Role of Education In Poverty Alleviation In Pakistan

Abstract

The purpose of this paper was to study the role of education in poverty alleviation in Pakistan. Descriptive research method was used to collect opinions of Head-teachers of the Public sector schools, District Education officers, Managers TEVTA and Educationists who are the main stakeholders of education in Pakistan. Population of the study was all Head teachers of secondary and higher secondary schools, District Education Officers Secondary and Elementary education and Managers TEVTA of 36 districts of Punjab and educationists. The sample was consisted on 540 head-teachers, 54 district Education Officers, 50 educationists and 18 Managers TEVTA. It was found that poverty can be alleviated by educating the children of the poor families. The literate family heads send their children to schools, Pakistani education system prepares the students for white collar jobs which are not available for all school graduates. It was recommended to introduce technical education and vocational training at the secondary level of education to enable the school graduates to get paid or self employment to break the vicious cycle of poverty.

Headnote

Abstract

The purpose of this paper was to study the role of education in poverty alleviation in Pakistan. Descriptive research method was used to collect opinions of Head-teachers of the Public sector schools, District Education officers, Managers TEVTA and Educationists who are the main stakeholders of education in Pakistan. Population of the study was all Head teachers of secondary and higher secondary schools, District Education Officers Secondary and Elementary education and Managers TEVTA of 36 districts of Punjab and educationists. The sample was consisted on 540 head-teachers, 54 district Education Officers, 50 educationists and 18 Managers TEVTA. It was found that poverty can be alleviated by educating the children of the poor families. The literate family heads send their children to schools, Pakistani education system prepares the students for white collar jobs which are not available for all school graduates. It was recommended to introduce technical education and vocational training at the secondary level of education to enable the school graduates to get paid or self employment to break the vicious cycle of poverty.

Keyword: Education, poverty, secondary education, technical education, vocational training, school, job, employment.

Introduction

Poverty and education are interrelated phenomena. The poor are those who have less than the required to live a comfortable life and earn less than $ 1.90 per day per person (World Bank, 2015). Poverty is multidimensional problem which hinders the path of development, supplements other problems like violence, conflict, crime and terrorism. Poverty can be alleviated by imparting productive and effective educationhence it is significant to study the poverty problem in context of education. The main aim of this paper was to investigate about the role of education in poverty alleviation in Pakistan to recommend some measures to enable education to play its role in poverty alleviation. The literature related to education and poverty was reviewed. Descriptive method was used to know the opinion of the stakeholders. The majority of the children of the poor families are enrolled in public sector schools hence the education provided through these public sector schools can play its effective role to alleviate poverty from Pakistan. The Principals and the head teachers of high and higher secondary schools, the district education officers, educationists and the Managers TEVTA are directly related with the education system in Pakistan hence it was necessary to know their opinions. To know their opinion questionnaires were administered to the sample of the study randomly selected from the population consisted on head teachers of Public sector schools, District Education Officers secondary and elementary, District Mangers TEVTA and educationists from the province of Punjab. Data collected were analysed. On the base this analysis findings were obtained and recommendations were made.

Review Of The Related Literature

Poverty is a state of living below the poverty line (Hussain, 2014). Poverty is a pain and a disease that attacks the material and morality of a person and crushes its dignity and hope (Narayan, 1999). It is a powerful antisocial reality that prevails round the globe. The poor is one who lives below the poverty line. The poverty line is a standard to differentiate the poor from non-poor. A person living with an income below than $ I is termed as poor (UNDP, 2006). Burtless, G. & Smeeding, T.M. (2000) were in view that the poor is one who has less income than required level of minimum adequate resources while Corbett (2002) stated that poverty was the condition of having insufficient resources. The poor is one who lacks basic needs such as adequate food, clothing, housing, clean water, education and health services. Anka (2009) found that poverty was inability of a person to afford minimum standard of living. Hutchinson Encyclopedia stated that poverty was the condition that existed when the basic needs of human beings (shelter, food, and clothing) were not being met properly. William D. Halsey (1986) & Halsey (1996) described that poverty was the state or condition of being poor, deficiency or lack of necessary or desirable qualities, smallness of amount, scarcity; or dearth. Khan (I999)says that the poor is one who fails to attain minimum level of income or consumption (poverty line). World Bank (2014) defines poverty as living below than an income of $ 1.90 per day per per person. According to Khan (2003)the poverty is a multidimensional phenomenon encompassing on not only deprivation in consumption expenditure/ income but also lack of access to health and education facilities, employment and decision making opportunities. Haq & Bhatti (2001) reported in Pakistan Institute of Development Economics (PIDE) research report no. 183 that poverty was of different types such as Subjective poverty, relative poverty, chronic poverty, transitory poverty, esteem or destitution poverty and absolute poverty. Relative poverty is the condition of having fewer resources or less income than others within a society or country, or compared to worldwide averages (Corbett, 2002). Relative poverty is present everywhere as everyone is poorer than the other and there is a person that has more or less income than the other. Chronic poverty is a sub-group of the poor who experienced poverty over a lengthy time period, and at a particular depth (Hickey, 2001). Transitorily poor are those who can move above the poverty line and can escape from the poverty net on getting a proper support (Henderson & Poole, 1991). Extreme or destitution or absolute poverty threatens people's health and lives. According to Cheema (2004), it was estimated in 1999, that 2.2 billion people worldwide had consumption levels below $l a day and 23 percent of the population of the developing world, with an additional 2.8 billion living on less than $2 a day. Poverty affects social, moral, economic and political areas of the society as Matsuura (2000) mentioned that poverty has been a cause of rift between the rich and the poor. Bakhtiari et al (2014) concluded that reason of forty two percent of violence committed by the young people of ages between 18 and 29 years was to escape from poverty and twenty four percent in want of money. It was found that poverty affected the rate and distribution of violence against women from the poor communities who were more vulnerable to violence (Jacobs, Jacobson and Marchbank, 2000). In low socio-cultural conditions the women and girls are often prepared for marriage and childbearing but not for the job market. Poverty stricken women especially those belong to the rural community were financially dependent on men; they had little access to employment and education. They worked as the caretakers of family but they had no access to health, education, social and legal services. The women are more vulnerable to risks like health, illiteracy and exploitation. Moser and Clark (2001) found that the black women of African society were ten times more likely to experience an incidence of violence as compared to the white women. The crime data obtained from police source of South Africa showed that level of rape in the provinces those were economically less developed was higher than that of the economically developed provinces. It can be said that there was a link between crime and poverty. Poverty is not only a problem of individuals rather it is a problem of the whole society. It supplements the other problems like crime, conflicts, victimization and exploitation. Poverty can be addressed on only by educating and training the poor.

Poverty line was set by the planning commission of Pakistan vide Letter No. I (41) Poverty/PC/2002, dated 16th of August 2002 (Zia ur Rehman, 2010, pp. 3) whereas according to Asia Report of Crises Group (2014, p. 21) poverty line as fixed by the government of Pakistan in 2014 was an income of $2 per day or $ 60 per month. Ishaq Dar Finance Minister of Pakistan declared that over half of the Pakistan population was living below the poverty line in 2014. Pakistan inherited poverty at the time of its independence. According to Padmanabhan (201 I) the foreign rulers established a strong feudal system to control the land of subcontinent and snatched the right of property from the peasants and farmers. The people of Subcontinent India were gripped by the poverty but the feudal lords were enjoying the rule of the East India Company. British rulers exploited the Indian Economy by deindustrialization, by making it a land of production for raw material to feed the British industries, making the Indian economy subordinate economy of the British economy and keeping the people of India vulnerable to poverty and injustice. Dadabhai had said in 1901 that the Indian economy was drained to England because of which the poverty was at high rate in India. The areas declared as Pakistan such as Baluchistan, East Bengal and North Western Frontier Province (NWFP) now called as Khayber Pakhtun Khawa (KPK) were poorer than other areas. The landless Haris, peasants and bounded labours were poor and uneducated. In Sindh six percent large landlords occupied 44 percent of land whereas 80 percent Haris and the land labourers had no land at all. The landlords used to hire the landless poor workers at very low wages and reaped the maximum benefits of the production of their land. These landless peasants and tenants were uneducated. The colonial rulers fed the feudal system and provided best education to the children of these feudal as a reward of their faithfulness to the crown. The feudal system is still in power in Pakistan which was a major cause of poverty in Pakistan (Salim, 2008).

According to Malik (2010) poverty was one of the crucial challenges in Pakistan which influenced a large majority of population as about 36 percent of population was living below the poverty line i.e. earning less than one dollar a day in 2008-09. According to scholar ibid Pakistan had labour force of 52 million out of which 49 million were employed out of which 45 percent of labour force was employed in agriculture sector and 55 percent was in the non-agricultural sector whereas the unemployment rate was found to be 4.5 percent. Poverty in Pakistan has been rising and falling in different periods. The poverty was lower in 1970s and 1980s but it rose during 1990s. Aftab, Hamid & Pervez et al (2002) in Asian Development Bank report pointed out rising trends of poverty during 1990s in Pakistan from 26.6 percent in FY 1993 to 32.2 percent in FY 1999. According to World Bank (2014) the people living below poverty line in Pakistan were 37.1 percent in 1990, I 3.3 percent in 2007 and 8.3 percent in 2010 and 12.7 percent in 2012 (Taking poverty line as an income of $1.90 per day per person).

Education was found the axis of all human activities and the foundation of all human discoveries (Qureshi, Shirazi & Wasim, 2007, p. 167,168). Education is the most powerful antidote of poverty syndrome. According to Montecel (201 3) education has been found as a way to come out of poverty and a person having more education has less risk for falling in poverty. Education enables a person to know his/her potentials and provide leverage opportunity to come out of the poverty. Education enables the individuals to know how. The founder of Pakistan Quaid-e-Azam stressed on providing the right type of education to the people of Pakistan to enable them to play their role for the development and progress as well as to compete with the modern world (Khan & Khan, 201 I). Being an effective tool for fighting against poverty, access to quality and equitable education was accepted as a basic right of every individual. According to Dib (1987, p. I -12) education is of three types i.e. formal, non-formal and informal. In the formal education teacher pretends to teach and the taught pretends to study and an educational institution pretends to fulfill the learning desires and needs of taught and the society at large. In formal education system there are face to face classes in which the teacher and the taught directly interact whereas in the non-formal education there are no formal system, classes and face-to-face contact between the teacher and the taught as is pertinent from the open school system, non-formal distance education (NFDE) and learning through correspondence. Informal education is learning by watching TV, listening Radio, observing the people at work, learning skills from parents, guide or elders. The informal education is not for the sake of degree or certificate. The learning in the early childhood and during most of the part of life is done through informal education system. According to UNESCO (201 3, p. 20) and Faize (201 I, p. 8) education enables the learner to solve problems like poverty, mistreatment and illness. Peter (2010, p. 2) considered education an ability to perform various tasks artfully. Aftab, Hamid & Pervez (2002, p. 2) found that education was an important factor to distinguish the poor from nonpoor. According to researchers ibid the poor families with literate family heads were almost half of the number of poor families with illiterate family heads. Education is an effective tool to hook the families out of poverty. People think that the poor are not intelligent and thus they are ignored and left behind. It is a myth as the children from the poor families are as intelligent as the other children are. Mercele (201 3) quoted the example of I I years old girl namely Paloma Noyola Martinez who was inhabitant of a community of Matamoros garbage dump area and scored 921 on Mexico's National academic achievement test which was the highest score in the country.

According to Bokova (2014, p. 3) the world is facing economic and social inequalities, degradation of environment and disasters caused by the human and natural factors. Education can play its role for sustainable development to address the issues and challenges of the new millennium by the development of cognitive, affective and psychomotor domains (Krathwohl, 2002). Education is not for the sake of getting information but it is for sustainable development. It is necessary to reorient the education for learning to live and work sustainably. Malik (2010) was in view that education plays vital role in economic development of individuals and the societies. It instills awareness among the people about their rights, the rules and regulations of the society, laws of the country and helps them to live productive and successful lives. According to Ministry of Education (1998, p. 5) education provides mental, physical, ideological and moral training. It fulfills the needs of individuals and the nations. Wong (2014, p. 421) says education protects the rights, promotes racial integration and assists the children of the lower economic background to come out of the poor economic status or poverty. Bukhari (2005) pointed out that education produces benefits such as consumption benefits, consumption effects, better health effects, motivation for further learning, savings, home management skills, affective attributes and monetary benefits. According to the scholar ibid additional costs spent on education are paid back by enhancing the income over the life span. US Education Department (201 3), considered education as a great equalizer necessary for every child to break the vicious cycle of poverty that shifts from one generation to the next. According to Mirza, et al (2005) education enables people to live better and successful lives. It helps them to earn their living and to spend wisely. Afzal (2005) found that education helps for a long term and durable development. National Education Policy 2009 accepted education as a powerful, efficient and effective instrument to equip its people to lead better lives. It further declared that investment in education produces economic development. Hafeez (2012) was in view that the quality education is master key to unlock the door of development and poverty alleviation. Education is a wise investment that a government can produce long-term sustainable results and its outcomes are everlasting (Lindquist, Vincent & Wanna, 201 I, p. 22). HDI Report (2014, p. 180) shows that the nations, those allocated more on education were on the upper side of the HDI index while the nations allocated less amount for education were at the lower side of the index e.g. Norway was at the first position as it has been spending 6.9 percent of its GDP between 2005 and 2012 on education whereas Pakistan was at 146th position out of 187 as it spent less than 2 percent of its GDP on education. Right of getting education was articulated in Article 26 of the Universal Declaration of Human Rights (UNO, 1948). Education opens the doors to other human rights. The basic Education which consists on basic skill such as 3Rs (Reading, writing and arithmetic) is very important as it develops the lives of individuals and the nations. Education also helps to minimize the negative aspects of life e.g. primary education reduces child labour, begging, child abuse and theft. It was found that the literate women survive longer than illiterate. The schooling improves productivity of the individuals which helps them to get paid or self-employment both in urban and rural areas. EFA monitoring Report (2002) witnessed a strong link between literacy and life expectancy. According to the report ibid the literate people have higher survival rate than illiterate. UNESCO (2002, p. 30) reported that learning continues throughout the life and literates benefit from it throughout the life time. Educated persons adjust themselves in new situation in a better way inspite of the differences of cultures, knowledge and languages. According to Psacharopoulos (2000) education produces human resource by imparting learning and training. Education enables the people to earn in a better way. It was found that the earning level of the workers differs on the basis of the learning level. Psacharopoulos (2009, p. 19), Psacharopoulos and Patrinos (2002, p. 4) reported that amount allocated for education produced high rate of private and social returns while Becic (201 3, p. 264) described that the better education produced better wages and chance of employability. The researchers found that the rates of return were from 2 percent to 20 percent for every additional year of schooling. Psacharopoulos (1994, p. I 335) concluded that the primary education produces higher rate of return than other levels of education. In developing or underdeveloped countries the poverty is at high rate because of high rate of illiteracy. The researches show that the high rate of poverty was due to learning through informal system of education in which the training and learning are based on the traditional knowledge and methodology. Singh (1999) found that millions of workers in the less developed countries did not have opportunities for attaining formal education and training to cope with the requirements of modern age and hence remain poor and underdeveloped. It was found that a package of education consisting on the pedagogy and skills with flexible schedule was a successful approach to help to increase the income of low paid workers and laborers. Iqbal (2012) accepted that the lack of technical education and skills was the main reason of poverty in Pakistan. Uddin (201 3) found that technical and vocational education can play significant role in poverty alleviation. The researcher ibid recommended that the government should provide technical education and vocational training to mitigate poverty. Chambel & Hartl (201 I) found that technical education, trianing and skill development helped the poor to comeout of the poverty. According to Nagi (2012) it was necessary to give priority to the technical education and vocational training to eliminate poverty. Researchers found that vocational and technical education was the only solution of problems like poverty and unemployment. Malik (2010) found that Pakistani education was conventional, irrelevant and incompatible with the societal needs for not being skilled based. The irrelevant and conventional education produced graduates who could not find jobs and the job market could not find suitable workforce to meet its demands. Pakistan attained literacy rate of 59 percent in the first decade of second millennium with very slow pace and it could not achieve the required literacy rates and is still among the most illiterate countries of the world. Even in the SAARC regions Pakistan is among the lowest performing countries. Literacy rates according to Pakistan Bureau of Statistics, 201 3-14were as under:

Education was made compulsory for the boys and girls from age five to sixteen years through introducing the 18th amendment in the constitution of Pakistan. The Article No 25th A was introduced in the constitution, which bounded the government to provide free and compulsory education to all citizen of age five to sixteen years (Pakistan, 2010, p. 15).

Technical education and vocational training was the best way of addressing the issue of poverty as it makes the learner an earner but in Pakistan more stress is on general type of theoretical education. The data show that the number of public sector high and higher secondary schools for general type of education were nearly 75,821 but institutions for vocational education and technical training were only 1,522 in Pakistan including both public and private institutions from which only a small portion of trained graduates come out (Malik, 2010).

Pakistan has a large school system consisting on both public and private sectors to impart education. The level of schools functioning in Pakistan are Primary school (class i to class v), Elementary schools (class i to class viii), High schools or secondary schools (class vi to class x) and Higher secondary schools (class vi to class xii).

The school system in Punjab works under secretary education (schools), the District Government administers the school system in each district. Executive District Officer (Education) is the head of education at the district level. The secondary and higher secondary schools are managed by the District Education Officer (Secondary Education), the elementary schools are working under the administration of the District Education Officer (Elementary Education) and the primary schools are under the control of Deputy District Education officer.

ANALYSIS AND INTERPRET

ANALYSIS AND INTERPRETATION OF DATA

I. Interpretation Of Analysis Of Data Related To 'The Families With Educated Family Heads Are Non-Poor

Table 3 indicates that the mean of the scores of all respondents was 3.82, which was more than mean score of 3.0 of standard value with SD 1.149; therefore it is accepted that families with educated family heads are non-poor.

2.Interpretation Of Analysis Of Data Related To 'The Best Way Of Poverty Alleviation Is To Educate The Children Of The Poor Families

Table 4 indicates that the mean of the scores of all respondents was 3.62, which is greater than mean score of 3.0 of standard value with SD equal to 1.465. Therefore, the statement The best way of poverty alleviation is to provide education to the children of the poor families' was accepted.

3.Interpretation Of Analysis Of Data Related To 'Literate Family Heads Prefer To Send Their Children To School

Table 5 indicates that the mean of the scores of all respondents was 3.40, which was greater than mean score of 3.0 of standard value with SD 1.244. Therefore, the statement 'Literate family heads prefer to send their children to school' was accepted.

4.Interpretation Of Analysis Of Data Related To 'Widespread Literacy Is Necessary For Poverty Alleviation

Table 6 indicates that the mean of the scores of all respondents was 4.14, which was more than mean score of 3.0 of standard value and SD was 0.957. Therefore, the statement 'Wide spread literacy is necessary for poverty alleviation' was accepted.

5.Interpretation Of Analysis Of Data Related To 'General Education Is Effective For Poverty Alleviation

Table /indicates that the mean of the scores of all respondents was 2.81, which was less than mean score of 3.0 of standard value with SD equal to 1.341. Therefore, the statement 'General Education is effective for poverty alleviation' was rejected.

6.Interpretation of analysis of data about 'pakistani education system prepares the students for white collar jobs

Table 8 indicates that the mean of the scores of all respondents was 3.1 3, which was more than mean score of 3.0 of standard value and SD was 1.249. Therefore, it was accepted that 'Pakistani Education system prepares the students for white collar jobs'.

7.Interpretation of analysis of data related to 'a person having technical education and vocational training gets job more easily than a person having general type of education'

Table 9 indicates that the mean of the scores of all respondents was 3.68, which was more than mean score of 3.0 of standard value with SD I. I 17. Therefore, the statement 'A person having technical education and vocational training gets job more easily than a person having general type of education' was accepted.

8. Interpretation Of Analysis Of Data Related To 'Induction Of Technical Education And Vocational Training At Secondary Level Is Necessary For Poverty Alleviation

Table I0 indicates that the mean of the scores of all respondents was 3.70, which was more than mean score of 3.0 of standard value with SD 1.393. Therefore, it is accepted that 'Induction of technical education and vocational training at the secondary level of education is necessary for poverty alleviation'

Findings

On the basis of analysis of data it was found that the families with the educated family heads are non-poor. The best way of poverty alleviation is to provide education to the children of the poor families as poverty can be alleviated by educating the poor. It was found that widespread literacy is necessary for poverty alleviation as the literate family heads prefer to send their children to schools which is a step to break the vicious cycle. The general type of education provided in Pakistan was found ineffective for poverty alleviation as it prepares the students for white collar jobs which are not available for all school graduates. It was also found that a person having technical education and vocational training gets job more easily than a person having general type of education. The respondents were in opinion to induce technical education and vocational training at the secondary level to enable the school graduates to get paid or self employment.

Recommendations

In the light of the findings it is recommended to provide education to the children of the poor families to break the vicious cycle of poverty. It is also recommended to arrange for widespread literacy as it was found necessary for poverty alleviation. The literate family heads prefer to send their children to school but the general type of education is not very effective for poverty alleviation. Pakistani education system prepares the school graduates for white collar jobs hence it is recommended to revamp the secondary education by introducing the technical subjects and vocational training at the secondary level to enable the school graduates to get self or paid employment to alleviate poverty.

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