The Pakistan Libraries Project (PLP) is a national initiative focused on creating and institutionalizing an ongoing effort to develop community driven libraries in Pakistan’s schools.
PLP has created an effective model for collaboration between the government, national educational NGOs and foundations, individual schools in Pakistan, and donors around the world.
The Project began in 2008 with an initial network of 34 rural and provincial school-based community libraries. These model libraries were established in schools in rural areas in Azad Jammu Kashmir (AJK), Khyber Pakhtoonkhwa, Federally Administered Tribal Area (FATA) and Baluchistan. In the first quarter of 2010, another 100 libraries were established in Khyber Pakhtoonkhwa, with an additional 200 libraries currently being established in Sind, Punjab and Baluchistan provinces, with a completion date of June 2010. Relief International is partnering with more than fifteen NGOs, relevant government departments and more than 300 local communities and school management committees to ensure effective planning and management of these school-based libraries.
A book fair attracted officials from the Ministry of Education, the National Book Foundation, partner schools, and various other stakeholders. The fair was arranged in order to highlight the importance of reading, showcase new publications and facilitate book selection. Additionally, before book distribution an orientation workshop was conducted to train principals and key teaching staff from partner schools on effective use and management of the libraries.
Each library collection includes about 200 books and 20 wall charts with roughly 25% of topics drawn from local cultures and languages, 25% focusing on world history, cultures and civilizations and international literature for all ages that would be common across all libraries, 25% on Pakistan’s history, peoples, cultures, geography, civics etc. and 25% being practical guides, covering subjects such as parenting, health and hygiene, rural development, agriculture, teaching methodologies and computer literacy. Book collections were selected in consultation with Ministry of Education (MoE), Directorate General of Libraries of Pakistan, partner organizations and partner schools’ representatives. The PLP website (www.pakistanlibraries.org) has recently been updated and will continue to be improved on an ongoing basis. Details about recent developments in the Pakistan Libraries Project as well as information on Adoptship opportunities for local and international partners are available through the website. In the coming year, Relief International will also launch a local corporate sector engagement Project, to help ensure the long-term sustainability of the Project using funds from local sources. Through PLP, an additional 400 libraries in primary schools will be created by year’s end. The Project will then be extended to middle schools, high schools, and madrasas. Equipping these institutions with libraries will move PLP towards its vision of a Pakistan where youth at all levels are provided with opportunities to enhance literacy, learn a culture of reading and learning, and to boost life skills, values and knowledge relevant to an increasingly globalized society, providing them with the foundations to be able to lead the country towards tolerance and modernization.
The availability of libraries in schools is fundamental to the development of good reading habits for life and the enrichment of formal education. In Pakistan, however, fewer than 7% of schools have any sort of book collection, and most government-run primary schools do not even entertain goal of having a library. Relief International became aware of this issue and, in collaboration with the Ministry of Education and local educational organizations, initiated the Pakistan Library Project to develop reading habits and enhance knowledge through the establishment of library units in schools. The Pakistan Library Project has in these beginning stages focused on primary schools, as reading habits are most effectively developed starting with children just beginning their education; as the Project expands, libraries will also be established in middle schools, high schools, and madrasas.
The objectives of the Project are to enhance literacy, to promote a culture of reading and learning, and to boost life skills, values and knowledge relevant to the globalized context Pakistani youth face today. The PLP makes a critical contribution to the government of Pakistan’s ongoing efforts to reform the public school system to lead Pakistan towards tolerance and modernization, and is expected to play a significant role in bridging the rural/urban and male/female gaps in literacy and quality education.
PLP has established a network of government and non government organizations to establish library units in 300 primary schools across Pakistan with a focus on creating awareness and capacity building initiatives for developing reading habits.
Happily, a majority of middle and high schools under control of the Pakistani Ministry of Education do have some sort of library. However, these libraries are often not effectively used to enhancing education and broaden students’ frame of reference. Most of these libraries contain old and outdated collections, and the librarians are not well trained to manage the libraries or to develop reading habits in students and teachers. Furthermore, there are generally no internet or computer facilities in middle and high schools to provide access to online resources and knowledge exchange activities. PLP plans to upgrade these libraries curricula, train librarians, and establish IT facilities to strengthen libraries in middle and high schools in rural Pakistan.
Madrasas have a long history in the predominantly Muslim society in Pakistan. They serve socially and religiously important purposes, and it is prudent to engage them in a process of reform that focuses on pluralism, conflict resolution skills and moderation rather than eliminating them. An important step to develop a generation moderate Islamic scholars and to combat extremism is to integrate the traditional madrasa curriculum with more modern educational trends. A majority of Pakistani madrasas have agreed to reforms and are willing to accept support to strengthen their curriculum with comparative studies to promote a moderate and modern Islamic education.
Libraries can play an important role in engaging madrasas in reform by exposing students to various contemporary subjects. In Pakistan, a very small number of madrasas have any collection of books on modern comparative studies, including social studies, international studies, science, history, comparative religions, etc. The Pakistan Libraries Project is an excellent vehicle to bring reform in madrasa education by promoting comparative modern studies via strengthened libraries in these madrasas.
Pakistan Libraries Project has established four Information Resource Centers
in schools to promote use of information technology for knowledge
enhancement and students on line learning & collaboration. Teachers &
students training for enahncing their skills for the use of ICT and
integration of technology into class room studies are in process.
Information & Communication Technology ICT is effective tool to improve
quality of education in less time period as compared to conventional
methods. Integration of ICT in education engages both teachers and students
in meaningful way to broaden their knowledge horizons. ICT based teaching &
learning modules, e Learning and on line web resources are most effective
tools of 21st century.
There are few High & Higher Secondary schools having IT infra structure and
offering only computer studies as optional subject to very limited number of
students.
High & Higher Secondary Schools requires not only proper ICT infrastructure
but also needs to be strengthen to understand and create real impact of
Information & Communication Technology use in education. RI planning for ICT
Capacity Building initiatives to strengthen MoE for better understand and
manage use of Information & Communication Technology in education. Capacity
Building components include creating awareness, developing mechanism,
hardware support and skill development.
A majority of schools in rural areas of Pakistan lack basic educational facilities including furniture, curriculum, books, stationery, library units, sanitation, clean drinking water, and computers. Some very basic interventions, such as building repairs, are urgently needed in schools in rural areas, IDP (Internally Displaced Persons) camps, Afghan refugee camps, and earthquake and conflict affected areas. Relief International plans to create or repair inadequate facilities throughout Pakistan, with a focus on schools in conflict affected areas.
Partners in the Pakistan Libraries Project include the Pakistani Ministry of Education, National Book Foundation, Pakistan Girls Guide and Boy Scouts Associations, Development in Literacy, Khawando Kor, Directorate of Libraries, Ghandara Development Society and other community based organizations. These implementation partners work with RI to identify schools for nomination, to select books, and conduct assessments and follow-up to monitor the development of reading habits in identified schools. In order to increase the long-term sustainability of the Project, RI encourages partner NGOs and organizations to set up a Fee For Service (FFS) system in which library users are assessed a nominal fee which helps to raise funds needed to expand the library Project to other schools, with the overall goal of being able to replicate the Project at a national level.
List of Partners for Pakistan Libraries Project (PLP)
The PLP book selection committee consisting of educators and government officials from both the Federal & Provincial Ministries of Education, the Directorate of Libraries, and partner organizations reviewed 1500 books and selected approximately 200 titles for primary level libraries. The selection contains colorful animated and story books focused on local culture, history & religion along with texts on science and basic primary education. 104 books are in Urdu while the remaining 96 are in English. The list of books is attached as Annex 3.
PLP partner organizations have thus far selected 426 schools for the libraries Project, in consultation with Ministry of Education and local partners. Priority has been given to schools that cater to underserved communities, including girls and rural populations. The schools currently selected are mainly from conflict-affected and rural areas. The following criteria are used to select schools for the libraries:
• Populations served – schools in conflict-affected or rural areas, community-based schools, and schools serving girls are given priority.
• Accessibility of school to students
• Readiness to provide proper shelves for books
• The level of capacity and track record in the promotion of reading and learning
• Schools creating a regional cluster of schools
• Schools not having a reasonable collection of library books
• Schools under the supervision of partner organizations
Out of 426 identified schools, 300 schools will be equipped with libraries by June 2010. A list of the established libraries and schools identified for the next phase of the Project is attached as Annex 1.
PLP leadership organized a book fair in collaboration with the MoE, National Book Foundation, and partner schools to create awareness of the Project and highlight the importance of reading while also showcasing the latest additions to the PLP list of available books. The book fair took place on February 19, 2010 in Peshawar, with more than 60 participants. The fair exposed attendees to more than 1500 books and other reading materials that helped the stakeholders to select relevant books for the Pakistan Libraries Project.
Before establishing the library units in identified schools, PLP organized orientation workshops for the principals and key teachers in each school in order to more fully engage them in the libraries Project and to ensure effective use of the library books. During the reporting period, four orientation workshops were held for principals and key teachers in 100 partner schools. More than 130 primary school principals, education officers and representatives of partner organizations participated in these four workshops.
By the end of the first quarter of 2009, libraries had been established in the first 100 schools identified by RI and its partner organizations, in close consultation with Ministry of Education of Khyber Pakhtoonkhwa. These schools received their books with logistical support from Ministry of Education and National Book Foundation. An overview of libraries created so far and those being planned is attached as Annex 2.
Libraries are being established in an additional 200 primary schools in Quetta, Pishin, Qilla Saifullah, Swat, Dir, Swabi, Buner, Karachi, Lahore and Rawalpindi, with a completion date of June 2010.
. By June 2010, library units will have been established in an additio4nal 200 schools in conflict affected and other rural areas of Khyber Pakhtoonkhwa, Baluchistan, Punjab and Sind provinces. Book Fairs and Orientation Workshops will also be organized in target areas.
. PLP staff and partners will conduct follow-up visits to schools where library units have been established to ensure these libraries are being effectively utilized. Follow-up visits will include assessments of key indicators in the development of reading habits within the schools, as well as a review of PLP activities.
. Capacity building activities will be organized, including trainings for skill development in library management and resource mobilization to strengthen partner schools.
. Partner schools will be encouraged to support activities related to reading and the use of libraries. These activities, including things like student reading competitions, exchange Projects, and linking the libraries to other aspects of the schools' curriculum, will help to enrich the students' education, increase knowledge, and develop good reading habits for life.
