About this paper

Appears in:
Pages: 4527-4531
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1987

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain


N. Mumtaz, M. Husnain, M.Z. Miyan, H. Baloch, A. Hasan Qurashi

National University of Science and Technology (PAKISTAN)
While many countries are working on their generations to acquire the 21st century skills to help effectively compete with the fast growing world, Pakistan, in contrast, still struggles for the basic needs to live; 39 percent of the population is living in multidimensional poverty, with no or less access to clean water, food, shelter and electricity. [1] Their troubles and adverse conditions have led them to physical and mental oppressions.

This research is extension of the previous research done on Paulo Freire theory which was a success. In this research the same theory will be implemented but with help of technology. [2] Using technology in this pilot study we can easily explore the effectiveness of technological pedagogies for Paulo Freire theory [3] and then later on we can scale this project in order to empower the masses.

This study will be divided in to two phases. First we will develop technological pedagogy which will be suitable for our research participants keeping in mind all their latent needs. Second phase will be implementation of that technological pedagogy which will span over 5 weeks. After implementation there will a general assessment to check the effectiveness of our new intervention for the Paulo Freire theory.

The participants of this study are 8 janitors employed at a private university, with their monthly income being barely beyond the lowest wage line of Pakistan, Rupees 11,000[4]. They are either illiterate or have attended primary school education. They have only been exposed to Urdu (national language), and have no knowledge of English being their second language. Their primary school’s education was Urdu oriented, and they cannot read or write in English.

Initiating adult speed literacy for English as second language through an effective technological pedagogy is looked forward to help educate, as well as gain self-confidence, to the oppressed population of the county

[1] UNDP in Pakistan. (2016). Retrieved March 31, 2017, from http://www.pk.undp.org/
[2] Qurashi, A. H. (2015). Adult Speed Literacy Program (Doctoral dissertation, National University of Sciences and Technology, 2015). Spain.
[3] Freire, Paulo. 1969. Pedagogy of the Oppressed.
[4] Pakistan, Government of. 2014. Pakistan Federal Budget 2014-15. Fiscal Budget , Rawalpindi: Finance Ministry of Pakistan
author = {Mumtaz, N. and Husnain, M. and Miyan, M.Z. and Baloch, H. and Hasan Qurashi, A.},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1987},
url = {https://dx.doi.org/10.21125/edulearn.2017.1987},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {4527-4531}}
AU - N. Mumtaz AU - M. Husnain AU - M.Z. Miyan AU - H. Baloch AU - A. Hasan Qurashi
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1987
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 4527
EP - 4531
ER -
N. Mumtaz, M. Husnain, M.Z. Miyan, H. Baloch, A. Hasan Qurashi (2017) ADULT SPEED LITERCY USING TECHNOLOGY, EDULEARN17 Proceedings, pp. 4527-4531.