![]() In several of his writings, Ghafoor (1997) identified two factors for low progress of primary education, and these include inside school factors and outside school factors. The need for NFE in Pakistan has arisen because not only is the formal system unable to cope with the rising demand of education in the country with its rigid nature but also because the costs of formal education are higher. ![]() The country is far behind the target of 100 % literacy as set by the Dakar Declaration (2000). However, in Pakistan there is dire need to launch a national movement for literacy. ![]() Therefore, many countries of the world, both developed and developing, realizing the advantages of the non-formal system, have adopted it and made it an integral part of their national system of education. It was realized that through the formal system alone, illiteracy and other problems of education cannot be solved. Non-formal systems of education are being used effectively in different parts of the world in order to solve the long standing problems of mass illiteracy and creating social awareness. Developed countries like Japan, Norway, the Netherlands, France, UK and USA and developing countries like India, Sri Lanka, Bangladesh, Nepal and Bhutan have seized upon its advantages to meet pressing educational needs and social needs (Haq, 2002). Similarly many countries of Asia, Africa and Latin America have quite successfully adopted non-formal education and are offering different programs. Rural women in Nothern Pakistan researching in the InternetĪ look around neighboring countries in South Asia shows that at the start of the new millennium, Maldives and Sri Lanka had both achieved literacy rates of well over 90 %, considerably higher than the regional average of 54 %. The Pakistan Social and Living Standards Measurement Survey, conducted by the Government of Pakistan in 2006-07, revealed that every year dropout rates for girls are increasing. The increase in the enrollment rate is not in line with the increase in the rate of population growth in the country, and each year millions of children school-age are deprived from getting admission to formal schools due the shortage of schools.ĭuring the first decade of the 21 st century – since the policy focused on rural areas – the number of primary schools increased sharply for both boys and girls, although the proportion of girls’ schools remained constant. Pakistan is a developing country with limited resources and high population growth rate of 2.6 % per annum. The study recommended that learning materials may be developed in the regional languages.Įmergence of Non-Formal Education in Pakistan ![]() It was further concluded that a proper media campaign may be initiated to mobilize the community. It was also found that drop-out rates were higher and the teachers were not satisfied with their job structure. It was found that the project is achieving its targets as planned. Data were collected through questionnaires and interviews. 100 NFBE school teachers, 20 officers of NFBE schools and 500 students and their parents participated in the study. It was a survey study in which data were collected from female teachers, officers of NFBE, students and their parents. The study was conducted in 120 NFBE schools in four districts of Punjab. The present study was aimed to assess the performance of the non-formal basic education (NFBE) schools project initiated in the province of Punjab with the assistance of Japan International Co-operation Agency (JICA). Non-formal Education in Pakistan: A Panacea for Women Development This contribution examines the success potential of a number of such programmes geared especially to girls and women in the province of Punjab. Within the framework of a National Action Plan, nonformal basic education programmes have been created to fill the gap. Especially girls are at a disadvantage under existing socio-cultural conditions. Teachers with insufficient training must work with classes that are too large using materials that are not well adapted to student needs. Schools are poorly equipped and too few in number. The formal educational system in Pakistan is not capable of meeting the country’s growing education needs.
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