indh is a distressing example of the global literacy challenge. The province is home to rich cultural heritage and has historical significance. Yet, it grapples with one of the lowest literacy rates in the country, along with a significant gender gap.

According to the Pakistan Social and Living Standards Measurement Survey (PSLM) 2018-19, the overall literacy rate in Sindh was recorded at 57.7 percent, well below the national average. This sobering statistic becomes even more troubling when we consider the gender disparity that plagues the region. The female literacy rate in Sindh is considerably lower, with a significant portion of girls being denied access to a quality education. The ratios for rural and desert settings are even lower and unreported.

The challenge of low literacy rates continues to cast a shadow over the social and economic development of Sindh. This challenge is particularly acute in the rural areas of Sindh, including Umerkot, Tharparkar, Sanghar and Mirpurkhas districts. The literacy status in these regions presents a formidable obstacle to progress, raising questions about overall responsibility and commitment to addressing this issue. On the other hand, the issue of out-of-school rates among children working in brick kilns, child beggars, and the societal taboos affecting girls constitutes a significant challenge that contributes to the rising illiteracy rates in almost every district in Sindh.

Umerkot has an overall literacy rate of 40 percent for the population aged 10 years and above. This indicates that a significant portion of the population lacks basic reading and writing skills. A similar situation is seen in most Sindh districts. If we look at the girl’s ratio, the percentage is worse than that for boys; the male literacy rate is 61 percent and female literacy rate below 23 percent. The urban-rural divide in literacy suggests that rural populations may face additional barriers to education, such as limited access to schools and resources and other hidden discriminations. Adult literacy rate for the population aged 15 years and above is 38 percent. This indicates that even among adults, a significant portion lacks basic literacy skills.

There is a dire need for the district authorities and other stakeholders to plan a strong commitment to enhancing the quality of education in these districts. This commitment is crucial for breaking the cycle of low literacy and for improvements in the overall educational system. Accessibility to schools, particularly in rural areas, stands as the most significant barrier to improving literacy rates. The challenge is compounded by a lack of infrastructure, considerable distances to schools and a shortage of female teachers, all of which contribute to high illiteracy ratios.

Economic pressures are also compelling some parents in rural areas to resort to child labour to meet their basic living expenses. Sadly, many of them prefer sending their children to work over sending them to school.

Some parents pressure their children, especially boys, to earn money instead of going to school. We must educate communities about the benefits of education and provide them with role models who show what can be achieved through education.

The problem of low literacy rates in rural areas often does not just stem from a lack of schools or teachers but rather from the prevailing mindset of parents. Traditionally, there is a belief that girls’ education offers limited benefits. Changing this perception at the grassroots level can significantly boost the literacy ratio of girls in underserved area.

Basic education, at least up to primary level, can provide girls with essential knowledge on family planning, health and nutrition. Girls are often expected to marry early and focus on homemaking skills. The mindsets need to evolve. A lack of schools and female teachers for girls’ education also contributes to gender disparity in education.

A non-governmental organisation, the Strengthening Participatory Organisation (SPO), with the support of the Sindh Education Foundation, is working assiduously to promote literacy in less developed areas through more than 18 adolescent and adult learning and training programme (AALTP) centres in three regions of Sindh: Hyderabad, Mirpurkhas and Sukkur. Through this model, the SPO is providing free education through audio-visual/ multimedia and other unique techniques to students aged 9 to 16, who missed the opportunity to learn to read and write. In addition, the SPO is focusing on certified skill development/ vocational training courses for each learner, enabling them to access opportunities for human capital development and socio-economic growth in underdeveloped districts with low literacy rates.

To promote education and address literacy challenges, we should develop a practical and achievable plan that prioritises education and support of marginalised communities, encourages the enrollment of both girls and boys in schools and provides necessary resources and facilities to achieve these goals. It is crucial to engage local communities, teachers and government officials in collaborative efforts to enhance education for the residents of Umerkot and neighbouring areas. There is a need for a greater emphasis on non-formal education to promote literacy and formal education for academic development in Sindh.

The writer is based in Umerkot. He has more than 13 years of experience in the development sector. He can be reached at shewaram@live.com