EXPLORING THE CONTRIBUTION OF NON-FORMAL VOCATIONAL EDUCATION TO HUMAN CAPITAL FORMATION IN PAKISTAN
Keywords:
E-9 Countries, Primary Education, Literacy Enhancement, Developing Nations, Educational ChallengesAbstract
Nine heavily populated developing nations, collectively known as the E-9 (Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan), grapple with formidable challenges in the realm of primary education. These nations are confronted with the complex task of aligning educational goals with the diverse needs of their populations while ensuring the delivery of high-quality vocational education. A significant portion of their combined 771 million adult citizens lacks fundamental skills essential for informed decisionmaking, representing a critical developmental deficit. The imperative of enhancing literacy levels in the E-9 nations stands at the forefront of the global agenda, necessitating comprehensive educational initiatives designed to elevate literacy standards and the overall quality of education. This is a shared responsibility that calls for the active engagement of governments and donor agencies worldwide. Within this context, Pakistan emerges as a unique challenge due to its burgeoning population, ranking as the world's sixth most populous nation with approximately 184 million people, a significant proportion of whom live below the poverty line. The mounting demographic pressure places additional strain on the nation's natural and financial resources, amplifying the urgency of addressing functional literacy within Pakistan
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