Besides a few research and evaluation studies, there is no regular systematic compilation of statistical or qualitative information on Non-Formal Basic Education Schools (NFBES) and their total enrolment. However, the Non-Formal Basic Education Schools Project, under implementation since 1996, indicates that in 2007 there were 8,697 NFBE schools in operation, implemented by 288 NGOs, with an enrolment of over 325,000 students. In the context of literacy and non-formal education, the National Education Policy advocates an increased emphasis on non-formal learning. It envisages democratization of education through the expansion of elementary education including formal and non-formal methods and expanded programmes of adult education, literacy and functional literacy programmes, as a basic requirement for economic development, modernization of social structure and for providing equal opportunity to all citizens (UNESCO 2007).
The main challenge facing this sub-sector is reaching those in the most remote areas and those of minority backgrounds who lack access to formal education and schooling. Addressing non-formal education should be an important part of any plan to extend universal primary education in Pakistan.
There are many disadvantaged areas of Pakistan, particularly the rural parts, where non-formal schools are not an alternative, but rather the only option children have to gain basic education and literacy skills. Low enrolment rates and rapid population growth has led to a steady increase in out-of-school children and, as a result, an increase in the number of illiterates. Figures show that these groups showed an increase from 20 million in 1991 to 50 million in 1998. In 2008-09, there were 52% of girls not enrolled in school and 67% of women were illiterate in rural areas (PILDT 2011). Today, implementation of the Non-Formal Basic Education project in Pakistan is hampered by a variety of factors including: irregularity in the flow of funds to supervising NGOs; delays in the disbursement of teachers’ salaries; low teacher salary of Rs. 1,000 per month (fixed in 1996); lack of teacher training facilities; and overall poor quality of monitoring by NGOs who in turn complain of inadequate supervisory funds (UNESCO 2007).
