Statistics of Out-of-School Children in World: About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.
Statistics of Out-of-School Children in Pakistan: An estimated 22.8 million children aged 5-16 are out-of-school.’ Currently, Pakistan has the world’s second-highest number of out-of-school children (OOSC) with an estimated 22.8 million children aged 5-16 not attending school, representing 44 per cent of the total population in this age group. Disparities based on gender, socio-economic status, and geography are significant; in Sindh, 52 percent of the poorest children (58 percent girls) are out of school, and in Baluchistan, 78 percent of girls are out of school. Nearly 10.7 million boys and 8.6 million girls are enrolled at the primary level and this drops to 3.6 million boys and 2.8 million girls at the lower secondary level.
Whom
do we call In-School and Out-of-School Children?
Children of primary school age are counted as being
in school when they are participating either in primary or secondary education.
But primary school-age children in pre-primary education are counted as out of
school because pre-primary education cannot always be considered as appropriate
for children of primary school age. Furthermore, Primary school-age children
who were attending levels of education other than primary were counted as out
of school. In addition to that, Primary school-age children who attend either
primary or secondary education are considered to be in school. Those in
non-formal education are typically counted as out-of-school, except when it is
recognized as fully equivalent to formal primary education.
Categorization
of OOSC Based on School Exposure
The OOSC is further categorized into three mutually exclusive
sub-groups based on school exposure. These three mutually exclusive categories
are:
· Those who attended school in the past and dropped out (drop-outs);
· Those who never attended school but will enter in future (late entrants);
· Those who will never attend school.
Traditional
Pathways vs. Alternative Pathways: The notion of ‘alternative pathways’ implies that
there are ‘traditional pathways’ from which they differ.
•
Traditional Pathways: A ‘traditional pathway’ usually refers to study at
an official or formal educational institution (public or private), with
students steadily climbing the education ladder from pre-school to primary to
secondary, and potentially beyond. A traditional pathway represents a linear
progression through the education system.
•
Alternative Learning Pathways: Alternative Learning Pathway Program (ALP) is an umbrella term, which includes an assortment of different Non-formal Education
designs. Their one bringing together element is that they are substitutes to
formal education, that contacts kids in the 5-16 year seniority gather who for
various reasons have not been conceded into, or who have subsequently dropped
out of the formal education framework, and offer them with another opportunity
of education (UNICEF, 2010).
In the most general sense, alternative or non-traditional
pathways represent non-linear approaches through the education and training
system. The term ‘non-traditional’ or ‘non-formal is also related to
‘Alternative Learning Pathways’. Alternative
Learning Pathways emphasizes that there are simply alternatives to the
mainstream education programs and institutions.
Alternative
Learning Pathways for Out-of-School Children and Adults: The below list contains examples of some Alternative
Learning Pathways:
·
Second
chance education programs:
programs that offer school completion for youth and adults who have not
completed schooling. These are usually targeted at youths or adults who have
dropped out or have been pushed out of school, and who wish to acquire a formal
qualification. They are usually offered out of hours, sometimes in
school premises, and usually follow a version of the official curriculum
providing either access back into the formal system, or a formal qualification.
·
Accelerated learning: ‘An approach to learning that compresses the time taken
to teach and learn the basics of a certain curriculum using learner-centred
teaching principles and practices.’ (Source: USAID 2005, Accelerating
Learning For Children In Developing Countries: Joining Research and Practice)
Accelerated
learning in developing countries usually refers to programs run for learners
who have missed out on a period of schooling. It provides learners with an
intense program that enables them to catch up to their appropriate age level,
and often to then re-enter the formal system. It is often provided in separate
institutions but may be offered in schools during or after hours. It usually
involves a ‘compressed’ curriculum, but generally requires enhanced learning
strategies to enable students to cover the ground in a shorter period. It
usually leads to a formal qualification or re-entry into the formal system.
·
Open and distance learning: ‘A way of studying that allows
people to learn where and when they want, and to receive and send written work
by mail or email’. (Source: Cambridge Dictionary)
Distance learning
(also known as correspondence education) is usually undertaken in students’
homes outside of formal institutions, although sometimes there are organised
‘study groups’ or tutorial sessions offered by schools (or entrepreneurs) to
support students. Distance learning has made great strides through the use of
information and communication technologies (ICT) which permits easier and
faster interaction between tutor and learner. ‘Open’ sometimes implies that
there are no minimum entry requirements for an educational program. Many
programs have a mix of distance and institution-based learning, and are known
as ‘mixed mode’.
·
Adult non-formal education: a wide range of education and
training programs offered to adults. Adult non-formal education may be
undertaken as evening, short term or full-time courses that focus on life skills or technical or vocationally relevant skills, or simply satisfy
personal interests and pastimes. Commonly offered in adult education centres or
schools after hours, but also in a wide range of institutions, and may or may
not lead to formal qualifications or certification.
·
Apprenticeship: ‘Method in which trainees learn a craft or trade by
hands-on experience while working with a skilled worker, usually under a
written agreement’. (Source:
Business Dictionary)
·
Adult Basic Education (and Training) ABE(T): a form of
catch-up education for adults, which usually follows the formal curriculum and
leads to basic education qualification.
Adult Basic Education (and
Training) may be taught full-time or (more commonly) part-time or in the evening
classes, often by school teachers using school classrooms or community
facilities. Instruction may be more or less formal in nature, and usually
follows the formal basic education curriculum and leads to a qualification that
is the same as, or equivalent to, the formal qualification for basic education.
A
Detailed Look on Official NFBE/ALPs for Out-of-School Children in Pakistan
In Pakistan, there are approximately 28,000 NFBE
centers catering to approximately 1 million students across the country. NFBE
sector caters largely to female students with 60% of the student population
being female. The majority of students are within the normal age range for
primary with only 12% of students over-age. This is not surprising that roughly
half the students complete the program cycle equivalent to grade 5.
Supporting
Organizations for ALP Programs: There
are four types of organizations running NFBE programs: those supported by the
Federal Government (NCHD and BECS), provincial government (L&NFBED),
provincial foundations (BEF, EEF and NEF) and those run by the NGOs. The per-child cost per month ranges from approximately PKR 200 to PKR 500. This
indicates that NFBE is a cost-effective alternative.
Parents’
Views about ALP Programs: Many
parents are satisfied with NFBE and would like their children to continue with
their education after completing primary, preferably at a government school. In
terms of parents’ reasons for choosing NFBE centers, the majority of parents
note proximity and flexibility as key reasons. Affordability is also an
important factor as is the perceived quality of center as the teacher is seen
as hardworking and accessible. The communities note a great change in their
attitudes towards education over the years, especially for girls. Amongst their
children, they notice positive changes particularly in their behavior and
practical skills such as being able to read a prescription or signboards.
Location
of ALP Centers: The typical
center is located inside the community (84%), usually opened in a teacher's
home. The centers are not necessarily opened in areas where no schools exist
(69% had schools within 2 km) as identified by program goals.
Facilities
and Materials for ALP Programs: In
most cases, the building is provided by the community. The vast majority of the
programs offer education free of cost to the students (88%). About 88% of
community committees are active, and about half are involved in providing funds
or in-kind contributions and voluntary labor, while the rest support in ensuring
student enrollment or attendance.
Working
Features of ALP Programs: By and
large most programs follow the government curricula. The majority of programs
are often not accelerated, the average duration of NFBE programs is 5 years, which
is the same as the formal primary cycle duration. 96% of programs operate on a
morning shift. This contradicts the assumption that NFBE centers are often
providing accelerated learning and catering to a working population. They do
however maintain flexibility in terms of timings and admissions, which is a typical
feature of NFBE. A rough estimation of instructional time shows that it is
approximately 1,200 hours per year in the NFBE sector as compared to approximately
1,000 hours or less in the public sector.
ALP
Program Teachers’ Profile: The
majority of centers operate on a multi-grade basis, running with a single
teacher. The average student-teacher ratio is 1:40, which is within a
manageable range. Teacher salary ranges between PKR 5,000 to 6,000, which is
comparable to low-cost private sector teacher salaries but lower, of course than public sector teacher salaries. Program support also appears to be mixed.
Programs often provide support to teachers in terms of planning (67% receive
such support). They also provide professional development with more organizations
providing induction training (74% of cases) as compared to ongoing training
(50% of cases). Generally, teachers are satisfied with the training received but would like more training. A little more than half receive in-classroom
support usually on a monthly basis. The majority of programs monitor the
centers with a focus on teacher and student attendance.
NFBE teachers are mostly female and young but
somewhat older than their counterparts in the low-cost private sector, with an the average age of 29 and also two-thirds of the teachers are married.
By and large, the teachers are from the same
community, which is likely to be helpful in attracting students to the center,
as parents are often comfortable sending their children, particularly
daughters, to someone they know. And for creating an in-built accountability
mechanism as teachers probably have a greater sense of responsibility towards
children from their community and fewer reservations responding to queries from
parents about their progress.
Most of the teachers have a Bachelor degree or an
Intermediate certificate and about half have professional teaching
certification as well. Teachers often note the high status of the teaching
profession in the local context as their reason for choosing to teach at these
NFBE centers. Their reasons for
satisfaction are usually proximity of the centers, flexibility of timings and
ease of obtaining leave. Reasons for dissatisfaction are usually the salary
amount, lack of qualification-based salary and delays in receiving it.
Teaching
and Learning Practices in ALP Programs: With
regard to teaching and learning practices, the data shows that the vast
majority of teachers plan their lessons. Where case studies were conducted,
classroom observation data shows that teachers work in a sequential manner in
multi-grade situations, teaching one class at a time and often assigning a
monitor to manage the classes not being taught. With regards to disciplining
practices, 68% of teachers note using corporal punishment but only 40% agree it
is actually useful for disciplining students.
Lecturing appears to be the most popular method
followed by whole group recitation. In terms of assessment three-quarters of
the teachers use both oral and written assessments. About three-quarters of teachers
respond that oral and written assessments are conducted by other program staff
and this data is used mostly to improve teaching methods and promote students.
Certificates are awarded on successful completion of a grade level in about
three-quarters of the cases. The language primarily used in the classroom is
Urdu (64%) followed by regional languages (36%). However, as expected the
language used to explain difficult concepts and by way of conversation among
students is predominantly the regional language.
Family
Background of the Children studying at ALP Centers: The
majority of parents are not educated, with only about a third of fathers and
fewer mothers completing primary or elementary education. 76% of other children in the household are
enrolled in some sort of educational institution and many are in NFBE centers
as well. This, again, indicates a trend towards education in these families.
Going by survey findings, the majority of households
in the relevant localities are single-member earning, with fewer mothers
earning an income (only about 20%). The majority of fathers have an income of
between PKR 5,000 to 10,000 (42%) followed by an income level of PKR 10,000 to
15,000 (23%). It is clear from this data that many families earning close to or
below minimum wage. Usually, mothers are responsible for maintaining contact
with the teachers.
UNICEF
led ALPs for Out-of-School Children in Baluchistan: In order to bring out of school children back into
the classrooms, the Baluchistan Education Sector Plan (BESP, 2013-2018) has
suggested alternate learning pathway program. UNICEF is funding and providing
financial and technical support for this program under the umbrella of the education department. This program will enroll dropped out or left out
children, prepare them in three levels and stream them into regular schools.
202 Alternative Learning Pathway (ALPs) Centers were
started in seven districts (i.e. Quetta, Zhobe, Sherani, Musakhail, Naseerabad,
Jaffarabad and Lessbela). The children of these seven districts were enrolled
in grade 1 of two semester’s program. A textbook was printed for grade 1 of two
semesters. This textbook was developed from the condensed curriculum of grade I
and II of regular schools. The curriculum experts of Directorate of Education,
Bureau of Curriculum and Extension Center Baluchistan framed a condensed
curriculum of all subjects i.e. English, Urdu, Mathematics, General Science,
Social Studies, General Knowledge and Islamic studies for the three grades of the program by condensing five years program into three academic years. Overall
results of ALP centers and student’s performance was satisfactory; teachers
were very hardworking and committed to their duties.
The provincial government has decided to finance 160
Alternative Learning Pathway (ALP) centers to provide quality alternative
education to over 8,000 children and adolescents across Baluchistan. These
centers will be established within three years by the United Nations Children’s
Fund (UNICEF) in collaboration with the Japan International Cooperation Agency
(JICA), under the leadership of the Department of Secondary Education,
Government of Baluchistan. (Source: The Express Tribune, March 19, 2018).
UNICEF
led ALPs for Out-of-School Children in Sindh
Social
Cohesion & Resilience (SCR) Program in Sindh: In Sindh, project titled ‘Promote Social Cohesion
through Education’ was implemented in collaboration with the UNICEF. The
project started in July 2013 and concluded in July 2014 and was implemented in
the urban slum areas of Karachi, Badin, and Jacobabad in Sindh. The objective
of the project was to promote and strengthen social cohesion and resilience
through education in vulnerable and conflict-prone areas of Sindh. The
key interventions of the project were to mobilize and engage communities by
establishing and strengthening community-based support mechanisms for
effective conflict resolution, improving access to quality education at
Government Primary Girls’ and Boys’ Schools, teaching marginalized children in
remote areas through community schools and providing access to education to
out-of-school children between the ages of 9-17 years.
ALPs
for Out-of-School Children in KPK:
The
Khyber Pakhtunkhwa Education Sector Programme (KSEP) and Technical Assistance
(TA) team’s mission is to work at provincial, sub-provincial and school levels
to provide comprehensive, flexible and high-quality technical support to the Government
of Khyber Pakhtunkhwa (GoKP). Keeping this mission in priority, the government of
KPK launched the Accelerated Learning Programs for the out of school children
under the supervision of Public-Private Partnership (PPP). Accelerated Learning
Programme (ALP) is one of the preferable options, which will contribute towards
achieving a targeted additional enrollment of approximately 78,000
out-of-school children by Financial Year (FY) 2020-21. Additionally, ALP is
comprised of two modalities, primary level ALP and middle-level ALP. Primary
level ALP targets Out-of-School Children between the ages of 8-10 who have
never been to school for 69,812 children. Middle-level ALP targets Out-of-School
Children between the ages of 13-14 who have completed primary graduation and
their total number are 8577. ALP will be delivered as a form of complementary
education, reaching the same endpoints as a formal education system, but in a
shorter space of time. The ALP is complementary in that it both provides an
alternative route and matches the official curriculum. This allows ALP learners
to either be mainstreamed into the regular education system or join
professional/vocational courses.
ALPs for Out-of-School Children in Punjab: Punjab Foundation of Education is taking practical steps to bring the children into the schools. One of the steps is that Punjab has recently introduced the ALPs in the provincial curriculum for the Out-of-School Children. Such ALPs will be implemented with the help of technology, such as Distance Learning Programs (DLP), broadcasting the Education through television (TV) and providing the laptops under Punjab Foundation of Education, like, Youth Punjab Laptop. Such ALPs will make the Out-of-School Children literate, educated, and also develop the numerical skills of children.
References
·
http://pu.edu.pk/images/journal/JEE/PDF/5_v29_2_19.pdf
·
https://www.unicef.org/pakistan/education
· https://www.unicef.org/pakistan/media/1731/file/Every%20Child%20Learns.pdf
