve it. His observations are basically structured around six main things:

Describing the rural context of research Making the rural argument Framing the research question Drawing on other disciplines Synthesizing the extant research Distinguishing between i) exploring empirical questions and adducing data to support

personal convictions

He has emphasized the importance of research in the discipline of rural education research. He

aims at providing the rural education researchers some very good tips how to do their work byhimself shedding light on every aspect of it. The main purpose of his is to help them make their

work and effort more successful.Coladarci (n.d)

5) Inequality of gender is very common in poor and developing countries. Pakistani womenstatus is somehow different from western country. Woman always perform her

procreative role as wife, mother, daughter in a home. Males are always given good

education and skills to compete in an economy whereas females are taught household

skills to be a good mother and wife. Many studies found that women have higher return

to education than boys. Gender inequality found in almost every poor country of world.

Pakistan is also a society where woman suffer from discrimination.

The purpose of the study is to investigate impact of gender inequality on education in rural areas.

There are a lot of issues of low literacy which include low level of investment, cultural issues,

poverty, and lack of public schools. Data collected by survey based on simple and stratified

random sampling. Primary data was collected through households survey from villages.

It was concluded that poverty has great impact on lesser number of enrolled girls because it is

perceived that females cannot participate in earning activity. Government should set out policies

for poverty alleviation and sustainable growth. Chaudhry and Rahman (2009)


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2.0) RESEARCH METHODOLOGY:In order to conduct this research I have following methodologies.

3.1) RESEARCH DESIGN:

The extensive literature review, government websites and educational experts interviews

approach is appropriate for conducting this research because it helps to solve the problem in

depth within a limited time period.

The data is collected from the online sources present on the websites. The sample size is the

available online responses of the respondents related to the problem under consideration. This

data is utilized and kept as the sampling space. Also interviews of educational experts are

conducted which served as a vital role for sampling.

3.2) DATA COLLECTION METHOD:

Secondary data collection:

The secondary data is collected through different research papers, articles, journals, government

agencies, some experts interviews and websites etc.

Analysis of data is done through tables, graphs and charts published in differentgovernment reports (Ministry of education, Pakistan education statistic etc.) and research

papers.

3.0) DATA ANALYSIS:I have observed the secondary data available on websites, research papers, articles, journals,

government agencies and some experts interviews.

Literacy Rate in Pakistan:

Literacy has become the most important wheel for the development of a country. It is a basic

need and basic human right of the knowledge. Since, the birth of Pakistan it has been lagged

behind due to instable political condition. Now government of Pakistan introducing new policies

and programs for the improving of literacy but still there is lack of education in rural areas.


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Source:PSLM survey 2010-11

The data shows the literacy rate in that Punjab has the highest literacy rate 60% and Baluchistan

has the lowest rate 41%.

Source: Annual Status of Education Report (Rural) ASER-Pakistan 2010

Literacy rate in 2010-11

Punjab

Sindh

KPK

Baluchistan

60%41%

59%

50%

45%

31%

64%

48%

52%

33%

55%

69%

36%

52%

48%

67%

0% 10% 20% 30% 40% 50% 60% 70% 80%

National

Balochistan

Gilgit

Khyber Pakhtunkhwa

Punjab

Sindh

Out of School

Schooling


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This graph has been taken from ASER survey broadening the base of early childhood education

which includes total 32 districts of rural areas which have 54062 children. According to the

above table it is concluded that Baluchistan has the lowest literacy rate. The percentage of out of

school children is higher than school going children in Baluchistan (69%), Sindh (67%), and

KPK with (52%).

Literacy Rates (10 Years and Above)-Pakistan and Provinces

Province/Area 2008-09 2009-10

Total Male Female Total Male Female

Pakistan 57.4% 69.3% 44.7% 57.7% 69.5% 45.2%

Rural 48.6% 63.2% 33.4% 49.2% 63.6% 34.2%

Urban 73.3% 80.3% 65.6% 73.2% 80.2% 65.5%

Punjab 58.7% 68.5% 48.8% 59.6% 69.1% 49.8%

Rural 51.3% 63.1% 39.5% 52.5% 64.0% 40.7%

Urban 73.3% 78.9% 67.4% 73.5% 78.9% 67.8%

Sindh 59.4% 71.2% 45.6% 58.2% 70.2% 44.3%

Rural 41.8% 59.0% 20.7% 41.0% 58.2% 20.3%

Urban 75.7% 82.9% 67.5% 74.9% 82.2% 66.8%

KPK 50.0% 69.6% 31.1% 50.9% 70.1% 32.3%

Rural 47.1% 67.9% 27.4% 48.4% 68.3% 29.1%

Urban 63.4% 77.4% 49.0% 62.7% 77.8% 47.4%

Baluchistan 51.5% 68.5% 30.2% 51.5% 69.2% 29.3%

Rural 46.5% 64.4% 23.8% 45.7% 64.2% 22.5%

Urban 66.4% 81.0% 48.8% 69.6% 85.0% 50.6%

Source:Economic Survey of Pakistan 2010-2011.

According to the above table it is concluded that literacy rate is 57.7% in Pakistan in which male

literacy rate is 69.5% and 45.2% females are literate. The literacy rate 49.2% is too low in rural


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areas than urban areas. In all the provinces rural areas have low literacy rate while 20.3% is least

rate of literacy of female in rural areas of sindh. (Mohsin associates, 2012)

Literacy trends in Pakistan (Report of UNESCO)

I have reviewed the literacy trend in Pakistan (Report of UNESCO) and analyze the different

factors. Literacy rate in Pakistan however increased from 1951 but it is still very low as compare

to other countries. Variations in literacy rate are very high than developed countries and it can

not be minimize unless there is gender disparity is not eliminated. There are so many factors

affecting literacy rate stated in this report which are follows,

Allocation for education:

In Pakistan allocation for education is very low with 2.3 of GNP and the highest figure in the 9th

plan (1998 2003). This allocation is continuously falling since last many years. The initial

development plan had no allocation for literacy. The ninth five year program is placing 0.35%

increase in allocation of education every year so it will reach to 4%. The National Education

Policy (1998 2012) wants to improve the literacy rate to 55%. It can bring a change to the

literacy rate.

Source:National Action Plan: our roadmap to EFA, UNESCO and EFA wing, Federal ministry

of education, Govt. of Pakistan p.7-8

Public Expenditure on Primary and Basic Education in Pakistan.

Years

Allocations for primary and basic education

As % of total

educational

budget

As percentage of

GNP

Per pupil as %

of per capita

GNP

1991 46.31 0.78 6.00

1995 48.23 0.85 7.93

1998 51.80 1.1 11.6


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Source: A Synthesis Report of Education for All 2000 Assessment: In the South and West Asia

sub-region for the AsiaPacific Region, UNESCO: 2001

Public expenditure has a great impact on the literacy rate. Table shows that there is an increase in

public expenses over the year on primary education. In 1991 there is only 46.31% of total

educational budget allocated on primary education and it increased to 51.80% in 1998.

Gender Issues:

In Pakistan gender inequality is also one of the important factors. Traditional views of rural

people restrict them to send females to school. Only boys go to school and female children keptwithout schooling. The lowest rate of literacy in Kohistan (2.95%) and Karachi has the highest

(73.92%). It is observed that in Punjab male literacy rate has been increased from to 57.20%from

1981 to 1998, in sindh 39.70% to 45.29%, in NWFP it increased 25.80% to 51.89%, in

Baluchistan 15.2% to 34.03%. The literacy rate of girls has also been increased but less than

males.

Source:Human development report 1998, Mahbub- ul- Haq human development centre, Oxford

university press Karachi.

Lack of institutional Infrastructure:

Infrastructure in rural areas institution is not appropriate. There is no proper sitting arrangement,

teaching material, light and sewerage system is very bad this deteriorate the health of the children and

due to this parents dont allow their children to schools and they remain illiterate.

Pakistan: where and who are the worlds Illiterates?This study indicates the provincial comparison of literacy and illiteracy rate. It shows thatIslamabad capital Territory has the highest literacy rate (82%), Punjab (56.14%), sindh

(51.48%), NWFP (46.17%) and Baluchistan (37.18%). Baluchistan is very behind in literacy and

mostly females are less educated because of their social issues and customs, lack of awareness

and lack of schools. There are so many reasons of illiterate persons.


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Rural areas of Pakistan have highest population. According to the 1998 census (67%) population

of Pakistan lives in these areas. There is lack of basic facilities; they have feudal system which

does not encourage them to get education.

Poverty is also one of the important factors. The study indicates that 35% is below the poverty

line. Low income contribute towards low literacy rate because parents can not afford the

educational expenses and they become more interested in earning money rather than to get

education.

Disable persons need more facilities but due to unavailability of desired resources they are far

from education and illiteracy increased.

Female exclusion from schools is also a reason of low literacy. Girls are not supposed to be

educated and consider as sleeper of the foot in rural areas. The people in rural areas do not give

equal rights to women as men and do not give them education.

Some policies are made to overcome the illiteracy rate which includes adult literacy program

through which create awareness among the parents live in rural areas. There are also some

programs introduced Nai Roshni School and Iqra Project, Crash literacy program, literacy

programs by NGOs which improve the literacy rate.Chaudhry (2005)

Education in Pakistan: The Key Issues, Problems and the New Challenges

Education sector of Pakistan has very poor performance. There is very low level of efficiency,

financial budget, quality of teaching etc. These insufficient allocations contribute towards higher

illiteracy in rural areas of Pakistan.

On the Qualitative dimension different factors are observed. Quality of education is very

necessary for the development of a country but in Pakistan it has a declining trend. Teachers are

not qualified as per requirement.


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Finance Act 1995-96 to 2002-03

(Rs in Billion)

Year Recurring

Budget

Development

Budget

Total Education

Budget

% of GDP

1995-96 39.610 2.585 42.195 2.00

1996-97 40.536 1.968 42.504 2.62

1997-98 46.100 2.984 49.084 2.34

1998- 99 46.979 2.427 49.406 2.40

1999- 2000 51.572 2.430 54.002 1.7

2000 - 01 54.396 1.966 56.362 1.6

2001-02 64.975 2.500 67.475 1.9

2002-03 67.270 2.604 69.874 1.7

The above table indicates that Government is not able to allocate budget on education

accordance with the population growth.

The teachers role is a key factor for the quality of education. Teachers qualification is

inadequate in rural areas. A trained teacher has better understanding with the students. He or shecan understand the psychology of students and teach them according to it. But, unfortunately

there is lack of these types of teachers and this becomes a reason for low literacy rate.

The Government teachers training program are introduced which primarily focus on training of

untrained staff, short term refresher course for those who already have done teaching in

government schools etc.

Private schools are not doing any good job except some of the schools. Mostly private schools

appoint teachers on the matriculation base. These teachers have less experience and knowledge

about the context as qualified teachers have.

Poverty is one of the major problems from quantitative dimensions point of view. Low income

levels of people in rural areas discourage them to get education. Gender discrimination is also

responsible for low literacy rate because females are kept without schooling which increases the


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rate of illiteracy. According to UNESCO figures (Dawn, 23 Feb 2004 editorial) only 60% girls

are enrolled in primary schools whereas the secondary schools enrollment ratio is more

discouraging 32% for females. One reason of avoiding girls to send to schools is far flung of

schools in rural areas and their social taboos. Memon (2007).

Causes of Students Dropout at Primary Level in Pakistan: An Empirical Study

Education plays a crucial role in the socio economic development of a country. The National

Plan of Action (2001-2015) aim is to reach the people of rural and urban areas who are out of

schools and emphasis them towards education, to improve the quality of education and enhance

the learning capabilities of children. As the Government of Pakistan has been taking many

initiatives but we are still left behind in education sector. Punjab has the highest population and

the literacy rate there is very low.

From this study some of the factors are observed which causes dropout of students at primary

level and literacy rate declined.

Economic factors:

The development of a country mainly depends on the development of education. The low

economic development and low per capita income is one of the major reasons of low literacy. In

2004 level of poverty was 28.35% (Government of Pakistan, 2004). From the survey of 2008 it is

observed that 40% of population is below from poverty line and in rural areas it ranges from

45%-50% (Government of Pakistan, 2008). Children in rural areas have to earn money for their

family and for this reason their families do not send them to schools.

Lack of Awareness:

This study reveals that there is there is also lack of awareness among parents which do not

encourage them to send their children to schools and 88% of poor motivational level of parents

causes of low literacy rate. Mostly girls become the victim of such insensitivity because they

always stick to their traditional customs and consider the female education negative for them.

Physical factors:

The study shows that lack of physical facilities in rural schools is a problem for rural children.

According to the (Government of Pakistan, 1998 a) 67% of population lives in rural areas and

there is no basic facilities for the children like; Proper infrastructure schools, lack of health

facilities which causes high rate of illiteracy among rural people.


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Shortage of teachers:

Findings of the study showed that some factors that are related to teachers also have impact on

low education in rural areas. There is very shortage of teachers in rural schools and it is very

difficult for one teacher to manage five to six classes at a time. It is mostly occur at primary level

of education.

Teachers Absenteeism:

Teachers live vey far from the rural areas and they feel hesitation to go in rural areas. It is

observed that teachers are mostly been absent from the school which discourage the children to

go in schools. Parents think that it is just time wasting and they refuse to send their children to

school.

Quality of education:

The quality of education is even necessary for the good education system but in rural areas

quality is declining day by day. It demotivates parents and they decide to leave their children

from school and literacy rate increase.

Curriculum related factors:

For the mental development different activities related to the education plays a vital role. In rural

areas there is lack of curriculum activities for students and they become bore and lazy and even

think to leave the school. Students participation in different curriculum activities encourages

them to go to school and increase their interest towards education. Hussain and Salf i, and Khan,

(2011)

Determinants of School Choice: Evidence from Rural Punjab, Pakistan

Under Article of 25A of the 18th

Amendment to the countrys constitution, Education is a

fundamental right of every school age child in Pakistan. As education budget is going to shrink

there is an increase in demand of private schools. People in rural areas prefer low cost private

schools rather than free public schools. The study identified the factors that parents observe for

the choice of school and how can improve the quality of public and private schools.

Following table has been taken in this report has been taken from Pakistan Social and Living

Standard Measurement (PSLM) which gave a complete overview of public and private education

states in Pakistan.


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Area/

gender

Enrolled Out of

school

School type

Private Public Madrassa Other

Pakistan 54.4 45.6 14.9 82.5 1.5 1.1

Males 64.1 35.9 14.3 83.1 1.7 1.0

Females 42.8 57.2 16.1 81.3 1.3 1.2

Punjab 61.9 38.1 23.4 73.9 1.5 1.3

Males 68.0 32.0 22.2 75.0 1.8 1.0

Females 55.4 44.6 24.9 72.4 1.1 1.6

Sindh 47.4 52.6 5.51 92.6 0.9 1.0

Males 57.3 42.7 6.3 91.6 0.9 1.1

Females 34.3 65.8 3.7 95.0 0.7 0.7

KPK 60.3 39.7 16.9 80.9 1.4 0.7

Males 74.1 25.9 17.6 80.2 1.5 0.7

Females 44.1 55.9 15.6 82.3 1.3 0.8

Baluchistan 43.6 56.4 3.7 92.6 2.6 1.2

Males 55.9 44.1 4.4 92.1 2.4 1.1

Females 27.6 72.4 1.9 93.9 2.9 1.3

Source:Pakistan Bureau of Statistics, PSLM Survey 2008/09.

From the table it concluded that females out of school rate are higher than males. But, in Punjab

rate of female education are high in private schools which include (24.9%) girls and (22.2%)

boys. However in other provinces there is low participation of females in private schools.

Private versus public schooling:

Low fee private schooling encourages parents to send their children to private schools. Wealthier

parents more likely send their children to private school. According to PERI survey Census of

public schools in Punjab showed that there is lack of public schools for girls.

Parents choose private schooling when they feel there are employment opportunities in the future

like, School teaching, engineering or in banking sector. But if they expect that future return will

be low then they are not likely to pay in private schools.


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Due to accessibility to school parents prefer private schooling. In rural areas schools are mostly

have long distance. Parents choose private schools for girls as they dont have to face any

difficulty at reaching school.

Parents perceived that private schools have good quality of education in English, Science and

Mathematic subjects than public schools. English is very important subject so the parents mainly

quality of teaching of this subject and they think that better understanding of English crate more

opportunities for their children.

Teachers absenteeism in public schools is very high. They rarely come to school whereas

private schools have lower teachers absenteeism. They also perceive that their teaching skills

are better and they rate it Excellent and public schooling fall on the lower end of rating scale.

Quality of infrastructure at schools is always keeps in the mind of parents. Parents who perceive

good quality of infrastructure demand more private schooling. Proper labs, electricity, proper

sitting arrangement for students all are consider while making a school choice. Boundary wall is

the most necessary for the security of the students. Ahmed et al (2013)

Providing Rural Students with a High Quality Education:

Providing rural students with a high quality of education has been published in rural school and

community trust which was conducted to know what factors make quality of education in rural

areas and also find the amount of additional funding require at certain levels. The lack of

education in rural areas contributes towards low educational adequacy and they face more

challenges due to lack of education.

The study findings concluded that in a school equity and adequacy both are essential. Equity

means that all children should be treated equally and it should not depend on their residence or

wealth and other meaning of equity is that it must be adequate fee for children so the poor

student could get quality of education. Money is also matters for good quality of education.

Researcher investigated that low income discourage students for high quality of education.

For high quality of education there must be capacity building of schools. Money alone is not

responsible for good education. Schools must be accountable for the resources they kept for

students as rewards.


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Some of the schools are too much costly but quality of education is inefficient. Those who left

behind in the education most of the poorest, least educated people. The quality of education can

not get until or unless there is proper understanding of rural communities characteristics. Some

of them discussed here;

Rural people tend to live in places according to their own decision and it effects their education.

Distance from school increases the cost of transportation and they can not get qualified and

trained teachers as per require for quality of education.

Poverty is synonymous with rural in many states. Most of the rural areas facing poverty and

suffering from lack of health care, proper nutrition, no basic facilities etc. Rural communities

have no proper social infrastructure or philanthropic support, technology lack and lack of

transportation also reveals to poor quality of education. Malhoit (2005)

Missing Facilities Pakistan: Urban/Rural Disparities 200809Schools without facilities Urban Rural Total

Electricity In Number 11,609 85,160 96,769

In Percentage 35.8% 65.5% 60.2%

Water In Number 2,179 52,817 54,996

In Percentage 6.7% 40.6% 34.2%

Latrine In Number 9,763 50,083 59,846

In Percentage 30./1% 38.5% 37.2%

Boundary Wall In Number 9,026 52,248 61,274

In Percentage 27.9% 40.2% 38.1%

Source: NEMIS 200809 AEPAM, Ministry of Education, Islamabad.

This table indicates that rural areas have lack of facilities. 40.2% schools have no boundary wall

in rural areas. The most sever problem is electricity. 65.5% schools in rural areas have no facility

of light. This shows that rural schools have lack of facilities.


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FINDINGS OF THE STUDY:

I have analyzed secondary data and after studying all the published reports, websites journals and

some experts interviews I have observed the following factors that affect the rural education and

become cause of low literacy. Some of the issues are government side which includes poverty,

poor infrastructure, budget allocation, lack of schools and others are lack of awareness, gender

disparity and quality of education.

Budget Allocation:

Public expenditure on education is very low. Analysis shows that only 2.0% of GDP (Ministry of

Education 2009-10) is kept for education which is very low as compare to other countries. The

rural areas have a large population so these allocations are not sufficient for literate the persons

in rural areas.

Poor Infrastructure:

Findings of the study show that one cause of low literacy is absence of proper infrastructure in

rural areas. There are no facilities for students and teachers as well. Rural schools have no

electricity, proper sitting arrangement, drinking wateretc. These all discourage the teachers and

teachers absenteeism increase. So it ultimately affects the students presence and literacy level

decrease.

Poverty:

Poverty is also one of the factors of low literacy. Government of Pakistan is not taking any step

for poverty alleviation in these areas. People in rural areas have very low income. They work on

farms and earn very small amount of money. They can not bear the educational expenses of their

children for that reason they sacrifice the education over money.

Lack of Awareness:

People are not aware about the importance of education. Even they do not know about their

fundamental rights. They are following their old traditions, dont give importance to education

and consider it is just wastage of money.


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Gender Disparity:

The data shows that in rural areas girls literacy rate is very low than boys and it is contributing

towards low literacy rate in those areas. Only 41% females are enrolled in schools (Pakistan

Education Statistics 2010-11). Rural people discriminate among boys and girls. They do not

allow girls to educate and restrict them within the four walls of the house. They think that girls

can not become the earning member of their family and they have to leave home after getting

married. Their social and cultural norms restrict the female education.

Quality of Education:

Another factor that causes the low literacy is lack of quality of education. Teachers in public

schools are not trained. They have no enough knowledge and experience which help them to give

quality of education. Teaches behave very harshly with students which demotivates them and

they dont want to go to school.

Feudalism System:

Feudalism in rural areas is a major barrier for the people to get education. Feudal lords have an

absolute control over the people. People dont have power to utilize their rights against feudal

lords and are bound to follow their rules.

CONCLUSION:

Findings of the study concluded that main factors which affect the rural education are budget

allocation, lack of awareness, Poverty, gender disparity and quality of education. Literacy rate in

rural areas is becoming a major part of concern. People are not aware; they have fewer resources

which discourage them. They stick to their old customs and norms and think sending girls to

schools is a crime. Quality of education has decline in rural areas. The way of teaching is not

good. Quality of teachers plays a major role in developing a quality of education system in rural

areas.

RECOMMENDATIONS:


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For the improvement of literacy rate in rural areas I have following recommendations.

Government of Pakistan should increase the budget allocation on Education. The budgetmust be in increased in particular rural areas.

Different social awareness campaigns should be given to the rural people. There is lackof motivation in rural people so, different NGOs teams can create awareness among

them and motivate them towards education.

Low cost private schooling can also improve the literacy rate in rural areas. By offeringtax relaxation or other incentives to private schools low cost private schools can be open

in rural areas.

There should be proper check and balance system in rural areas schools. Governmentshould give them all facilities proper sitting arrangement, electricity etc.

Different programs on teachers training should be introduced. It will help to improve thequality of education.

There must be proper security system in rural areas so that people can send their childrento school without any fear especially girls.

Provide incentives to rural people to educate their children or financially support them.LIMITATIONS:

Following are the limitations of this research;

Rural areas are very far away from my city and due to less resources survey are not beingconducted.

The time limitation of this project study which is the duration of our project report wasnot long that is why it became difficult to go in rural areas.

Due to less time only the data of some previous years is collected which do not evaluatethe results effectively.

Recent data of literacy rate is not available on websites, different journals andgovernment reports which become an issue in analyzing the data.

REFERENCES:


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Abbasi, G. P. (2012).Critical analysis of the factors influencing female education inrural sindh as viewed by primary school teachers. Interdisciplinary Journal of

Contemporary Research in Business, Vol.4, No.6. http://journal-

archieves24.webs.com/334-338.pdf ( 10th April)

Ahmed et al. 2013. Determinants of School Choice: Evidence from Rural Punjab,Pakistan. Centre for Research in Economics and Business (CREB) [Pdf] P. 01-13.

Available at

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Coladarci, T. (2007, May 24). Improving the yield of rural education research: Aneditors swan song.Journal of Research in Rural Education, 22(3). Retrieved [date]

fromhttp://jrre.psu.edu/articles/22-3.pdf(25th March)

Chaudhry, I. S and Rehman, S, (2009). The Impact of Gender Inequality inEducation on Rural Poverty in Pakistan: An Empirical Analysis. European Journal

of Economics, Finance and Administrative Sciences, Issue 15,

http://www.eurojournals.com/EJEFAS.htm.(25th March)

Hudson, P and Hudson, S. (2008) Sustainable futures for rural education: Changingpreservice teachers attitudes for teaching in rural schools. AARE Conference,

Brisbane.http://tedd.net.au/pdfs/Over_the_hill.pdf(10th April)

Hussain, D. A., Salfi, N.A., and Khan, D. T. M., 2011. Causes of Students Dropoutat Primary Level in Pakistan: An Empirical Study. International Journal of

Humanities and Social Science [pdf] Vol. 1 No. 12. Available at

[10

April, 2013]

http://www.mohsinassociates.com/headline/57-of-pakistanis-are-educated/ http://ilm.com.pk/pakistan/pakistan-information/pakistan-literacy-rate/ http://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-

analysis-education-system-pakistan.html

Khan, R. E. A and Ali, k. Determinants of Schooling in Rural Areas of Pakistan The Lahore Journal of Economics, Vol.8, No.2
http://journal-archieves24.webs.com/334-338.pdfhttp://journal-archieves24.webs.com/334-338.pdfhttp://journal-archieves24.webs.com/334-338.pdfhttp://www.creb.org.pk/uploads/file/5fc29f0a5585da206c994d09b7c61c6eWorking%20Paper%20Series%20No.01-13%20Complete.pdfhttp://www.creb.org.pk/uploads/file/5fc29f0a5585da206c994d09b7c61c6eWorking%20Paper%20Series%20No.01-13%20Complete.pdfhttp://www.creb.org.pk/uploads/file/5fc29f0a5585da206c994d09b7c61c6eWorking%20Paper%20Series%20No.01-13%20Complete.pdfhttp://jrre.psu.edu/articles/22-3.pdfhttp://jrre.psu.edu/articles/22-3.pdfhttp://jrre.psu.edu/articles/22-3.pdfhttp://www.eurojournals.com/EJEFAS.htmhttp://www.eurojournals.com/EJEFAS.htmhttp://tedd.net.au/pdfs/Over_the_hill.pdfhttp://tedd.net.au/pdfs/Over_the_hill.pdfhttp://tedd.net.au/pdfs/Over_the_hill.pdfhttp://www.ijhssnet.com/journals/Vol_1_No_12_September_2011/20.pdfhttp://ilm.com.pk/pakistan/pakistan-information/pakistan-literacy-rate/http://ilm.com.pk/pakistan/pakistan-information/pakistan-literacy-rate/http://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.htmlhttp://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.htmlhttp://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.htmlhttp://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.htmlhttp://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.htmlhttp://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.htmlhttp://www.cssforum.com.pk/css-compulsory-subjects/essay/essays/65445-critical-analysis-education-system-pakistan.htmlhttp://ilm.com.pk/pakistan/pakistan-information/pakistan-literacy-rate/http://www.ijhssnet.com/journals/Vol_1_No_12_September_2011/20.pdfhttp://tedd.net.au/pdfs/Over_the_hill.pdfhttp://www.eurojournals.com/EJEFAS.htmhttp://jrre.psu.edu/articles/22-3.pdfhttp://www.creb.org.pk/uploads/file/5fc29f0a5585da206c994d09b7c61c6eWorking%20Paper%20Series%20No.01-13%20Complete.pdfhttp://www.creb.org.pk/uploads/file/5fc29f0a5585da206c994d09b7c61c6eWorking%20Paper%20Series%20No.01-13%20Complete.pdfhttp://journal-archieves24.webs.com/334-338.pdfhttp://journal-archieves24.webs.com/334-338.pdf


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http://www.lahoreschoolofeconomics.edu.pk/JOURNAL/vol8-NoII/Rana%20Ijaz-

Karamat-Final.pdf(22nd

March)

Memon, G. R., 2007. Education in Pakistan: The Key Issues, Problems and the NewChallenges.Journal of Management and Social Sciences [Pdf] Vol. 3, No. 1, P. 47-

55. Available at < heglobal.international.gbtesting.net/media/5179/education in

Pakistan - the key issues, problems and the new challenges.pdf> [16 April, 2013]

Malhoit, G. C., 2005. Providing Rural Students with a High Quality Education: TheRural Perspective on the Concept of Educational Adequacy. Rural School and

Community Trust[Pdf]. Available at [22

March, 2013]

Paper commissioned for the EFA Global Monitoring Report 2006, Literacy forLife

South Asian Forum for Education development, 2010. Annual Status of EducationReport (Rural) [online] Available at< http://safedafed.org/aser/home.htm> [18 April

2013]

United Nations, Educational, Scientific and cultural Organization office, Islamabad,2003. Literacy trends in Pakistan. [Pdf] Available at

[15 April, 2013]

United Nations, Educational, Scientific and cultural Organization, 2005. Pakistan:where and who are the worlds illiterates. [Pdf] Available at

[15 April, 2013]

United Nations, Educational, Scientific and cultural Organization, 2012. WhyPakistan needs a literacy movement. [Pdf] Available at [20 April 2013]

Appendix
http://www.lahoreschoolofeconomics.edu.pk/JOURNAL/vol8-NoII/Rana%20Ijaz-Karamat-Final.pdfhttp://www.lahoreschoolofeconomics.edu.pk/JOURNAL/vol8-NoII/Rana%20Ijaz-Karamat-Final.pdfhttp://www.lahoreschoolofeconomics.edu.pk/JOURNAL/vol8-NoII/Rana%20Ijaz-Karamat-Final.pdfhttp://www.kintera.org/atf/cf/%7BF4BE47E7-FA27-47A8-B662-8DE8A6FC0577%7D/Providing_Rural_Students.PDFhttp://www.kintera.org/atf/cf/%7BF4BE47E7-FA27-47A8-B662-8DE8A6FC0577%7D/Providing_Rural_Students.PDFhttp://unesco.org.pk/education/life/nfer_library/Reports/4-39.pdfhttp://unesdoc.unesco.org/images/0014/001459/145959e.pdfhttp://unesdoc.unesco.org/images/0014/001459/145959e.pdfhttp://unesco.org.pk/education/documents/publications/Why_Pakistan_Needs_Literacy_Movement.pdfhttp://unesco.org.pk/education/documents/publications/Why_Pakistan_Needs_Literacy_Movement.pdfhttp://unesco.org.pk/education/documents/publications/Why_Pakistan_Needs_Literacy_Movement.pdfhttp://unesco.org.pk/education/documents/publications/Why_Pakistan_Needs_Literacy_Movement.pdfhttp://unesdoc.unesco.org/images/0014/001459/145959e.pdfhttp://unesco.org.pk/education/life/nfer_library/Reports/4-39.pdfhttp://www.kintera.org/atf/cf/%7BF4BE47E7-FA27-47A8-B662-8DE8A6FC0577%7D/Providing_Rural_Students.PDFhttp://www.kintera.org/atf/cf/%7BF4BE47E7-FA27-47A8-B662-8DE8A6FC0577%7D/Providing_Rural_Students.PDFhttp://www.lahoreschoolofeconomics.edu.pk/JOURNAL/vol8-NoII/Rana%20Ijaz-Karamat-Final.pdfhttp://www.lahoreschoolofeconomics.edu.pk/JOURNAL/vol8-NoII/Rana%20Ijaz-Karamat-Final.pdf


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Interview by Qudsia Saleem

Name: Mrs. Qudsia Saleem

Organization: The Citizens Foundation

Designation: Principal

Q1: How many years of experience you have in education field?

I have 24-25 years of experience in educational field.

Q2: Do you think that rural areas have low literacy rate?

Yes, rural areas have very low rate of literacy.

Q3: What is the main cause of lack of education in rural areas?

There are so many reasons of lack of education in rural areas but most of the serious issue is lack of

awareness among parents and poverty.

Q4: Are you satisfied with the current rural education system?

No, I am not satisfied because there is no proper educational institute.

Q5: Do you think rural education systems need to be improved?

Yes

Q6: Who are facing more educational problems in rural areas? Males or females?

Females are facing more educational problems because it is dream of their parents to marry girls in

early age and also they have environment fear thats why they do not send girls to school.

Q7: Who is responsible for problems being faced in rural education system?

Government is responsible for these problems.

Q8: How can we solve the problems being faced by rural education system?


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These problems can be solved by creating awareness among people of rural areas, by motivating

them through different incentives. Teachers in the rural areas rarely come to school if Government

give them bonus, some recognition awards these problems can be solved.

Q9: Who can play a major role to solve these problems?

Government and people of rural areas can play a major role. Government can solve these problems

by increasing budget to education, giving training to public schools teachers and people can do by

changing their attitude and old thinking. These problems will be solved very soon by taking these

steps.

Q10: Do you think that private schooling can improve the literacy rate?

Yes, because I have attended many seminars and I observed that private schools are doing a good

job and even dropout rate is also very low.

Q11: what is the one thing that you want to change in rural education?

One thing that I want to change is the thinking of rural people, their attitude. We should financially

support them and encourage them towards education.

Interview by

Name_______________________

Organization__________________________

Designation___________________________

Q1: How many years of experience you have in education field?

12 years

Q2: Do you think that rural areas have low literacy rate?

Yes because people are deprived from the basic necessities

Q3: What is the main cause of lack of education in rural areas?

People are not aware for their basic rights They dont understand the importance of education Political power dont want to literate that people because of their selfinterest


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They dont have proper facilities like schools, colleges and universities The main factor that they dont have power to utilize their right against feudal lords. They

feel that they have to live that type of live if they want to survive. They have to follow the

rules of feudal lords.

Q4: Are you satisfied with the current rural education system?

No I am not satisfied. Basically they dont have any system or proper education system.

Q5: Do you think rural education systems need to be improved?

Yeah definitely... this system need to be improvement in all aspects like infrastructure facilities,

proper schools, quality education standard and quality teachers that have the courage to work

against these system and guide them and to tell them the importance of education.

Q6: Who are facing more educational problems in rural areas? Males or females?

Females are facing more problems than man. The rural norms and rules are more rigid and restrictfor females.

Q7: Who is responsible for problems being faced in rural education system?

System of the society Political leaders Feudalism system poverty corrupt system

Q8: How can we solve the problems being faced by rural education system?

Highly trained staff are needed to understand the psychology of that people and guide them,to understand the importance of education in the modern era

Facilities should be provided on an urgent basis to improve the schools system Colleges and universities should be built. Work hard should be needed to release the people of the rural areas from feudal system and

this is the main cause of the low literacy

Government have to work on to control poverty, that enable the people of rural areas ingetting education, otherwise they are focusing on earning money because they food is he

basis need which comes first and to getting that people compromise education on that.

Q9: Who can play a major role to solve these problems?

Government teachers education department


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Q10: Do you think that private schooling can improve the literacy rate?

Yes definitely, but one thing I have to mention that private schools charge more fees as compared to

Govt. schools, but the people of rural areas are not in a position to afford high fees structure.

Q11: what is the one thing that you want to change in rural education?

Standards of the course must be same for all classes. They need not only education they need

proper guidance and awareness that enable him to understand what is right and what is wrong..

They dont follow every one blindly and must understand only education can raise their standard if

living.

literacy rates in pakistan

Documents