Humanization of Education in Pakistan through Freire’s Concept of Literacy

Oct 15, 2026

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The article examines Pakistan’s persistent high illiteracy and argues that literacy alone cannot automatically guarantee peace, prosperity, or justice. It contrasts high-literacy countries that still face economic, social, and political problems with the claim that education is necessary for genuine development. Drawing on Freire’s concept of literacy education, it frames literacy as an inherently hopeful and transformative force that can help confront dehumanizing, oppressive conditions and support liberation through critical literacy, dialogue, and humanization.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages6

Reading Time9 min

AccessFree to download

Introduction

Illiteracy and Pakistan’s education crises

Literacy, development, and social justice

High literacy not equal to peace

Education as a necessary condition

Freire’s concept of literacy education

Hope, dialogue, and liberation

Asia Pacific Education Review Copyright 2005 by Education Research Institute 2005, Vol. 6, No. 1, 1-6. Humanization of Education in Pakistan through Freire’s Concept of Literacy Nazir Raja St. Paul’s High School Pakistan Pakistan is an underdeveloped country, full of socio-economic problems where a few oppress and exploit many. Oneof the most significant reasons, in this context, is the high illiteracy rate in the country. However, can high literacy rates guarranty peace, prosperity, and justice in any society? Clearly, not. There are several countries where the literacy rate is very high yet it remains relatively under-developed. However, it is also a fact that the countries where the literacy rate is high have been able to emerge as economic powers. In this regard, Freire’s concept of literacy education is very helpful in that it is essentially hopeful in nature and it is this optimism which gives it the potential to transform oppressive situations. Key Words: Exploitation, Critical literacy, Dialogue, Humanization, Liberation. Pakistan is one of the countries where the literacy rate is very low. The reasons for having such a low literacy rate in the country are numerous, such as individual disabilities, personal problems, persistent feudalism, corruption in politics, a crippled economy, and corruption in the Department of Education. Moreover, one of the most significant reasons is the weakness of the teaching-learning process and without improving the teaching-learning process, literacy rates in the country cannot be improved. In fact, after independence from Britain and separation from India in 1947, Pakistan's education system has gone through a variety of crises so that it has no time to improve itself in reality. In spite of different claims from the different ruling political parties, it is a fact that the education system continues to suffer. A poor education system in the country isone of the reasons that the whole nation is undergoing political, economical, ethnic, religious, and cultural crises. Nazir Raja, Administrator, St. Paul’s High School, and chairman, Cornerstone Education Trust. Correspondence concerning this article should be addressed to St. Paul’s High School, Tando Jam, District Hyderabad, Pakistan or 9/B, Block-B, Latifabad-10, Hyderabad, Pakistan., Electronic mail maybe sent [to nazeerraja@hotmail.com](to nazeerraja@hotmail.com). However, there is no doubt that a high literacy rate is no guaranty for ensuring peace, prosperity, and justice in any society. There are several countries where in spite of having a high literacy rate, there is neither peace nor do the majority of people have the opportunities to fulfill their most basic needs. There are many such countries but I will mention just a limited sample. According to statistics on the web, the literacy rates for the following countries are as follows: “Brazil 81%, Myanmar 81%, Turkey 81%, Indonesia 84%, Mexico 87%, Sri Lanka 88%, Thailand 93%, Philippines 94%, Vietnam 94%, Kyrgyz Tan 97%, Azerbaijan 97%, Kazakhstan 98%, and North Korea 100% .” In spite of this, people in these countries are suffering and facing many economical, social, and political problems. This means that literacy alone cannot be guaranteed to solve all human problems. However, at the same time, we must not forget that in the countries which are so called developed countries, literacy rates are almost 100 percent. For example, Italy 97%, Poland 98%, South Korea 98%, Japan 99%, New Zealand 99%, Norway 99%, Switzerland 99%, France 99%, Denmark 99%, The UK 99%, Germany 99%, Australia 100%, and Austria 100%”(www. [factmonster.com](factmonster.com)) Nazir Raja So in the light of the literacy census shown above, we can conclude that education is no guarantee in solving all the problems in any particular country or society, but at the sametime, without education, there is no way any country can be called a truly developed country. Of course, there are

FAQs

Why does Pakistan still face widespread illiteracy according to the article?

It cites socio-economic problems, weaknesses in the teaching-learning process, corruption, feudalism, and continuing crises in the education system after independence.

Does the article claim that higher literacy rates guarantee peace and justice?

No. It states that many countries with high literacy still lack peace and equal opportunities, so literacy alone is not sufficient to solve human problems.

How does Freire’s concept of literacy education support humanization?

It is presented as hopeful and transformative, with literacy growth enabling people to confront dehumanized, oppressive situations and move toward liberation through critical literacy and dialogue.

Oct 15, 2026

Upload by Grenda