PAKISTAN: Girls' schools face growing threat in NWFP
20 Dec 2006 15:26:17 GMT
Source: IRIN
Reuters and AlertNet are not responsible for the content of this article or for any external internet sites. The views expressed are the author's alone.
DARRA ADAM KHEL, 20 December (IRIN) - It is not uncommon to hear the sound of gunfire in the small town of Darra Adam Khel, 42 miles south of Peshawar, the provincial capital of Pakistan's rugged North West Frontier Province (NWFP). In fact, a deafening volley sounds out every few minutes in the town's dusty main bazaars, as traders or buyers test out the weapons on sale at the many shops lined along the market. Darra Adam Khel, for over a century, has been the centre of locally manufactured arms and replicas of almost every conceivable weapon, from pistols and hand grenades to automatic machine guns, carved out with astonishing skill at the small iron forges visible everywhere. It is estimated that at least 10,000 people from among the population of around 80,000 earn their living from the weapons trade – which flourishes despite government bans on displaying weapons in public. "Our grandfathers and great grandfathers made swords and sabers. We make guns," explained Azam Khan, 40, a trader, as he carefully tested the weight and balance of a newly turned out Kalashnikov gun. But recently, the weapons of Darra Adam Khel, located in a tribal area where the writ of Pakistan's government is limited, have been turned inwards. The targets have been schools for girls, and today many girls in the area no longer go to school. "We want her to be educated. It is important these days, but we are too scared to send her," says Azmat Khan, as his daughter, Faria, aged nine, helps her mother knead dough for rotis (bread). She has not been to school for two weeks. "It is too dangerous now, and my friends and I are scared," Faria told IRIN. Over the past two months, at least two schools in the area have been bombed. They include the Government Girls' High School at Akharwal in Darra Adam Khel, which suffered damage after a bomb attack at the end of November and the under-construction Girls' Degree College Sheraki, whose boundary wall was damaged in another bomb attack. "There have also been notices affixed on the gates of schools, asking people to stay away. The situation is very bad," a spokesperson for the Human Rights Commission of Pakistan (HRCP) said at the organisation's Peshawar office. Parents of pupils, teachers, school heads and bus drivers bringing pupils to schools have also been threatened and warned to stay away. In other cases, militant extremists have made phone calls to schools, ordering that girl students wear the 'burqa' (a full veil covering the body from head to foot). The targeting of schools for girls is not limited to Darra Adam Khel. In November, am aerial attack carried out by the Pakistani military in Bajaur Agency, killed at least 80 pupils at a seminary school. The attack has led to a marked rise in extremist sympathies in the area, with the bombing widely condemned. Recently, pamphlets circulated in Bajaur have warned parents to keep girls away from school and ordered schools to ensure children are dressed in shalwar kameez rather than 'western' clothes including trousers and shirts. The problem is a part of growing 'Talibanisation' across the province, spurred on by the situation in Afghanistan. There have been various reports of attacks on music or video shops, threats to barbers not to shave men and warnings to female health workers and teachers to leave specific areas across many parts of NWFP. "We are too scared to go back to our schools, even though we worry about the students who will suffer because there are no classes to go to," said Surriya Bibi, 50, who till recently taught at a private school in the Darra Adam Khel area. There have been accusations that the coalition of religious parties running NWFP's provincial government - the Muttahida Majlis-e-Amal (MMA) - has done too little to combat the problem. For its part, the MMA has consistently stated it does not oppose education for girls and is in fact eager to encourage it. But the impact of the latest attacks has been extremely negative, with no official attempt to provide security to women or girls who want to go to school. This can only augur ill in a part of the world where the literacy rate for women stands at around 10 percent on average; in many rural areas of NWFP it is even lower because of a lack of sufficient schools, traditional reluctance to educate girls and orthodox hostilities to allowing schools to operate. KH/JL/DS
ISLAMABAD: The Senate Standing Committee on Education, Science and Technology voiced serious concerns over more than 12,000 ghost schools in the country and lack of basic facilities at thousands of educational institutions across Pakistan.
The committee, which met here on Thursday with Rozina Alam Khan in the chair, underlined the need for immediate steps to improve the situation in the education sector.
Federal Education Minister Lt Gen (r) Javed Ashraf Qazi told the committee that there were more than 12,000 schools in the country, which were not working - more than half of them in Sindh. Around 31 percent of the students enrolled in grade-I leave school without completing primary education, which is one of the highest dropout rates in the world.
According to the official statistics provided to the Senate committee, 14 percent of those enrolled in grade-I drop out in the first year, 3.7 percent between class II and III, 5 percent between class III and IV and another 8.5 percent between class IV and V.
Among these dropouts, 40.2 percent are male and 19.2 percent female students. In 2005, there were 53,481 schools in the country without boundary walls, 46,766 without drinking water facility, 81,633 without electricity and 57,216 without latrines. Around 9,776 schools do not have any building. Of these, 3,433 are in Punjab, 4,001 in Sindh, 1,214 in NWFP, 586 in Balochsitan, 292 in Federally Administered Tribal Areas (FATA), 36 in Federally Administered Northern Areas (FANA) and 215 in Azad Kashmir (AJK).
There are a total of 227,791 educational institutions in the country, 76,047 of them in the private sector. Of these, 14,123 are mosque schools, 122,349 primary schools, 38,449 middle schools, 25,090 secondary schools, 1,882 inter and degree colleges, 49 universities, 1,324 technical and professional institutions, 3,059 vocational and polytechnic institutions, 4,831 NFBE and 12,153 seminaries. There are only 354 seminaries in the public sector. Of the 281 British System institutions, only 11 are in the public sector.
NWFP, FATA and FANA are facing serious shortage of female teachers. Balochistan has 50,893 teachers - 68 percent of them male and 32 percent female. NWFP has 198,893 teachers - 128,703 of them male and 70,190 of them female. FATA has 16,584 male teachers and 5,495 female teachers. FANA has 9,363 male teachers and 5,833 female teachers.
Punjab is the only province in the country where the number of female teachers is higher than male teachers. It has 295,438 male teachers and 421,330 female teachers. Sindh has 145,673 male teachers and 145,076 female teachers. AJK has 54 percent male teachers and 46 percent female teachers.
Of the total students (33,379,578) currently studying in the educational institutions of the country, 18,981,213 (57 percent) are male and 14,398,365 (43 percent) are female. The worst gender disparity in the enrolment is in FATA, which has 605,437 students - 75 percent of them male and 27 percent female. In NWFP, 64 percent of the total 5,206,932 students are male. In Balochistan, the boys and girls enrolment ratio is also 64:36. In FANA, it is 54 percent boys and 46 percent girls.
Pakistan Coalition for Education (PCE) is a network of diverse civil society organizations and individuals committed to quality education for all. It acts collectively to influence policies and practices through research based advocacy and mobilization. This coalition was formed in year 2004.
PCE supports the demands of the teachers, like the increase in salary, provision of the teaching allowance (which was announced by the government), reduction in class size, provision of the sufficient class room and teaching materials, timely and complete distribution of the texts books. PCE demands from the government not to involve the teachers during the active session for vote registration, census and other data collection activities, so that teachers concentrate on the study of the students.
In the public education system the children of the majority poor population, peasants, workers and neglected segments study in the government schools. Government should reduce the class size to 25 students per teacher. New trained teachers must be timely appointed so that the poor children are also benefited from the quality education. Government should eliminate the gender disparity from the education at all level. Government should fill all the vacant seats of the female officers at district and tehsil levels by providing incentives.
PCE demands from the government to provide the constitutional right for the teacher union by lifting ban on it. The transfers and posting on political basis must be eliminated from the education department. PCE also requests from the political parties and political leaders not to interfere in education offices, so that the future of the country flourished well.
Further more PCE demands from the government, political leaders and other concerned institutions to take the education agenda seriously. Realistically plan the goals of the Education For All, provide sufficient resources and involve the civil society in the all processes of educational matters.
Starting today: The EFA Global Monitoring Report online consultation
Please join us from today for the Report's annual online consultation focusing on:
Reaching the unreached.
This theme is central to development of the 2008 Report. The purpose of this year's online consultation is to review what governments, in partnership with the international community and civil society, are doing to reach the unreached children, youth and adults with good quality education.
We look forward to contributions which highlight successful policies and programmes and examine key challenges that countries face. Discussion is invited in relation to five specific topics that are posted on the EFA Global Monitoring Report website.
The 2008 EFA Global Monitoring Report will be the key global stocktaking report assessing progress towards the achievement of the six EFA goals. It will be informed by the online consultation and will draw on the valuable experience and evidence provided by a wide range of stakeholders. The Report will be released late October 2007.
Please join us from 4 to 22 December 2006. The consultation will be moderated by Dr Mariela Buonomo, Research officer for the report team.
The GMR Team
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Lancement aujourd'hui de la Consultation en ligne pour le Rapport Mondial de Suivi sur l'EPT
Vous êtes invité(e), dès aujourd'hui à prendre part à la consultation en ligne qui a pour thème :
Atteindre les laissés-pour-compte.
Ce thème sera central dans le développement du Rapport 2008. Cette année, l'objet de la consultation en ligne est d'examiner ce que font les gouvernements, en partenariat avec la communauté internationale et la société civile, pour assurer une éducation de qualité aux enfants, aux jeunes et aux adultes qui sont marginalisés.
Nous attendons des contributions qui mettent en exergue les politiques et les programmes ayant donné des résultats positifs et qui analysent les défis fondamentaux auxquels les pays sont confrontés. La consultation portera sur cinq thèmes spécifiques présentés en ligne sur le site web du rapport mondial de suivi de l'EPT.
Le Rapport Mondial de Suivi sur l'EPT 2008 sera le principal instrument d'évaluation des progrès réalisés, à l'échelle mondiale, dans la réalisation des six objectifs de l'EPT. Il s'inspirera de cette consultation et s'appuiera sur les différents témoignages et expériences fournis par les nombreux acteurs engagés dans ce domaine. Le rapport sera publié fin octobre 2008.
Rejoignez-nous du 4 au 22 décembre. Le modérateur sera Mme Mariela Buonomo, chargée de recherche au sein de l'équipe du rapport.
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A partir de hoy: Consulta en línea para el Informe de Seguimiento de la EPT en el Mundo
Únasenos desde el día de hoy para la consulta en línea anual del Informe focalizada en:
Llegar a quienes han quedado al margen.
Este tema es central para la elaboración del Informe de Seguimiento 2008. La finalidad de la consulta en línea de este año es pasar revista a lo que están realizando los gobiernos, en colaboración con la comunidad internacional y la sociedad civil, para llegar con una educación de calidad a los niños, jóvenes y adultos que han quedado al margen.
Esperamos su activa participación contribuyendo con ejemplos de políticas y programas que hayan dado resultados satisfactorios y con el análisis de los principales desafíos que han encontrado durante su implementación. Invitamos a los participantes a deliberar sobre cinco temas concretos que hemos incluido en la pagina web del Informe de Seguimiento de la EPT en el Mundo.
El Informe de Seguimiento de la EPT en el Mundo 2008 será la principal referencia sobre los progresos realizados en el plano mundial hacia la consecución de los seis objetivos de la EPT. El Informe se nutrirá de la consulta en línea y de la valiosa experiencia y la evidencia proporcionada por una diversa comunidad de involucrados. El Informe será divulgado hacia fines de octubre 2007.
Únasenos del 4 al 22 de diciembre 2006. La consulta en línea será moderada por la Dra. Mariela Buonomo, investigadora del Equipo del Informe de Seguimiento.
El Equipo del Informe de Seguimiento de la EPT en el Mundo.
We have to work on the new ideas and beside the traditional service delivery work, the advocay can change some of the government policies and practices. in this country the advocacy has never so strong before (as it is also not so strong now) and a strong movement is needed. we have to involve the media, other stakeholders, like students, parents and activits, we have to build ownership among them for this work. our role is of catalist and to mobilize them can make difference in many things.
we are now moving forward to make new friends and make our voices stronger.
hope u will b ok as u mentioned n ur email that PCE is going to have dialouge on education, in my opinion i think dialouge with education department is very important to discuss the issues of Girls schools and the probelms as we hear about it a lot of problem to remove these problems from education departnment.
Regards:
H.shah
ibrash <ibrashpasha@hotmail.com> wrote:
Dear Hakim Shah
PCE NWFP is going to plan a dialogue with community and government to discuss the issues of education specially the female education. I have asked all the partners to shre their ideas.
their shoul b advocacy at national and provincial level to bring childern to education with the govet and to provide them infrastructure.by doing so PCE has to work with fedral govet and provincial govt to bring about childern into education
govt has to make shure the use of edn budget and increase the budget.
regards:
h.shah
ibrash <ibrashpasha@hotmail.com> wrote:
Dear PCE NWFP Partners
Hope you are well.
PCE is developing an yearly plan which will be submitted to CEF for the year 2007. You are requested to kindly share you ideas which will be put in the plan. the CEF objectives are the following:
Strengthening civil society participation in education policy and planning
Promoting transparency and accountability of financial resources in education
Documentation of innovative practices for excluded and marginalized children for policy advocacy
The ideas should come to me as soon as possible so that a proposal is developed and submitted on time to CEF..
hope u will b ok as u mentioned n ur email that PCE is going to have dialouge on education, in my opinion i think dialouge with education department is very important to discuss the issues of Girls schools and the probelms as we hear about it a lot of problem to remove these problems from education departnment.
Regards:
H.shah
ibrash <ibrashpasha@...> wrote:
Dear Hakim Shah
PCE NWFP is going to plan a dialogue with community and government to discuss the issues of education specially the female education. I have asked all the partners to shre their ideas.
their shoul b advocacy at national and provincial level to bring childern to education with the govet and to provide them infrastructure.by doing so PCE has to work with fedral govet and provincial govt to bring about childern into education
govt has to make shure the use of edn budget and increase the budget.
regards:
h.shah
ibrash <ibrashpasha@hotmail.com> wrote:
Dear PCE NWFP Partners
Hope you are well.
PCE is developing an yearly plan which will be submitted to CEF for the year 2007. You are requested to kindly share you ideas which will be put in the plan. the CEF objectives are the following:
Strengthening civil society participation in education policy and planning
Promoting transparency and accountability of financial resources in education
Documentation of innovative practices for excluded and marginalized children for
policy advocacy
The ideas should come to me as soon as possible so that a proposal is developed and submitted on time to CEF..
PCE NWFP is going to plan a dialogue with community and government to discuss the issues of education specially the female education. I have asked all the partners to shre their ideas.
their shoul b advocacy at national and provincial level to bring childern to education with the govet and to provide them infrastructure.by doing so PCE has to work with fedral govet and provincial govt to bring about childern into education
govt has to make shure the use of edn budget and increase the budget.
regards:
h.shah
ibrash <ibrashpasha@hotmail.com> wrote:
Dear PCE NWFP Partners
Hope you are well.
PCE is developing an yearly plan which will be submitted to CEF for the year 2007. You are requested to kindly share you ideas which will be put in the plan. the CEF objectives are the following:
Strengthening civil society participation in education policy and planning
Promoting transparency and accountability of financial resources in education
Documentation of innovative practices for excluded and marginalized children for policy advocacy
The ideas should come to me as soon as possible so that a proposal is developed and submitted on time to CEF..
their shoul b advocacy at national and provincial level to bring childern to education with the govet and to provide them infrastructure.by doing so PCE has to work with fedral govet and provincial govt to bring about childern into education
govt has to make shure the use of edn budget and increase the budget.
regards:
h.shah
ibrash <ibrashpasha@...> wrote:
Dear PCE NWFP Partners
Hope you are well.
PCE is developing an yearly plan which will be
submitted to CEF for the year 2007. You are requested to kindly share you ideas which will be put in the plan. the CEF objectives are the following:
Strengthening civil society participation in education policy and planning
Promoting transparency and accountability of financial resources in education
Documentation of innovative practices for excluded and marginalized children for policy advocacy
The ideas should come to me as soon as possible so that a proposal is developed and submitted on time to CEF.
PCE is developing an yearly plan which will be submitted to CEF for the year 2007. You are requested to kindly share you ideas which will be put in the plan. the CEF objectives are the following:
Strengthening civil society participation in education policy and planning
Promoting transparency and accountability of financial resources in education
Documentation of innovative practices for excluded and marginalized children for policy advocacy
The ideas should come to me as soon as possible so that a proposal is developed and submitted on time to CEF.
Many friends have taken interest in the GMR 2007, below is the link from where you can download the 408 pages full report and some other light versions. You can request the UNESCO office in your country fro getting hard copy.
The GMR 2007 on Early Childhood Care and Education is published. please read the glimpses from the report.
Ibrash Pasha
Early childhood care and education the forgotten link claims new report published by UNESCO
26-10-2006 1:00 pm Latin America and the Caribbean leads the developing world in the provision of pre-school education, according to the annual Education for All Global Monitoring Report*, published by UNESCO today. However, despite well-documented benefits for child development and well-being, the Report finds that this area remains the forgotten link in the education chain in many regions, and that half the world's countries have no early childhood care and education policy for children under age three. Early childhood care and education, the first of six Education for All goals the world is committed to achieving by 2015*, is the theme of this edition of the Report. The study also includes an assessment of progress towards the other five objectives, showing a marked acceleration in primary school enrolments, for both boys and girls, and an increase in aid to education, offset in several countries by a decline in national education spending.
"It is no coincidence that the first Education for All goal focuses on the youngest and most vulnerable children," said Koichïro Matsuura, Director-General of UNESCO. "Improving their well-being at the earliest age must be an integral and systematic component of education and poverty reduction policies. High-level political endorsement is essential to getting early childhood care and education on the agenda."
"Early childhood programmes make for strong foundations and pay high dividends," says Nicholas Burnett, director of the Report. "Each year in the developing world, over 10 million children die before age five of mostly preventable diseases. Programmes that combine nutrition, immunization, health, hygiene, care and education can change this. They are also a determining contributor to better achievement in school. Despite this, the children who stand most to benefit from such programmes are those least likely to have access to them."
Participation in pre-school ranges from 62% in Latin America and the Caribbean, as against only 35% in the developing countries of East Asia and the Pacific, 32% in South and West Asia to 16% in the Arab States and 12% in Sub-Saharan Africa. Pre-school is universal in most Western European countries. Enrolments fell sharply in transition countries after the break up of the Soviet Union but are now recovering.
The report, "Strong foundations: early childhood care and education," shows that demand for early education and care is expanding rapidly, spurred by higher numbers of women on the labour market and more single-parent households. In 1975, on average, one child in 10 was enrolled in pre-primary institutions; by 2004 coverage had increased to about one child in three.
The best evidence on the benefits of early learning programmes comes from industrial countries. The US High/Scope Perry Preschool Program conducted in the 1960s targeted low-income African-American children assessed to be at high risk of school failure. Participants and a control group were tracked several times until age 40. Results showed clearly that participation led to increased IQ at age 5, higher rates of graduation from secondary school and higher earnings, with overall benefits exceeding costs at a ratio of 17:1. Research in fields ranging from neurobiology to psychology amply confirms how a child's physical and psychological development is shaped by experiences during the first years of life.
According to another study cited in the Report, the higher an African country's pre-primary enrolment ratio, the lower its repetition rate and the higher its primary school completion rate. Economic analyses in Egypt found a benefit/cost ratio of 3:1, with higher benefits if the early childhood programmes are targeted to children most at risk
However, financing for early childhood programmes is a low priority in most countries: less than 10% of total public education expenditure was allocated to pre-primary education in 65 of the 79 countries with 2004 data available; over half allocated less than 5%.
In a field characterized in many countries by strong reliance on private funding, the Report warns that public policy must set quality standards and regulations to safeguard against inequalities.
The Report states that targeting resources to the most disadvantaged children should be the first step of a broader national early childhood care and education policy for all children. India, for example, concentrates on urban slums, tribal areas and remote rural regions. Home- and community-based programmes in countries as diverse as Ireland, Colombia and Kenya are successfully reaching disadvantaged families, offering guidance to parents and care arrangements for young children.
The Report also emphasizes the importance of quality carers in early childhood programmes. Yet in developing countries, those working with young children typically receive less training than their primary school counterparts.
Even in industrialized countries, highly trained educators often work alongside untrained child care workers, many of them part-time or volunteers. Some countries like the UK are moving to close the gap between education and care workers by introducing a national minimum wage in early childhood care and education.
The Report also presents its annual assessment of progress towards the other Education for All goals. It shows:
Continued progress towards universal primary education (UPE), especially in regions farthest from the goals. Enrolments in primary education increased sharply between 1999 and 2004 in sub-Saharan Africa (27%) and South and West Asia (19%) though only by 6% in the Arab States.
A steady decrease in the number of primary school aged children who are out of school: according to government data their number has dropped by 21 million since 1999 to 77 million in 2004. More than three-quarters live in Sub-Saharan Africa, and South and West Asia. Four countries alone account for about 23 million children out of school (Nigeria, Pakistan, India and Ethiopia).
About two-thirds of the 181 countries with 2004 data have achieved gender parity in primary education. Disparities at the expense of girls remain significant in many countries, often those with the lowest enrolment ratios (including Afghanistan, Central African Republic, Chad, Pakistan, the Niger and Yemen). Only one-third of countries have achieved gender parity at the secondary level.
Primary school completion remains a major challenge: in Latin America and the Caribbean, less than 83% of children enrolled in grade one reach the last grade; in the majority of Sub- Saharan African countries, fewer than two-thirds of pupils reach the last grade.
Adult literacy rates remain below 70% in the Arab States, South and West Asia and sub-Saharan Africa. Worldwide, one in five adults remains unable to read or write.
The Report makes a number of recommendations to address these problems, most notably:
Hiring more teachers – sub-Saharan Africa needs between 2.4 million to 4 million more teachers to achieve universal primary education – shorter pre-service training for teachers, more on-the-job practice and incentives to work in remote and rural areas.
Making school more affordable for children by abolishing school fees, providing financial incentives to reduce household dependence on child labour and special assistance for children affected by HIV/AIDS.
Many governments are not spending enough on basic education. Although public education spending increased between 1999 and 2004 in most countries, spending as a percentage of GNP fell in 41 cases, particularly in Latin America and the Caribbean, and in South and West Asia.
Aid to basic education in low-income countries increased from US$1.8 billion to US$3.4 billion between 2000 and 2004 (from US$2.6 to $4.4 billion across all developing countries). Donor pledges will likely increase this to US$5.4 billion by 2010. But this is still well short of the $11 billion per year needed now to achieve EFA in low-income countries, says the Report.
The Report includes an Education for All Development Index (EDI), a composite of indicators on UPE, gender, quality and literacy. It reveals that out of 125 countries with data available, only 47 - mostly in Europe, but also including six in Latin America and the Caribbean and four in Central Asia - have achieved the six Education for All goals, or are close to doing so.
Twenty rank in the lowest EDI category. Two-thirds are in Sub-Saharan Africa but this category also includes several Arab States and countries in South and East Asia.
**** The full Report, summary report and additional information is available on www.efareport.unesco.org
*The EFA Global Monitoring Report is an annual publication prepared by an independent team based at UNESCO. It monitors progress towards the six Education for All goals adopted in Dakar, Senegal in 2000:
1) expand and improve early childhood care and education 2) provide free and compulsory universal primary education by 2015 3) equitable access to learning and life-skills programmes 4) achieve a 50% improvement in adult literacy rates 5) eliminate gender disparities in primary and secondary education by 2005 and at all levels by 2015 6) improve all aspects of the quality of education
UNESCO as the lead coordinating agency for the Education for All movement is mobilizing and harmonizing international efforts by governments, development agencies, civil society, non-government organizations and the media, to reach these goals.
The GMR 2007 on Early Childhood Care and Education is published. please read the glimpses from the report.
Ibrash Pasha
Early childhood care and education the forgotten link claims new report published by UNESCO
26-10-2006 1:00 pm Latin America and the Caribbean leads the developing world in the provision of pre-school education, according to the annual Education for All Global Monitoring Report*, published by UNESCO today. However, despite well-documented benefits for child development and well-being, the Report finds that this area remains the forgotten link in the education chain in many regions, and that half the world’s countries have no early childhood care and education policy for children under age three. Early childhood care and education, the first of six Education for All goals the world is committed to achieving by 2015*, is the theme of this edition of the Report. The study also includes an assessment of progress towards the other five objectives, showing a marked acceleration in primary school enrolments, for both boys and girls, and an increase in aid to education, offset in several countries by a decline in national education spending.
“It is no coincidence that the first Education for All goal focuses on the youngest and most vulnerable children,” said Koichïro Matsuura, Director-General of UNESCO. “Improving their well-being at the earliest age must be an integral and systematic component of education and poverty reduction policies. High-level political endorsement is essential to getting early childhood care and education on the agenda.”
“Early childhood programmes make for strong foundations and pay high dividends,” says Nicholas Burnett, director of the Report. “Each year in the developing world, over 10 million children die before age five of mostly preventable diseases. Programmes that combine nutrition, immunization, health, hygiene, care and education can change this. They are also a determining contributor to better achievement in school. Despite this, the children who stand most to benefit from such programmes are those least likely to have access to them.”
Participation in pre-school ranges from 62% in Latin America and the Caribbean, as against only 35% in the developing countries of East Asia and the Pacific, 32% in South and West Asia to 16% in the Arab States and 12% in Sub-Saharan Africa. Pre-school is universal in most Western European countries. Enrolments fell sharply in transition countries after the break up of the Soviet Union but are now recovering.
The report, “Strong foundations: early childhood care and education,” shows that demand for early education and care is expanding rapidly, spurred by higher numbers of women on the labour market and more single-parent households. In 1975, on average, one child in 10 was enrolled in pre-primary institutions; by 2004 coverage had increased to about one child in three.
The best evidence on the benefits of early learning programmes comes from industrial countries. The US High/Scope Perry Preschool Program conducted in the 1960s targeted low-income African-American children assessed to be at high risk of school failure. Participants and a control group were tracked several times until age 40. Results showed clearly that participation led to increased IQ at age 5, higher rates of graduation from secondary school and higher earnings, with overall benefits exceeding costs at a ratio of 17:1. Research in fields ranging from neurobiology to psychology amply confirms how a child’s physical and psychological development is shaped by experiences during the first years of life.
According to another study cited in the Report, the higher an African country’s pre-primary enrolment ratio, the lower its repetition rate and the higher its primary school completion rate. Economic analyses in Egypt found a benefit/cost ratio of 3:1, with higher benefits if the early childhood programmes are targeted to children most at risk
However, financing for early childhood programmes is a low priority in most countries: less than 10% of total public education expenditure was allocated to pre-primary education in 65 of the 79 countries with 2004 data available; over half allocated less than 5%.
In a field characterized in many countries by strong reliance on private funding, the Report warns that public policy must set quality standards and regulations to safeguard against inequalities.
The Report states that targeting resources to the most disadvantaged children should be the first step of a broader national early childhood care and education policy for all children. India, for example, concentrates on urban slums, tribal areas and remote rural regions. Home- and community-based programmes in countries as diverse as Ireland, Colombia and Kenya are successfully reaching disadvantaged families, offering guidance to parents and care arrangements for young children.
The Report also emphasizes the importance of quality carers in early childhood programmes. Yet in developing countries, those working with young children typically receive less training than their primary school counterparts.
Even in industrialized countries, highly trained educators often work alongside untrained child care workers, many of them part-time or volunteers. Some countries like the UK are moving to close the gap between education and care workers by introducing a national minimum wage in early childhood care and education.
The Report also presents its annual assessment of progress towards the other Education for All goals. It shows:
Continued progress towards universal primary education (UPE), especially in regions farthest from the goals. Enrolments in primary education increased sharply between 1999 and 2004 in sub-Saharan Africa (27%) and South and West Asia (19%) though only by 6% in the Arab States.
A steady decrease in the number of primary school aged children who are out of school: according to government data their number has dropped by 21 million since 1999 to 77 million in 2004. More than three-quarters live in Sub-Saharan Africa, and South and West Asia. Four countries alone account for about 23 million children out of school (Nigeria, Pakistan, India and Ethiopia).
About two-thirds of the 181 countries with 2004 data have achieved gender parity in primary education. Disparities at the expense of girls remain significant in many countries, often those with the lowest enrolment ratios (including Afghanistan, Central African Republic, Chad, Pakistan, the Niger and Yemen). Only one-third of countries have achieved gender parity at the secondary level.
Primary school completion remains a major challenge: in Latin America and the Caribbean, less than 83% of children enrolled in grade one reach the last grade; in the majority of Sub- Saharan African countries, fewer than two-thirds of pupils reach the last grade.
Adult literacy rates remain below 70% in the Arab States, South and West Asia and sub-Saharan Africa. Worldwide, one in five adults remains unable to read or write.
The Report makes a number of recommendations to address these problems, most notably:
Hiring more teachers – sub-Saharan Africa needs between 2.4 million to 4 million more teachers to achieve universal primary education – shorter pre-service training for teachers, more on-the-job practice and incentives to work in remote and rural areas.
Making school more affordable for children by abolishing school fees, providing financial incentives to reduce household dependence on child labour and special assistance for children affected by HIV/AIDS.
Many governments are not spending enough on basic education. Although public education spending increased between 1999 and 2004 in most countries, spending as a percentage of GNP fell in 41 cases, particularly in Latin America and the Caribbean, and in South and West Asia.
Aid to basic education in low-income countries increased from US$1.8 billion to US$3.4 billion between 2000 and 2004 (from US$2.6 to $4.4 billion across all developing countries). Donor pledges will likely increase this to US$5.4 billion by 2010. But this is still well short of the $11 billion per year needed now to achieve EFA in low-income countries, says the Report.
The Report includes an Education for All Development Index (EDI), a composite of indicators on UPE, gender, quality and literacy. It reveals that out of 125 countries with data available, only 47 - mostly in Europe, but also including six in Latin America and the Caribbean and four in Central Asia - have achieved the six Education for All goals, or are close to doing so.
Twenty rank in the lowest EDI category. Two-thirds are in Sub-Saharan Africa but this category also includes several Arab States and countries in South and East Asia.
**** The full Report, summary report and additional information is available on www.efareport.unesco.org
*The EFA Global Monitoring Report is an annual publication prepared by an independent team based at UNESCO. It monitors progress towards the six Education for All goals adopted in Dakar, Senegal in 2000:
1) expand and improve early childhood care and education 2) provide free and compulsory universal primary education by 2015 3) equitable access to learning and life-skills programmes 4) achieve a 50% improvement in adult literacy rates 5) eliminate gender disparities in primary and secondary education by 2005 and at all levels by 2015 6) improve all aspects of the quality of education
UNESCO as the lead coordinating agency for the Education for All movement is mobilizing and harmonizing international efforts by governments, development agencies, civil society, non-government organizations and the media, to reach these goals.
WORLD TEACHERS DAY - 5th OCTOBER Teachers are the lifeblood of any education system – a school place, books and classrooms are useless without a teacher. On World Teachers Day, 5 th October, If you can Read this, Thank a Teacher.
GCE congratulates member organization, Education International, for all the hard work they have done for teachers and their rights over the years, and for their promotion of World Teachers' Day: www.ei-ie.org/worldteachersday. Many GCE coalitions, comprised of teacher unions and other civil society organisations, will celebrate and draw attention to the vital role that teachers play. We thank all teachers for their hard work in school as for their campaigning work to ensure Education for All.
World Teachers' Day is particularly pertinent in 2006 following an active campaigning year on the theme "Every Child Needs a Teacher". Civil society in over 120 countries have engaged with their governments demanding more is done so that every child has a good teacher in a class no bigger than 40. And as a result of their work there have been successes: Peru and Sudan's education budgets were increased, Kenyan teachers received pay rises and the UK increased aid to education.
Still, if every child is to receive a good quality education, we need 18 million more teachers by 2015. Forty years ago UNESCO/ILO agreed the recommendation of the status of teachers. Yet millions of teachers today are facing low wages, poor living conditions, a lack of respect and classes sizes exceeding 100. GCE continues to support Education International's demand for the realisation of the UNESCO/ILO recommendations, so that everyone can have the quality education promised to them.
To the 29 million teachers in class today – thank you for your dedication, professionalism and support for Education for All.
You would have noticed that under PCE new ideas of advocacy are shared and practiced. Please share the educational problems, you face. So that we can jointly work on that. Please also keep an eye on the govt education system, specially the provission of the free books.
Subject: Re: Fw: Progress to wards Coalition Building
Dear Abrash
Hope you are fine its ok now i can recive your Mail . our membership is near to complite on 15th of this month we are gathring in Silver Line office and hopely we will presnt district budget tracking on 20th to the district Nazim and othereofficel and will send report befor 25th to your office. the people like idia very much so hope here in kohat we will achive the objectives of PCE very soon. hope we will continue.
Please let me know on the progress made on coalition building for the PCE on the District/ Agency Level. I have to presant it in the national resource group meeting.
Regards
Ibrash Pasha
PCE- NWFP
Send instant messages to your online friends http://uk.messenger.yahoo.com
PESHAWAR: The slogans of enhancing literacy rate in the province are mere rhetoric as major part of the budget allocated for the education is often used in June, the last month of financial year while the remaining lapses, which is of no use for the cause of education sector's uplift.
The MMA government in NWFP is claiming of 35 lakh fresh enrollments in schools since announcement of free textbooks distribution, however, there is severe scarcity of teachers to teach these students.
According to above statistics for these 35 lakh new students about 16,000 teachers should be appointed, however, the provincial government has approved the appointment of only 4,000 teachers which shows how much is being done for enhancement of the education in the province.
This was the crux of a seminar arranged by Pakistan Coalition for Education (PCE) here at Peshawar Press Club on Friday in connection with the International Literacy Day.
The provincial coordinator of PCE Ibrash Pasha speaking on the occasion said that figures regarding improvement in literacy rate were often exaggerated; however, the facts on ground were different.
Expressing concern over effectiveness of provision of free textbooks and other steps, he said in most remote areas books were not being provided to the students in time which wasted their time.
He lamented that there were EDO posts in Timergara which were abolished by the provincial government which would affect the efforts being carried out for promotion of education in this remote area.
Former provincial minister for Education and Jails Syed Qamar Abbas speaking on the occasion said that successive governments, including his own made politically motivated appointments in the education department which had hindered the progress in educational field.
However, he said that it was time to take concrete steps in this regard, adding that the NGOs should cooperate with the government and the provincial committee for education should also take these NGOs along for forwarding useful suggestion.
He while expressing concern over dual system of education in the country said that the system imposed in colonial era was still in vogue which was the biggest hurdle in real promotion of education, adding it should be abolished and a uniformed education system followed in all schools.
Qamar Abbas also stressed the need for giving more incentives to teachers with good salary package so that they could carry out their responsibilities with mental ease.
Other speakers also highlighted the importance of education and asked the government and NGOs to take concrete steps for promotion of education.
Pakistan Coalition for Education (PCE) is observing the 8th September Literacy Day in the 4 provinces of the Pakistan. PCE is also having a live program on FM 99 to commemorate Literacy Day on September 8, 2006 from 12.00-1.00 pm.
Panelist names along with topic is written as under:
Mr. Aftab Iqbal Role of Media in promoting literacy in Pakistan
Ms. Salina IrfanRole of Parliamentarians in increasing literacy rate in Pakistan
Ms. Saima AnwarWhat actions required at policy level to increase literacy
Please tune on FM 99 tomorrow (Friday 8th September ) at 12.00 noon to listen a program.
Greetings from Pakistan Coalition for Education (PCE)
Right now, over 100 million children wake up every day without the hope that education offers. These children know AIDS, know poverty, know hard labour, know hunger but they may never know a teacher. In Pakistan 13 million children of the school going age are out of school, of which 7 million are girls. 46% Pakistani are unable to read and write.
PCE is a network of diverse civil society organizations and individuals committed to Quality Education for All. It acts collectively to influence the policies and practices through research based advocacy and mobilization. Pakistan Coalition for Education (PCE) celebrates the Global Action Week (GAW) each year in April. PCE is also working on education research. PCE launched the “Writing the Wrongs” and “School Report Card” reports last year. PCE is the part of Global Campaign for Education (GCE) which is active in over 115 countries, making cut-out “friends”, delivering these to world leaders and lobby government officials as they returned back-to-school.With your help so far we have helped get more children into school and we have begun the journey of educating to end poverty.
But we still have more work to do.To get every child into primary school alone we need to make sure there are enough professionally-trained, well-motivated teachers. At least 15 million teachers, and maybe as many as 30 million, are needed to expand and improve education so that by 2015 every child is able to complete an education of good quality.
Education is a silent emergency. Research shows children who miss out on an education are more likely to grow up poor and unhealthy and their own children are more likely to die as infants. Education really can help to break the cycle of poverty. Yet today, 100 million children are out of school and almost one billion adults are illiterate. The aim of this year’s action is to confront politicians and leaders with the reality that they must address the looming crisis in the Education sector if we are to achieve Education For All by 2015. Our actions will put pressure on national governments and the international community to ensure that plans and policies are enacted to enable them to provide free access to the neglected children and adults. We demand that!!
What rich countries and donor agencies should do?
-Increase aid and cancel debt to allow countries to expand education systems
-Support countries’ long-term education plans including teacher salaries.
-End harmful donor conditions that prevent countries employing sufficient numbers of professional teachers like contract appointments, privatization in education etc.
What government of Pakistan should do?
-Increase public spending on education
-Eliminate the policy of the adhoc and contract appointment of teachers
-Ensure quality teaching by training teachers to a professional standard
-Pay teachers a living wage and give then a say in education policy-making
-Reduce class sizes and improve classroom conditions
-Establish the separate Literacy department in NWFP like it is in other provinces.
-Free books need to be provided timely to all children who are reading in Government or Community/ Non formal Schools.
Some facts regarding education are below:
District Abbotabad rank by Net Participation rate is (48.86%) on top in NWFP while in whole Pakistan its number is 21. District Gujrat is on top in country which is 74.78%. Dir (15.89%) rank 89, Batgram (12.19%) rank 95 and Shangla (11.39%) rank 96 are the neglected districts out of the 102 districts.
District Karachi Central with 76% literacy rate is on top rank in Pakistan, Abbotabad with 56.61% on 12 in Pakistan and on top in NWFP, District Kohistan of NWFP with 11.08% is on 104 out of the 105 districts of Pakistan.
According to provincial government 3.5 Million children are admitted in school due to free books, Now about 12000 teachers are required for these children only, but 4000-5000 teachers are appointed.
Still many schools have not provided the books and children and their parents demand book which will take time. The books are not available in market and hence the Non for Profit and Community/ Non Formal school are facing difficulties in obtaining books.
There is a massive global shortage of teaching professionals – at least 15 million and possibly as many as 30 million teachers are needed to ensure that every child can complete a basic education of good quality by 2015.
The shortage of teachers has devastating implications for both access and quality in education. After Burundi abolished user fees in education last year, it had to postpone opening day for Year 1 because it was short of at least 2,400 teachers needed to cope with the extra pupils. In Kenya, following the introduction of free education, classrooms are overcrowded with an average pupil to teacher ratio of over 60:1 (and class sizes in lower grades often exceeding 100 children).
Good teachers, especially female teachers, are particularly important for helping girls stay in school. Poor conditions have an especially negative impact on female teachers.
Despite being the critical factor in providing access and quality in education, teachers’ and parent’s voices are rarely heard by education policy-makers.
Developing country governments must invest in building a professional teacher workforce, ensuring that 6% of GDP and 20% of national budgets are allocated to education.
Donors must also play their part, funding core costs such as teacher salaries and guaranteeing funds over a 5-10 year period so that countries can plan for an expansion of the teacher workforce with confidence.
On the occasion of International Literacy Day, PCE arrange rallies, press conferences, write articles in news papers and share the information with media. Get pledges from the politicians and officials for support in solution of the problems. Please write letters to the Provincial Education Ministers, Chief Ministers, Federal Minister Education, Prime Minister and President of Pakistan as citizen of Pakistan and suggest/ recommend ideas for improvement.
Subject: Observing International Literacy Day 2006
Hope this letter finds you in the best of your health.
Pakistan Coalition for Education (PCE) is a network of diverse civil society organizations and individuals committed to quality education for all. It acts collectively to influence policies and practices through research based advocacy and mobilization. This coalition was formed in year 2004. The provincial secretariat NWFP is based in Khwendo Kor and National Secretariat is based in Strengthening Participatory Organization-SPO Islamabad.
PCE is regularly celebrating the Global Week of Action (GWA/ EFA Week) each year in April. PCE also launched the “MUST DO BETTER” and “WRITING THE WRONG” report last year. In the current year PCE has planned Education research launching, training on the Budget tracking in Education and Training on Education Advocacy.
International Literacy Day is observed on 8th September each year since 1967. PCE has arranged a seminar on International Literacy Day (8th September 2006) 9:00 AM at Peshawar Press Club. You are invited to please participate in this seminar the speakers will be NWFP Education Minister, and other from academia and Civil Society. The audience from different walk of life will be participating in the seminar.
Hope you will confirm your participation on the occasion as speaker. If you need further details please feel free to contact me or Mr. Asif Advocacy Facilitator KK Peshawar. Ph# 0321-9078067
Ibrash Pasha
Provincial Coordinator PCE/
Regional Manager, Khwendo Kor Balambat Colony Timergara Dir.
Mansoor Hassan Member of EJN(Exiled Journalist Network) NUJ(National Union of Journalist) TUFR(Trades Unions for Refugees) Mob: 07979636017 Email:editor@...
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Subject: urgent request to facilitate in organising 2ns visa free convention from 15-t0 17 september
Institute for Peace and Secular Studies
2nd Visa-Free and Peaceful South Asia Convention - 15-17 September, 2006 in Lahore, Pakistan
Subject: Requesting financial contributions to support visa free and peaceful south asiaConvention
Respected Ms/Sir,
In 2005, peace activists from India and Pakistan organized a peace March from Delhi to Multan. Starting from the shrine of Nizamud-Din-Aulya(India) on 23 March,2005 and concluding at the shrine of Baha-u-din-Zikria (Pakistan) on May 11,2005. The main thrust of the March was to promote peace and tolerance in South Asia. On the way, marchers met and interacted with thousands of people, which included urban and rural communities, politicians, religious scholars, retired soldiers, local Government representatives, social activists and Media persons. The impact of the march has been immense in terms of media coverage, interaction with a range of people and spread message of peace. Marchers were able to get signature of 15000 people in support of Visa free and nuclear free South Asia document. These signatures were later presented to Mr. Shaukat Aziz the Prime minister of Pakistan and Mr. ManMohan Singh Prime Minister of India.
However Participants of the March experienced a multitude of problems in getting Visas and clearance from the embassies of India and Pakistan as well as facing difficulties at the border crossing. Given the experience, towards the end of the March, the peace activists from both sides unanimously decided that a convention should be held on Visa free, Nuclear free and peaceful South Asia every year in all South Asian countries. The aim of the convention is meant to commemorate Hiroshima and Nagasaki nuclear holocaust and assert through peaceful means to liberal visa regime and promote culture of peace in south Asian countries in particular and in world in general.
The first convention was held in New Delhi (India) from 6 to 9 August 2005. Altogether 600 activists from South Asian countries participated, 47participants made to the convention from Pakistan. The response was enormous and resolved to continue the exchange and sharing process. It was decided that the next convention would be held in Pakistan from 6-9 August, 2006. All delegates from Pakistan made the commitment for the proposed convention, participating on Individual basis or representing their respective organizations.
Unfortunately we were not able to hold the convention on said dates because we were unable to get the clearance of interior Ministry for the Visa and secondly we were not succeeded to generate the resources.
This is to bring into your kind notice that a convention for Visa free and peaceful south Asia has been scheduled on September 15 - September 17, 2006. We are expecting 183 delegates from India, belonging to various civil society organizations, filmmakers, writers, youth group, social and peace activists, teachers, lawyers and retired soldiers. We would like to request for your kind facilitation in matters regarding accommodation, transportation occupancy of Alhamra Hall 2 as the venue and food for the delegates. Without your cooperation we will not be able to conduct this activity in an appropriate manner.
Attached along with is a copy of the budget for this specific activity. We do hope and expect your full cooperation in the above mentioned areas.
Please find attached the resolution passed in the first Visa free and Peaceful South Asia Convention in 2005. and names of prominent delegates participating from india.
Thanks and Regards,
Diep
Coordinator Institute for Peace and Secular Studies
Estimated Budget for Visa Free and peaceful South Asia
Convention
September 15 – September 17, 2006
Activity
Day/date
Cost
Total
Welcome Lunch at Wahga Border
Friday, September 15th
400 @ 150
Rs. 60,000/-
Inaugural Ceremony (Rent Alhamra Hall, for 3 days)
Friday, September 15th
60,000/-
Rs. 60,000/-
Dinner
Friday, September 15th
300@150
Rs. 45,000/-
Seminar (2 teas, lunch & dinner)
Saturday September 16th
400@350
Rs. 140,000/-
Getting together at Alhamra – Tea (9:00 am – 11:00 am)
Indian delegates that are participating in the 2nd Visa Free and Peaceful South Asian Convention, consists of members of the Parliament, retired soldiers, filmmakers, social activists, professors, lawyers and peace activists.
Members of the Parliament
ØMohan Singh (Samajwadi Party)
ØAtul Anjan (CPI)
ØHannan Mollah (CPM)
ØNilotpal Basu (CPM)
ØShriprakash Jaiswal (Congress)
ØRajesh Mishra (Congress)
ØSandeep Dixit (Congress)
ØRam Gopal Yadav (Samajwadi Party)
ØAshok Gehlot (Congress)
ØSachin Piolet (Congress)
ØMilind Deora (Congress)
ØMehbooba Mufti (National Conference)
ØNirmala Deshpandey
Religious Scholar
ØSyed Nazim Ali Nizami (Gaddi Nashin, Hazrat Nizamuddin Auliya Dargah)
Indian Pakistani Retired Soldiers Initiative for Peace
Subject: [pcenwfp] pictures of the recent budget tracking training
Dear Friends
The pictures of the recent Budget tracking training held in Peshawar (23-25 August 06) are placed on the PCENWFP Yahoo group webpage.
please visit the following links to see these pictures. about 120 pictures are uploaded, plz check 2-3 pages in each album. after joining the pcenwfp yahoo group you can see these pictures!!!
The pictures of the recent Budget tracking training held in Peshawar (23-25 August 06) are placed on the PCENWFP Yahoo group webpage.
please visit the following links to see these pictures. about 120 pictures are uploaded, plz check 2-3 pages in each album. after joining the pcenwfp yahoo group you can see these pictures!!!
Subject: Fw: Campaign Plans for International Literacy Day - 8th September
Dear All,
Are you interested in
commemorating Literacy day from PCE platform? If yes what activities do you think we can do and how much budget is envisage for these activities?
If you all strongly recommend celebrating that day then Please send your suggestion by tomorrow so we can plan event/s quickly.
Subject: Fwd: Campaign Plans for International Literacy Day - 8th September
Dear All,
I hope this email finds you well.
I am writing about the fast approaching International Literacy Day on Friday 8th September and am inviting you to take part in a joint campaigning action, or to let us know if you already have plans.
I welcome your feedback for what action you think is feasible on the day (or in the lead-up to the day).
One idea that has currently been given is to build on the work of the Writing the Wrongs: International Benchmarks on Adult Literacy report written by GCE and ActionAid. Using the benchmarks (that are needed to make
literacy for all adults achievable) your national coalition could pick three of these benchmarks and rate the government's poor performance. These scorecards could be presented on-mass or as a giant symbolic card to the national government.
Likewise a 'happy literacy day card' could be designed with a key message to the government and delivered on-mass or as a giant card.
A valuable lobbying tool would be to estimate the current resource gap on adult literacy. For example, work out the amount spent on adult literacy at present and divide it by the number of over 15 year olds who are illiterate - to work out how much (or how little) is being spent per person at present compared to the benchmark of $50-$100 per year for 3 years.
Some of you did research or actions during Global Action Week on literacy - this would be a perfect opportunity to hand this research in as part of a media moment,
and perhaps alongside the scorecard as above.
To help with the costs of printing, distributing and doing an event that gains government, public and media attention GCE should be able provide a small grant of GBP 500 (british pounds) to select countries. I could also prepare a template press release for the day for you to adapt to the context locally. I would be grateful if you could feedback if you are interested in the day and what you plan to do and if you would like the small grant to help you with this.
The Writing the Wrongs: International Benchmarks on Adult Literacy report can be found here www.campaignforeducation.org/resources/resources.php?listall=1 in English, French and Spanish let me know if you do not already have
a hard copy but would like a copy.
Very Best wishes,
Alex
-- (Ms) Alex Kent Campaigns and Communications Coordinator Global Campaign for Education Office: +27 11 447 4111 Cell: +27 76 428 5390
SPO , D.I.Khan has always been interested in celebrating the events from PCE platform,the recent example is the celebration of Global Action Week and sharing the experience with PCE.Now SPO is equally interested in commemorating the Literacy Day.
The activities/events suggested are:
-Conduct a seminar,involving all the stakeholders,regarding International
Literacy Day focusing the theme:Literacy and sustainable development with special focus on literacy issues and their possible solutions.
-A session with Facilitators running Adult Literacy programs,sharing experiences / learnings and taking inputs in the form of suggestions for sustainable development through literacy.
Rs.24,000/- is the estimated budget for commemorating the activity on D.I.Khan level.
You are requested to please provide the information about the budget availability from PCE.
Subject: Fw: Campaign Plans for International Literacy Day - 8th September
Dear All,
Are you interested in commemorating Literacy day from PCE platform? If yes what activities do you think we can do and how much budget is envisage for these activities?
If you all strongly recommend celebrating that day then Please send your suggestion by tomorrow so we can plan event/s quickly.
Subject: Fwd: Campaign Plans for International Literacy Day - 8th September
Dear All,
I hope this email finds you well.
I am writing about the fast approaching International Literacy Day on Friday 8th September and am inviting you to take part in a joint campaigning action, or to let us know if you already have plans.
I welcome your feedback for what action you think is feasible on the day (or in the lead-up to the day).
One idea that has currently been given is to build on the work of the Writing the Wrongs: International Benchmarks on Adult Literacy report written by GCE and ActionAid. Using the benchmarks (that are needed to make literacy for all adults achievable) your national coalition could pick three of these benchmarks and rate the government's poor performance. These scorecards could be presented on-mass or as a giant symbolic card to the national government.
Likewise a 'happy literacy day card' could be designed with a key message to the government and delivered on-mass or as a giant card.
A valuable lobbying tool would be to estimate the current resource gap on adult literacy. For example, work out the amount spent on adult literacy at present and divide it by the number of over 15 year olds who are illiterate - to work out how much (or how little) is being spent per person at present compared to the benchmark of $50-$100 per year for 3 years.
Some of you did research or actions during Global Action Week on literacy - this would be a perfect opportunity to hand this research in as part of a media moment, and perhaps alongside the scorecard as above.
To help with the costs of printing, distributing and doing an event that gains government, public and media attention GCE should be able provide a small grant of GBP 500 (british pounds) to select countries. I could also prepare a template press release for the day for you to adapt to the context locally. I would be grateful if you could feedback if you are interested in the day and what you plan to do and if you would like the small grant to help you with this.
The Writing the Wrongs: International Benchmarks on Adult Literacy report can be found here www.campaignforeducation.org/resources/resources.php?listall=1 in English, French and Spanish let me know if you do not already have a hard copy but would like a copy.
Very Best wishes,
Alex
-- (Ms) Alex Kent Campaigns and Communications Coordinator Global Campaign for Education Office: +27 11 447 4111 Cell: +27 76 428 5390
PCE NWFP strongly condemns the abolishment of the Assistant District Officers (ADOs) Literacy posts from the Schools and Literacy Department NWFP. The decision of the provincial government is against the spreading of the education and literacy in the province. These positions were created after the devolution plan and the name of the education department was changed to Schools and literacy Department in NWFP.
This is the continuation of the same decisions in which the learning coordinators (LCs) posts were abolished, which badly affected the teaching and learning process in school and the monitoring and supervision of the school was very much minimized.
PCE NWFP demand from the federal and provincial governments to establish separate department of literacy like it is functioning in the other provinces of the country. Beside the other provinces only one ADO was appointed in the whole district and was based in the EDOSchool and literacy Office. PCE NWFP also demand from the national and International institution and organizations to take up the issue with the government on different level.
Such irresponsible decision would help in the non achievement of the Education for All (EFA) goals and Millennium Development Goals (MDGs).
Subject: Fw: Campaign Plans for International Literacy Day - 8th September
Dear All,
Are you interested in commemorating Literacy day from PCE platform? If yes what activities do you think we can do and how much budget is envisage for these activities?
If you all strongly recommend celebrating that day then Please send your suggestion by tomorrow so we can plan event/s quickly.
Subject: Fwd: Campaign Plans for International Literacy Day - 8th September
Dear All,
I hope this email finds you well.
I am writing about the fast approaching International Literacy Day on Friday 8th September and am inviting you to take part in a joint campaigning action, or to let us know if you already have plans.
I welcome your feedback for what action you think is feasible on the day (or in the lead-up to the day).
One idea that has currently been given is to build on the work of the Writing the Wrongs: International Benchmarks on Adult Literacy report written by GCE and ActionAid. Using the benchmarks (that are needed to make literacy for all adults achievable) your national coalition could pick three of these benchmarks and rate the government's poor performance. These scorecards could be presented on-mass or as a giant symbolic card to the national government.
Likewise a 'happy literacy day card' could be designed with a key message to the government and delivered on-mass or as a giant card.
A valuable lobbying tool would be to estimate the current resource gap on adult literacy. For example, work out the amount spent on adult literacy at present and divide it by the number of over 15 year olds who are illiterate - to work out how much (or how little) is being spent per person at present compared to the benchmark of $50-$100 per year for 3 years.
Some of you did research or actions during Global Action Week on literacy - this would be a perfect opportunity to hand this research in as part of a media moment, and perhaps alongside the scorecard as above.
To help with the costs of printing, distributing and doing an event that gains government, public and media attention GCE should be able provide a small grant of GBP 500 (british pounds) to select countries. I could also prepare a template press release for the day for you to adapt to the context locally. I would be grateful if you could feedback if you are interested in the day and what you plan to do and if you would like the small grant to help you with this.
The Writing the Wrongs: International Benchmarks on Adult Literacy report can be found here www.campaignforeducation.org/resources/resources.php?listall=1 in English, French and Spanish let me know if you do not already have a hard copy but would like a copy.
Very Best wishes,
Alex
-- (Ms) Alex Kent Campaigns and Communications Coordinator Global Campaign for Education Office: +27 11 447 4111 Cell: +27 76 428 5390
Ref# PCE/NWFP/06
Dated August 17, 2006
Subject: Press Release
PCE NWFP strongly condemns the abolishment of the Assistant District
Officers (ADOs) Literacy posts from the Schools and Literacy
Department NWFP. The decision of the provincial government is
against the spreading of the education and literacy in the province.
These positions were created after the devolution plan and the name
of the education department was changed to Schools and literacy
Department in NWFP.
This is the continuation of the same decisions in which the learning
coordinators (LCs) posts were abolished, which badly affected the
teaching and learning process in school and the monitoring and
supervision of the school was very much minimized.
PCE NWFP demand from the federal and provincial governments to
establish separate department of literacy like it is functioning in
the other provinces of the country. Beside the other provinces only
one ADO was appointed in the whole district and was based in the EDO
School and literacy Office. PCE NWFP also demand from the national
and International institution and organizations to take up the issue
with the government on different level.
Such irresponsible decision would help in the non achievement of the
Education for All (EFA) goals and Millennium Development Goals
(MDGs).
Ibrash Pasha
Provincial Coordinator- PCE NWFP
Ph# 0945-822806 Fax# 0945-9250070
Email: nwfp_secretraiat@...
Offline 
Send Email
Early childhood care and education, the first of six Education for All goals the world is committed to achieving by 2015*, is the theme of this edition of the Report. The study also includes an assessment of progress towards the other five objectives, showing a marked acceleration in primary school enrolments, for both boys and girls, and an increase in aid to education, offset in several countries by a decline in national education spending. 
