1. EFA & MDGs

2. Dakar EFA Goals 2000
(i) expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children;
(ii) ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality;
(iii) ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes;
(iv) achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults;
(v) eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality;
(vi) improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

3. Six Goals of Dakar - EFA
1. ECCE - Early Childhood care and education.
2. UPE - Free and compulsory basic education .
3. Learning opportunities for Young & Adults.
4. Literacy Rate (50% improvement).
5. Gender equality - elimination of gender disparities.
6. Quality of education - Learning achievement.

4. Millennium Development Goals 2000
Goal 1: Eradicate extreme poverty and hunger
Goal 2: Achieve universal primary education
Goal 3: Promote gender equality and empower women
Goal 4: Reduce Child Mortality Rate
Goal 5: Improve maternal health
Goal 6: Combat HIV/AIDS, malaria, and other diseases
Goal 7: Ensure environmental sustainability
Goal 8: Develop a global partnership for development

5. MILLENNIUM DEVELOPMENT GOALS
End Poverty and Hunger
Universal Education
Gender Equality
Child Health
Maternal Health
Combat HIV/AIDS
Environmental Sustainability
Global Partnership

6. EFA and MDGs EFA Goals – by 2015 MDGs – by 2015
ECCE: Expanding early childhood care and education
UPE: Universal primary education
Continuing Education: Learning and life skills programmes for young and adults
Literacy: 50% increase in adult literacy rates
Gender: Eliminating gender disparities in primary and secondary by 2005, and gender equality in education by 2015
Quality: Improving quality of education
Goal 2: Achieve universal primary education
Target 3: Completion of full primary schooling by all children
Indicator No 8: Literacy rate of year old
Goal 3. Promote gender equality and empower women
Target 4: eliminate gender disparity
Indicator 10: Ratio of literate women to men, years old

7. MDGs – Pakistan MDGs Targets Indicators 1
Eradicate Extreme Poverty and Hunger 2 3
Achieve Universal Primary Education
Promote Gender Equality & Women Empowerment 4
Reducing Child Mortality 6 5
Improving Maternal Health
Combating HIV/AIDS, Malaria and other Diseases 7
Ensuring Environmental Sustainability 8
Develop a Global Partnership for Development* 16 37

8. International Commitments
EFA : Pakistan is signatory to EFA and MDGs - Literacy is one of the six Goals of EFA
Target: 86% literacy to be achieved by 2015 (National Plan of Action for EFA - Ministry of Education, 2003)
UN Literacy Decade ( ): Pakistan reflected achievement of UNLD goals in its PRSP-1
LIFE : Pakistan has agreed to launch Literacy Initiative for Empowerment (LIFE) in 2005.
PRSP : EFA and Literacy are part of Poverty Reduction Strategy Paper (PRSP II)

9. National Commitments of Pakistan
Constitution of Pakistan (1973)
State shall be responsible for:
“ eradication of illiteracy and provision of free and compulsory education up to secondary level, within minimum possible time”
(Article 37-B, 1973 Constitution of Pakistan)- Principles of Policy
18th Amendment to the Constitution – Article 25 A –
Education A Fundamental Right

10. Report Card: Literacy in Pakistan
PSLM ( ) – Statistics Division, GoP
Overall, 45% population (10+) is illiterate, and
58% Women can not read and write
70% Rural women are illiterate
76% Rural women in NWFP are illiterate
84% Rural women in Sindh can not read and write
85% Rural women in Balochistan are illiterate
Disparities:
80% literacy among males in urban Sindh vs 15% literacy among females in rural Balochistan
PSLM ( )
32 districts with literacy rate below 40%
56 districts with more than 70% illiterate women

11. Provincial Comparison of Rural Female Literacy (PSLM Survey 2006-07)
Punjab
Sindh
NWFP
Balochistan

12. Number of Illiterates are increasing in Pakistan
Year
Pop 10 +
(Millions)
Literacy Rate (10+)
Illiterate Pop (10+)-Million
1951
22.71
17.9
18.64
1961
26.12
16.7
22.08
1972
42.91
21.7
33.59
1981
56.33
26.2
42.69
1998
89.84
43.92
50.38
(estimated)
112.00
55.00
50.40
(Source: Census Reports and projections for )

13. Education Budget in Pakistan: ( to ) (Source: Economic Survey ( ) – Finance Division – Government of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan , and EFA Global Monitoring Report 2008, 2009, and other related documents of Govt. of Pakistan)
Year
% of GDP
2.00
1.7
2.62
2.20
2.34
2.12
2.40
2.42
1.6
2.49
1.9
(PRSP II, page 316))
1.25

14. Literacy: What we are missing in Pakistan?
No active federal body for national level coordination: No official budget and forum for coordination meetings and harmonization of provincial efforts (meetings, if any, convened mainly with donors support)
No professional wings to support provincial Directorates or Departments in material development, research, and training (in formal education system there are Curriculum Bureaus, Textbook Boards, Training Colleges, and research institutes, None for the NFE)
No regular pattern for financing of Literacy and NFB: Funding for literacy and NFBE is sporadic, incidental, or depending upon links with those who really matter – not for literacy per se – No specified ratio of education budget for literacy (normally less than 1% of education budget)-
Federal and Provincial Roles: not specified, not followed – Occasionally, Fed Govt. institutions will self-assume direct implementation,– Some provinces will not commit provincial budget for literacy and NFBE –No tradition of joint financing or a role in implementation-monitoring (like in India).