LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:2 February 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Analysis of the Strengths and Weaknesses of Literate Punjab Programme (LPP)

Sarfraz Ahmed Khan, Ph.D. Scholar

Abstract

For the development and prosperity of a nation, Education is considered as a vital tool. The educated youth is a great asset for any country. International conventions and commitments are ensuring universal education across Pakistan and other developing countries in order to achieve goals. Government of Punjab has committed its resources in the form of many development projects. Literate Punjab Programme (LPP) was one of those efforts initiated to achieve the goal of universal education. In the present study, a comprehensive analysis of LPP was made in order to assess the advantages, merits, strengths and weaknesses of this program using the data collected from the stakeholders of this programme, i.e., the students, the teachers and the parents of the enrolled students. The structured questionnaire based survey approach was used and the results indicated positive results of this programme for stakeholders, besides certain weaknesses requiring attention for improvement in replica attempts in future like the availability of financial resources and teachers' compensation, Non-interest from executives, Interruption during the execution of the program, Punishment in NFBEs and ALCs. The major strengths of LPP were syllabus, teaching methodology and teachers training. Engagement of political figures, females and opinion makers in programme helped in achieving the targets. Teachers’ availability, free stationery and learning environment were strong areas of LPP.

Keywords: Pakistan, Literate Punjab Program, Stakeholders, Strengths

Introduction

The importance of education can never be denied in any society because educated population is the cornerstone of civilizations and for this very particular purpose, the state has primary responsibility to ensure education of its masses and availability of its human resources for the future, the state plans for the whole nation (Cammarota and Fine, 2010). For an individual, it is a fundamental right secured in international and national charters like United Nation’s charter, and respective national constitutions (Caggiano, 2008). In the present day globalised world, the need of educated population is felt in more pressing way and it has been looked as the key to sustainable development, peace, and stability for each country internally as well as the tool to ensure the effective participation of individual societies in the global economic progress, humanity and peace (Banks, 2007). In pursuance of this common sharing, a collective commitment from all the nations was emerged in the form of Daker Framework for Action in 2000 that has formulated its commitments to achieve the target of Education for All (EFA) by 2015:

1. All the member countries are responsible to ensure that all children including girls have access to and must complete their compulsory primary education. These governments are further bound to provide good quality education within their jurisdictions.

2. All the member countries are responsible to further ensure that youth of these countries must have an equitable access to the appropriate life skills and learning programs, and

3. There must be 50% improvement in the adult literacy by 2015, especially in case of women (UNESCO, 2000).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sarfraz Ahmed Khan, Ph.D. Scholar
Allama Iqbal Open University
sarfraz.edu.pk@gmail.com
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