Increase Literacy and Reduce the Number of OOSC

(Proposed policy perspective)

Here I wish to address two major concerns for policy makers and educational planners. One is most definitely the increasing number of out of school children and the other is child labor in Pakistan. I find the solution in bridging the two issues with a proposed strategy. Out-of-school children on the one hand and child labor on the other hand remain significant issues for many decades in Pakistan. However, factors contributing to both included poverty, lack of access to education, societal attitudes, irrelevant curriculum and inadequate enforcement of labor laws. Children, particularly in rural areas, were often engaged in hazardous work in sectors such as livestock farming, agriculture, manufacturing, and informal services as landlords’ servants/slaves. In the urban locales children can be seen working in factories, small industries, workshops, markets and even begging in the main markets and crossings. The Pakistani government has taken steps to address child labor, including enacting laws and ratifying international conventions. However, challenges persist in implementing and enforcing these laws effectively. Several non-governmental organizations (NGOs) and international agencies are also working to combat child labor in Pakistan, focusing on raising awareness, providing education opportunities, and supporting families to break the cycle of poverty that often leads to child labor.

Article 25-A of the constitution of Pakistan and many other legal frameworks and acts guided the policy makers to prioritize education for all and universal primary education. Working at Allama Iqbal Open University since 2004, in collaboration with Government and Non-Government organizations I have closely observed the patterns of dropout and low enrolment at formal schools as well as non-formal basic education centers as well as literacy centers. AIOU with NCHD and other sister organizations have been actively engaged in taking positive steps to reduce the number of out of school children, bring them to the non-formal education and then guide them to mainstream education through formal schools or distance education. International and National non-government organizations have played a positive role in this regard. I have been working with AIOU and conducted research studies with various organizations as well as independently to analyze the situation and look for possible solutions.

Here I wish to propose three point strategic policy planning proposal:

1. Functional literacy with skills and crafts

A large number of out-of-school children ranging between 5 to 15 years are engaged in learning of local handicraft, as well as industrial and occupational skills; where they are indirectly doing child labor. All those places where these children spend work hours with parents and sometimes by themselves may be registered as functional literacy centers. The skill centers must be registered and child safety must be ensured. This will help the state departments to monitor these centers appropriately and help them develop into skill-oriented learning centers. The jobless?youth of these regions ages ranging between 18-25 who have completed matriculation or intermediate level but roam around aimlessly can be engaged in these literacy centers for two to three hours each day to teach the children. Functional literacy courses are available and can be designed as per local needs to teach in less number of hours and days than formal basic education.? The children and teenagers may keep learning the skills they are already involved in and can also learn basic literacy numeracy and digital literacy, certification at this level will enable them to later complete middle school and secondary education.

?2. Place based school education to build local relevance

During country wide research visits I have been collecting evidence and it has been reported time and again that people in rural areas mainly do not find the curriculum of schools, relevant to their needs. ?Assessing the relevance of education in Pakistan involves evaluating whether the education system meets the needs of individuals, locale, and the national as well as global development indicators. Thus it is proposed to examine the extent to which education addresses the specific socio-economic challenges and needs of the specific region. National Curriculum Framework must provide the flexibility for districts to identify and develop the content that is relevant to current needs and solves local problems, enhances creativity and enables people to experiment the locally designed and established solutions at national and then global level. This will help to include local wisdom, culture, art, and craft in the elementary education. Local arts and crafts will be preserved, languages will live longer, and local resources will become valuable and least wasted. School curriculum needs to be more open and textbook culture needs to be revamped.

More soft skills, digital content, and hands on activities designed with the framework of place based learning will include diverse needs and attract diverse population to schools. Place-based education encourages students to address local issues and contribute to community problem-solving, promoting active citizenship. Love of home, neighborhood, village, town, or city brings in an element of care- care for all living and non-living things around. Learning experiences designed for keeping the environment clean and green, saving water, managing and recycling the waste and solving local issues with indigenous solutions, help learners to enhance creativity.

?3. Technical Middle School and Vocational Secondary School Education

Third major challenge is that after middle school or secondary school certificate a large number of teenagers leave education and have no skills at hand. Introducing skill-based education in the form of art, craft, and technical education at middle school and vocational skill development at secondary and higher secondary level can bring about several benefits for individuals and the overall development of the country. Skill-based education focuses on practical, hands-on learning that directly aligns with industry requirements. This can enhance the employability of individuals by providing them with the skills that are in demand in the job market. A skilled workforce is essential for economic growth. By equipping individuals with relevant skills, Pakistan can boost productivity, attract investments, and foster innovation in various sectors, contributing to overall economic development.

If the curriculum is localized the skill-set will also vary and bring in more details in various regions. This type of curriculum can help address the issue of dropout and will ensure to reduce unemployment by preparing individuals for specific roles in local and global industries with high demand. This can lead to a more efficient and responsive trade of handicrafts and labor market. A skilled workforce enhances a country's global competitiveness. By aligning education with the needs of the local communities and global economy, Pakistan can ensure that its workforce remains competitive at all levels. Skill-based education can foster an entrepreneurial mindset by equipping individuals with the practical skills needed to start and manage businesses. This can contribute to the growth of small and medium-sized enterprises (SMEs) and stimulate economic development.

The rapidly changing nature of technology and industries requires individuals to adapt quickly. Skill-based education emphasizes adaptability and continuous learning, preparing individuals for the dynamic nature of the modern workplace. Skill-based education can provide opportunities for social mobility by enabling individuals from diverse backgrounds to acquire skills that lead to better job prospects. This can contribute to a more equitable distribution of economic opportunities. Industries evolve, and their skill requirements change. Skill-based education ensures that the workforce is equipped with the latest and most relevant skills, reducing the gap between the skills individuals possess and the skills required by employers. A skilled workforce is crucial for the overall development of a nation. Skill-based education contributes to human capital development, which is essential for achieving sustainable economic and social progress.

Instead of only providing some facts and figures I wished today to address the issues ddirectly. While those who are looking for the latest information on out-of-school children, may refer to sources such as:

1.?????? UNESCO Institute for Statistics (UIS): UIS regularly publishes global education statistics, including data on out-of-school children. Their website (https://uis.unesco.org/) is a valuable resource for education-related data.

2.?????? Pakistan Education Statistics: The Ministry of Federal Education and Professional Training in Pakistan often releases annual education statistics (https://www.neas.gov.pk/). Reports and publications from the ministry can provide insights into the current status of education in the country.

And to obtain the most recent data on child labor, you may consider checking:

1.?????? International Labour Organization (ILO): The ILO is a key organization in addressing child labor globally. Their website (https://www.ilo.org/) provides reports and publications related to child labor, including country-specific information.

2.?????? Pakistan Bureau of Statistics (PBS): The PBS is the official statistical agency in Pakistan. Reports and publications from the PBS may include data on child labor. The official website of PBS (https://www.pbs.gov.pk/) can be a source of relevant information.

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