Sher Zada Research Study

Implications of Terrorism on Female Education in Bajaur Agency

(A Case Study of Tehsil Khar)

Sher Zada

Hanif-ur-Rehman

Sociology

Institute of Social Work, Sociology and Gender Studies

University of Peshawar

Session 2011-2012

Implications of Terrorism on Female Education in Bajaur Agency

(A Case Study of Tehsil Khar)

This research study is submitted to the Institute of Social work, Sociology & Gender

Studies, University of Peshawar, in partial fulfillment for the DegreeM.A Sociology.

Submitted By:

Sher Zada

Hanif-ur-Rehman

Supervisor:

Mr. Iftikhar Muhammad

Lecturer

Institute of Social Work, Sociology and Gender Studies

University of Peshawar

Session 2011-2012

Dedications

This piece of work is dedicated to my beloved parents, grandfather, younger brother Ayaz Khan

Hashmi, youngest brother Sajjad Ali and to other family members. I also dedicate my research

study work to all female students belonging to Bajaur Agency who are striving to

imbuethemselves with the treasure of education.

Sher Zada

I want to dedicate my research study to my parents, particularly to my honorable brothers Sardar

Khan and Hamid-ur-Rehman, who supported me in completion of my education. I also dedicate

my research study to all my sincere friends and at the end to my little nephew Hilal Khan.

Hanif-ur-Rehman

Acknowledgment

First of all we are very thankful to almighty Allah who bestowed us with the opportunity to

complete our Master level academic journey from the premier institution (University of

Peshawar) of Khyberpakhtunkhwa. We are thankful to our parents who encouraged and assisted

us every time to carry on our education, and never let us felt their financial problems just for the

sake of our education. We are very thankful to our research supervisor Mr. Iftikhar Muhammad

Lecturer at Institute of Social work, Sociology and Gender studies University of Peshawar for his

supervision and guidance in our research study. His kind supervision and guidance enabled us to

complete our research study well in all aspects. We are also thankful to Dr. Anwar Alam

Coordinator at Institute of Social work, Sociology and Gender studies, who helped us in the

approval of our research study topic. Our thanks also go into the account of Professor Niaz

Muhamad the Director of Institute of Social work, Sociology and Gender studies University of

Peshawar, who organized this research study activity to put our theoretical knowledge into

practice.

Sher Zada,

Hanif-ur-Rehaman.

Table of Contents

Chapter -1 : Introduction 1

Girls‟ education importance 1

Statement of the Problem 3

Purpose of the Study 4

Objectives of the Study 4

Scope of the Study 4

Significance of the Study 4

Organization of the Study 5

Chapter -2 : Literature Review 6

Terrorism in the context of Sociology 6

Terrorism in the context of Social Psychology 6

Background of early Terrorism in Pakistan 7

Post 9/11 and Challenges to Pakistan 7

Education in Pakistan 8

Implications of terrorism on education in Pakistan 8

Implications of terrorism on female Education 9

Life risks to Students and Teachers 10

Role of Education in the eradication of Terrorism 10

Government‟s measurement for the Improvement of Education 13

Conclusion of the reviewed Literature 14

Chapter -3: Research Methods 15

Research Question 15

Research Design 15

Universe of the study 15

Sampling Technique 15

Sample Size 15

Research Tools 18

Validity of Research Tools 18

Procedure 18

Data Analysis 18

Ethical consideration 18

Chapter -4: Data Analysis 19

Purpose of the statistical analysis 19

We can attract more females towards education 42

Chapter -5: Findings and Discussion 44

Findings 44

Conclusion 49

suggestions 49

References 50

Appendix –A: Target universe 56

Appendix –B: Sample verification 57

Appendix –C: Questionnaire 58

Appendix –D: Permission letter from ISSG 62

Appendix –E: Response from the Head of Visited Institute 63

Appendix –F: Destroyed government educational institutions in Bajaur

Agency, FATA Pakistan

64

List of Tables

Sample Size Table 17

Table 1 Respondents on the base of age, position, academic level and discipline 21

Table 2 Respondents‟ views about terrorism 24

Table 3 Terrorism effects on education 25

Table 4 Threats received from terrorists by students, teachers and family 26

Table 5 Experienced unwanted situations 27

Table 6 Reasons of female students‟ dropout from schools 28

Table 7 Fear while attending educational institutions, discussion with colleagues to

quit educational activities

29

Table 8 Change in attitude of masses towards education due to terrorism 30

Table 9 Change felt in the attitude of family members towards female education 31

Table 10 Terrorism is the cause of dropout 32

Table 11 Body search affected females‟ trend towards education, Agree with body

search

33

Table 12 Changes in the attitude of teachers 34

Table 13 Terrorism the cause of low teachers‟ attendance, effected classes and

examinations‟ schedule

35

Table 14 Family discouragement to continue educational activities, transportation

problem

36

Table 15 Terrorism is the cause of accommodation problem, destruction of educational

institutions affected female education.

37

Table 16 Terrorism affected family economic status 38

Table 17 Government role and responsibility for the betterment and continuation of

female education

39

Table 18 Masses can play their role for the improvement of female education 40

Table 19 Militants targeting female educational institutions, is against to Islamic and

cultural values or both of them

41

Table 20 Government should provide security for the improvement of female

education

42

Abstract

The research study was conducted titled “Implications of terrorism on female education in

Bajaur Agency (A case study of Tehsil Khar Bajaur)”. The main objectives of the research study

were the problems faced by female teachers and students, and their suggestions for the

improvement of the current devastated condition of female education in Bajaur Agency, which

has been affected due to terrorism. The study was conducted through quantitative approach, for

which the researchers used proportional allocation stratified random sampling technique. The

major findings of study focused on the implications of terrorism on female education. Terrorism

caused destruction of female educational institutions. The female students’ dropout rate is

increased, female teachers and students have fears to attend their educational institutions. They

faced transportation and accommodation problems. Their family economic status has also been

affected due to terrorism, which has directly affected their education. Terrorism caused

uncooperative change in the attitude of teachers, this uncooperative change created

communication problems among the teachers and students. After 30th

October 2006 American

Drone attack on a religious center (Madrassa) at Damadola Bajaur Agency the anti- female

education propaganda got strength and as a result several female educational institutions were

blown away. To cope with terrorism is a tough challenge for the government of Pakistan to

nourish the already discriminated gender (female) with the energy of education. Strives for

education is not the only responsibility of government, masses would also play their role for the

improvement of female education, because education is the only effective tool through which we

can defeat terrorism and get development that many nations having so far than us.

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)

1

Chapter -1

Introduction

Education is a simple word which encompasses the complexities behind the attainment of

knowledge. In today's world, education has become an issue of grave importance. In all

conscious societies of the world it has become mandatory that each and every person should be

provided with a basic education. Yet illiteracy still plays a major role in our social hierarchy.

Numerous individuals are forced with great endeavors simply because of a lack of education.

Education helps individuals to build up their character. Over the years, human being has been

taught that education is a necessity for operationalization and manipulation of nature, which

provides sources of his survival. Every single person is born with a talent. Education is the only

tool which helps in bringing out that talent (UNESCO, 2000).

Girls’ Education Importance

Education is vital to ensuring a better quality of life for all children and a better world for

all people. But if girls are left behind, those goals can never be achieved. In country after

country, educating girls yield spectacular social benefits for the current generation and those to

come. An educated girl has the capability to make decision on her own for playing her marital

role willfully. The children she does have will be more likely to survive; they will be better

nourished and better educated. She will be more productive at home and better paid in the

workplace. She will be better able to protect herself against the communicative diseases and to

assume a more active role in social, economic and political decision-making throughout her life

(Villalobos, 2006).

In the male dominated society of Pakistan women have always remained confined to the

boundaries of home in northern built of Pakistan. The female education in North West of

Pakistan is consider to be almost against the social and traditional norms while the ongoing

militancy added injurious insult to depriving women of Khyber Paktunkhwa (KPK) and

especially Federally Administered Tribal Areas (FATA)for their inborn right of education as

same to their male counterparts. The educational facilities in FATA for the women are not up to

the standards, though the successive governments often made tall claims to educate the people of

FATA. Even in the last seven years when FATA came to the forefront in the national and

international media still nothing has been done on ground to promote education in the seven

tribal agencies. The extent of the government inability to develop the woman education in the


2

area could be easily gauged from one example of Bajaur agency where 106 schools were

destroyed by the militants and forced students to sit idle or to study under trees or in open sky to

carry on their education under inadequate circumstances (Timeline, 2012).Primary girls'

institutions in FATA and Khyber Pakhtunkhwa as part of their design to imbue the youth with

militant values. Swat offers a classic example of the miscreants‟ application of their destructive

vision (Zuberi, 2012).

The wind of terrorism entered into Pakistan with the invasion of Russia on Afghanistan in

1979.The mushrooming of religious extremism and terrorism got strength after the decision of

western countries against Soviet Union (in Afghanistan) in the name of Holy Jihad, and Pakistani

nation which is more objective to religion gave favor to this wind to have a long survival in the

region. When militants came into power the world encircled with the news of terrorism and its

horror speeded to every corner of the world. The tragedy of 9/11(2001) opened a new avenue for

nurturing terrorism in both Afghanistan and Pakistan. Population (Pakhtoons) of Pakistan which

is living on close to border with Afghanistan is more affected from terrorism. Terrorism has

affected all aspects of life in Pakistan including education. As we have weakness and drawbacks

in this sector already due to lack of policy making and unsustainable governance. But since the

aftermath of 9/11 the ongoing train of education has been slow downed, particularly female

education. The females‟ literacy rate is 32percent compare to males, which is 58percent which is

not remarkable(Hathaway, 2005). But currently the situation is worse than past, many schools

are destroyed and other are partially damaged due militancy and military operation against

militants in FATA. Female are worried to go to educational institutions like they were used to go

before(Ahmed, 2008).

The increasingly worrying aspect of the militants‟ activities continues to be targeted

bombings of girls‟ schools. According to estimates in the Swat region between 2007 and March

2009 alone a total of 188 girls‟ schools were targeted and destroyed by the militants. Apart from

Swat suspected militants have razed to the ground 377 schools, many of them girls‟ schools in

other areas in KPK and FATA, such as Frontier Regions (F.R) Kohat, Peshawar, district

Charsadda, and other tribal agencies since early 2007 .This has not only severely disrupted girls‟

education, but has largely dissuaded the female staff associated with the education system from

returning to their work, worsening their economic dependence(United Nations, 2010).

Militancy and conflict have also seriously undermined education in FATA. Large-scale

displacement, as in Malakand district, has left tens of thousands of children without schools.


3

Countless boys‟ and girls‟ schools have either been destroyed or threatened by militants. In many

tribal districts, female students have stopped attending classes altogether. In Bajaur, by mid-2008

all girls‟ schools were either destroyed or closed. In North and South Waziristan, 180 girls‟

community schools, established with international assistance, were forced shut. Schools have

also been turned into bases for both the army and extremist groups. Thousands of schools remain

functional with students still attending classes. By the end of 2011, there were 457

government(govt.) primary schools including 127 govt. girls primary schools in Bajaur Agency,

with the student-to-teacher ratio actually is 32332 and 1120 which is less than the other parts of

the country(EMIS, 2012). FATA‟s public education sector, as elsewhere in Pakistan is

notoriously corrupt, under-resourced and ineffective. More than half of all children who enroll in

FATA‟s primary schools drop out before completing class five, Lack of transparency and

monitoring due to insecurity allows teachers to draw salaries but avoid showing up to teach; as

elsewhere, “ghost schools” are prevalent. Given the threat by militants to schools in the tribal

belt, teaching can indeed be regarded as a hardship post, and female instructors in particular

should be properly compensated for the risks they take (Asia, 2009).

Bajaur Agency is one of these tribal belts where female education has suffered to a great

extent. There are 127 govt. primary schools, 12 middle school, 2 High schools and 1 Degree

College for the total female population i.e. 459162(KPK Bureau of Statistics, 2011). All these

institutions were working normally till 2000, but when the militants‟ activities started in the area

female education faced with dramatic fear and horror. After United States of America (U.S.A)

drone attack on religious center (Madrassa) at Damadola on 30th October 2006, the religious

extremists started propaganda against female education, in the result many female educational

institutions were destroyed and several other were damaged(Mahsud, 2011).

Statement of the Problem

Education which is measured the aim and destiny of human beings to bifurcate them from

beast; it is considered the tool of manipulating nature and making it a panel with living

signatures. Education is the ladder to development, on this ladder of development both the sexes

have equal step positions. If one step left unnoticed the rest of the ladder is seemed to be

meaningless. Everywhere in the world the importance of the second step (female) is considered

eligible for the same right (to education) for which male strives. But unfortunately in our country

this situation is vice versa, here big bang runs everywhere just for the verbal support female


4

education but no implementation what ought to be done. The current scenario of terrorism

smashed the ongoing efforts for female education. Especially KPK and FATA are the most

affected areas of Pakistan where female education has suffered to a great extent due to terrorism;

Bajaur Agency is one of the federally administrated tribal areas where this criminal disease

halted the rhythm of female education. Though different government organizations (GO‟s) and

non-government organizations (NGO‟s) have conducted researches in different areas, but the

area of terrorism and its implications on female education has not been covered to the desired

extent. Therefore the researchers will conduct this study to find out the implications of terrorism

on female education in Bajaur Agency.

Purpose of the Study

The research study mainly focuses on those implications/factors made by terrorism,

which have been affecting female education and created hurdles for the females in the process of

development in the tribal belt of Bajaur Agency, That has already kept them so far from the track

of development by the male dominated society.

Objectives of the Study

To know the problems of female students caused by terrorism.

To know the problems of female teachers caused by terrorism.

To find out the suggestions of female students and teachers for the improvement of

education.

Scope of the Study

The study has been conducted at Govt. Girls Degree College (GGDC) tehsil Khar Bajaur

FATA using the proportional allocation stratified random sampling method (Garson, 2012). In

proportional allocation stratified random sampling method the size of the sample in each stratum

is taken in proportion to the total size of the stratum (Fienberg, 2003). The content scope covered

the implications of terrorism on female education.

Significance of the Study

A lot of research has been done on the implications of terrorism on social and economic

structure in FATA, but there is scarce of information regarding the implications of terrorism on

female education in Bajaur Agency. The study will enable the researchers to find out the impacts

of terrorism on female education in the area, it will present concerns of female students and


5

teachers to the government of Islamic Republic of Pakistan about the current position of female

education and will work a source of information for the upcoming researchers in embedding their

creativity in the field.

Organization of the Study

The research study is divided into five chapters.

Chapter -1: This chapter focuses on the background and introduction to the research study,

purpose, objectives, scope and significance of the study.

Chapter -2: This chapter is contained on previous studies and researches in which theoretical

review, conceptual framework and the review of related literature have been discussed briefly.

Chapter – 3: This chapter outlines the methodology in which the study was conducted. The key

components are the research design, universe, sampling technique and sample size, research

instruments/tools, validity and procedure.

Chapter- 4: In this chapter data is analyzed in tables, graphs and in descriptive form.

Chapter-5: This chapter discusses the findings of the study as presented in chapter 4. It also

presents the conclusions arising from the study and suggestions forwarded by the female teachers

and students to improve the poor proven female education in the tribal belt of Bajaur Agency

FATA.


6

Chapter- 2

Literature Review

This chapter provides an exclusive amount of the reviewed literature on the implications

of terrorism on education and especially on female education. The purpose of this literature

review is to explore the implications of terrorism on female education .Numerous studies

indicate that females have been affected in all aspect of life including education due to

terrorism(Annan, 2002).

Terrorism in the Context of Sociology

In the concept of social closure Max Weber stated that terrorism is the result of a process

in which social groups sought to maintain and enhance their positions by excluding others from

access to particular rewards or privileges. Certain social or physical characteristics, which other

groups possessed, would be singled out as the basis for boundary closure. Virtually any feature

identifiable within a group could be chosen as the criterion for exclusion, including race, religion

and social origin(Vertigans, 2009).

Terrorism in the Context of Social Psychology

Terrorists are not crazed fanatics. Indeed, terrorist groups screen out emotionally unstable

individuals. Rather it is group, organizational, and social psychology, with particular emphasis

on collective identity that motivates terrorist behavior. There is a diverse spectrum of terrorist

psychologies and motivations. In terms of generational provenance, nationalist-separatist

terrorists are carrying on the mission of their parents; they are loyal to families who have been

damaged by the regime. In contrast, social–revolutionary terrorists are disloyal to families who

are loyal to the regime. Religious fundamentalist terrorists are “killing in the name of God.”

Suicide, proscribed by the Koran, has been reframed as martyrdom, which is highly valued. The

new media, especially the Internet, have played an increasingly prominent role in radicalizing

individuals, creating a virtual community of hatred. Understanding terrorist psychology is crucial

to formulating effective counter-terrorist strategy. Key elements include inhibiting potential

terrorists from joining the group, creating tension within the group, facilitating exit from the

group, reducing support for the group, and delegitimizing its leader(Post, 2010).


7

Background ofearly Terrorism in Pakistan

According to Stephen P. Cohen (2010) Pakistan is undergoing a prolonged internal crisis,

one of that has been compounded by strained relations with its neighbors, and even with its

allies. It is tempting to attribute its present difficulties to its involvement in the Cold War, and

particularly to its relations with the United States. Pakistan involvement in the Cold War brought

this country to military support from U.S.A, but also gave it stinging pains of terrorism(Chari,

2010).

AccordingtoDotani. A (2011) it is a common phenomenon that whenever a war erupts on

a large scale in any country, its fallout is felt in its immediate neighboring countries as well,

same as the case with Pakistan, when Soviet Union invaded Afghanistan then the unending

influx of afghan refugees started to Pakistan. The object oriented goals of America made a way

for weapons supply to the Afghan militants, who were at confront with Soviet Unions‟ army.

This lavish supply of arms created problems for Pakistan, after the defeat of Soviet Union the

afghan nationals turned to smuggling of Russian left arms into Pakistan which caused of

terrorism upholding in the region(Doshisha, 2011).

Post 9/11 and Challenges to Pakistan

Kronstadt.K (2011) argued that post 9/11 scenario is by far the most serious threat to

Pakistan so far because of its role as the front line state in war against terrorism. The tension

between ultra conservative and moderate followers of Islam is mounting and weakening the sate

structure. It is beyond the capacity of a single person or a one-time effort to eradicate the deep

rooted problem from society.

According to Ali (2010) the world is currently confronting terrorism in different

manifestations. After the 9/11 terrorist events, the phenomenon of terrorism has abruptly

changed the socioeconomic and geopolitical situation of the world. Terrorist groups have

linkages with each other and are utilizing each other‟s areas for recruitment and training,

exchanging illegal weapons, engaging in joint planning and ventures, and also providing

administrative and other logistic support. Pakistan is also facing the menace of terrorism which is

eroding the country‟s social structure, economic development and political system. The acts of

terrorism are threatening Pakistan‟s law and order situation, violating human rights of the

citizens, damaging basic infrastructure and economic opportunities. Pakistan is dealing with war


8

on extremism as front line alley to America. Pakistan has remained victim of terrorism since the

start of war against terrorism. In 2014, international troops are due to withdrawal from

Afghanistan. After the withdrawal of f0riegn troops, nobody knows what the upcoming

implications of terrorism would dive-in to Pakistan. It could be a challenge for the general public

to deal with as well as the state(Latschan, 2012).

Education in Pakistan

Pakistan's poor education system has increasingly become a matter of international

concern. Lack of access to basic and quality education lead youngsters to the lap of extremism in

Pakistan(Bajoria, 2009). Qadri (2011) urged that Pakistan is falling significantly short of its

constitutional obligation to provide universal primary education. And while the demand for

education remains high, poorer families will only send their children to a school system that is

relevant to their everyday lives and economic necessities.

Implications of Terrorism on Education in Pakistan

Terrorism overshadowed all the sectors especially education which was the worst hit by

militancy. Hundreds of schools were blown up in federally administrated tribal areas (FATA)

and the Khyberpakhtunkhwa (KPK) regions while most horrible incident was twin suicide

attacks on the International Islamic University, Islamabad, which claimed lives of six innocent

people, including three female students, in October. The tragic incident spread a wave of panic

and subsequently educational institutions, including schools, colleges and universities, had to

face closure across the country for over one week. It also led to a massive exercise regarding

implementation of maximum security arrangements at educational institutions and a controversy

also surfaced when private schools demanded the government ensure security for institutions in

private sector. The deteriorating law and order situation also caused cancellation of various

education-related events which, otherwise, were happening on a regular basis (Ali, 2009).

According to Basit (2012) the abysmal sector of education has not remained immune to

the precarious security situation in Pakistan either. Education falls in the cross chairs of two

distinctive conflicts in Pakistan i.e. a nationalist insurgency and Islamist militancy. Teachers,

professors and school administrators have found their lives increasingly under threat in conflict-

hit zones of the country.


9

The state of education in Pakistan has been grim ever since the nation's inception, and

with the onset of militancy since 2001 the situation has become worse. With militants firmly

holding the federally administered tribal Areas (FATA), the already low literacy rate of 29 per

cent has nosedived to 17 percent in the region. Pakistan is being included in the list of

developing countries, but unlike its competitors it has an abysmally low literacy rate. Only one

quarter of the adults in Pakistan are literate (Yousaf, 2012).

Implications of Terrorism on Female Education

According to Fateh (2009) the destruction of more than 200 girls‟ educational institutions

has deprived 85000 girls from getting education in valley Swat and other northern areas of

Pakistan. The literacy rate among women in northern areas was already low and then the

destruction of the girls educational institutions have taken the women a century back regarding

education.

According to Iranian news channel Press TV (2010) militants have opposed female

education in the northwest Pakistan valley of Swat, depriving more than 40,000 girls of

schooling. in the past several years, the militants have destroyed many schools, especially in the

areas of Swat Valley and the North-West Frontier Province as part of their radical campaign that

most Muslims have censured as anti-Islamic terrorism.

It is difficult to tell who in Swat devised this destructive strategy which has affected some

one million students in Malakand division. Militancy impacted the education sector in the worst

way possible in other conflict areas too. Subsequently, attacks on schools went up and the figures

touched 91 in Bajaur and 43 in Mohmand Agency. The tribal female students want to get

education but the militancy is forcing them to quit education or keep their lives on risk. The

already low percentage of school-aged females attending class in FATA - last estimated at 1.3%

has dropped further because of militancy and extremism. Militant bombing of schools

compounds has slowed down the process of transformation of education to the female gender

which have already burdened by pre-existing cultural restrictions on female education;

unavailability of and constraints on access to girls' schools (Khan, 2011). Militants have attacked

96 schools in Pakistan this year alone. Most of these attacks took place in KPK and FATA.

Fourteen attacks were reported from Mohmand Agency and in other tribal areas. Dozens of

attacks were reported from various districts of KPK. Thirteen schools were attacked in Swabi

district, 12 in Charsadda district, and 11 in Mardan district. Schools have also been attacked in

Balochistan and Sindh provinces (Hasan, 2012).


10

According to Yusufzai (2011) In terms of school destruction, Bajaur Agency is second to

Swat, where militants have blown up 188 girls‟ schools and 97 boys‟ schools. Across the

country, 566 schools have been targeted since 2007.

Life Risks to Students and Teachers

According to Human Rights Watch (2012) MalalaYousafzai, a 15-year-old student and

outspoken advocate for children‟s right to education, was shot in the head and neck on October

9, 2012, leaving her in critical condition. An alleged militant organization claimed responsibility

for the attack. The attack garnered condemnation from across the political spectrum in Pakistan.

Just three days later, at least three Shia university students both male and female were critically

hurt when extremists threw acid at their faces while they were on their way home to

ParachinarKuram Agency, in FATA, after taking exams in Kohat. According to a local

nongovernmental organization, this was the first such “acid throwing case” in FATA. Active

militant organization took the responsibility for this attack. In July, Farida Afridi, a women‟s

rights activist was murdered apparently for her work on girls‟ education and women‟s

empowerment in Khyber Agency, FATA. Many families in conservative areas of the northwest

and elsewhere in the country worry about sending their daughters to school because they might

be attacked on the way or when they arrive. Many also oppose their daughters having male

teachers. The lack of bathrooms, especially separate facilities for girls, deters many parents who

don't want their daughters to have to relieve themselves in a field(Santana, 2012).

According to Iranian news channel Press TV (2010) a group of unidentified armed

militants opened indiscriminate fire on the tutors, identified as Sultan Zari, RaziaBibi and

RawasiaBibi, on Thursday as they left for their homes after attending the school in Khar in the

restive Bajaur tribal region,. The report said that 40-year-old RaziaBibi succumbed to her

wounds as she was being transported in critical condition to Peshawar.

Role of Education in the Eradication of Terrorism

Terrorism is the biggest threat to Pakistan‟s progress. It roots could be traced back from

1979, when there was an effort to kick out Russia from Afghanistan. But the problem became

severe after 9/11. And now in 2011, it‟s become a menace for our motherland. Education is very

important way to eradicate the root causes of terrorism. The first step should be to provide

uniform system of education to the masses. This system of education must be free from

prejudices and sectarian violence. It also includes both religious and modern education at equal


11

ratios. This will help create citizens having a balanced approach towards life. Although it is a

very lengthy process but it is very important. Because education can propagate the minds of

young generation about the extreme designs of militants, and keep them on the positive track of

serving society(Zeb, 2010).

Education is not only what is learned in schools, however; education includes everything

in one‟s life that affects how he has turned out. This can include cultural, personal, or even

societal happenings. When a person get educated he mere not learn about injustices in his own

society, but perceive a real catch about other societies. The person comes to know about what are

the reasons of development and flaws of backwardness of other societies, he also learn about

how his country functions, what its flaws are and often seeing that it lacks many of the things

that other countries have. And the missing things, often in the form of a healthy economy, are

things that could be affected by changes in education. The prickle dilemma of terrorism could

also be eradicated through awareness and education of the masses (United Nations G. A., 2010).

According to Branam. R (2002) scarcity of education produces empty space for satanic

ideas of destruction and bloodshed because militants have the way to manipulate uneducated

minds. When the majority of citizens in a country cannot even read and the best way to spread

news is by recorded messages, the arms group with their destructive propagandas can fill

people‟s minds with all manner of demolishing stuffs. This lack of education contributes directly

to their country‟s stagnant economy. The country does not has sufficient numbers of the skilled

people necessary to build and run factories, power plants, water treatment, and tourism industries

etc.

According to Afridi (2012) Women can play an active role in countering terrorism and

militancy. By educating women, we can prevent their sons from becoming militants and by

educating children we can enable them to choose a better future for themselves. Throughout the

world, there are many women and men working to promote human rights and to support the

marginalised and disadvantaged, in regions where such work is especially hazardous and

dangerous.

We need a more holistic approach to combat this growing menace and the only way

which can rid our lives from terrorism is through education. We need to make sure that we teach

our children the values of tolerance, forgiveness and love for their fellow men to keep them from

embracing the ideologies of extremists. We need to take a deep hard look at how we educate our


12

children and the values that we instill in them. That goes beyond merely producing brilliant

minds that win top awards in physics, Olympics or mathematics competitions. That process starts

in the home and with families. A strong family creates a loving home environment. It provides

security and teaches children how to forgive and to tolerate differences. Parents are an important

source to confront in the war against terror because it is one of the most influencing sources who

can put their children on the path of goodness and forgiveness. Beyond these steps, we must also

instill in our children the discipline of knowing right from wrong. Without discipline, children

will not be able to distinguish actions and words that are morally wrong or understand the value

of goodness. From when young, our children must be taught the right values if we are to defeat

this terrible enemy that has arisen from within us (Globe, 2008).

The tool which can help the world to come out from the dynamic cycle of violence and

extremism is education. Education not only point out why this is bad but rather education

orientated towards showing the individual how to express his aggressive instinct into a more

intelligent non-violent way. A lot of the education now is down in denial by using labels such as

"bad" or "wrong" things should not exist. Well, the reality is that all these things exist and are

part of us. In many cases they are in balance that creates the dynamics of life, such as good and

bad .We cannot take one away because the other will stop to exist as well and everything will

come to a standstill(Lart, 2002). Churkin.V (2012) urged that education is necessary along with

other measures to ensure world security and best strategy to tackle over the issue of terrorism.

Strengthening peace measures and protecting human rights should be central part of our

strategy of counter-terrorism to resolve differences peacefully, provide education and job

opportunities, promoting development and inter-cultural dialogue, and addressing the grievances

that terrorists exploit (Ki-moon, 2012). According to United Nations declaration of human rights

(2007) article no.26 every individual has the right to education; it should be free, at least in the

elementary and fundamental stages. Elementary education shall be compulsory. Technical and

professional education shall be made generally available and higher education shall be equally

accessible to all on the basis of merit. Education shall be directed to the full development of the

human personality and to the strengthening of respect for human rights and fundamental

freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or

religious groups, and shall further the activities of the United Nations for the maintenance of

peace. According to convention on the elimination of all forms of discrimination against women


13

(2003) article no.10 States Parties shall take all appropriate measures to eliminate discrimination

against women in order to ensure for them equal rights with men in the field of education and in

particular to ensure, on a basis of equality of men and women.

Government’s Measures for the Improvement of Education

According to Chitarkan (2009) the government of Pakistan has made serious efforts to

address the issue of girls‟ education in Pakistan, which has resulted in an improved scenario at

the macro-level. Large-scale interventions (e.g. stipends for girls, enrolment campaigns) have

yielded remarkable outputs with increased enrolment and retention of girls in primary school.

However, much needs to be done for program interventions to be adequately responsive to

specific needs and contexts. Most needy girls from remote communities, e.g. in the Northern

Areas, suffer due to the lack of equitable response to their specific needs. Therefore, the progress

in narrowing the gender gap is yet to gain the required momentum in order to fully ensure the

rights of every child to basic education within the desired time frame. An important lesson that

could be drawn from the Pakistan experience is that even the incremental change that has taken

place in the country could not have occurred without a conductive policy environment supported

by intervention programs that are supply-oriented as well as empowering or demand-driven. The

enthusiasm of rural parents to see their daughters becoming educated is not adequately matched

by provision as rural and remote areas still lack even the basics like schools. The argument made

at the international level that lack of resource must not be the cause of children‟s deprivation of

their right to education does not seem to work in the rural Pakistani context. At the policy level

the state is yet to ensure legal guarantee of a free and compulsory primary education to all

school-age children. The allocation of national budget to education is well below the average of

South Asian countries. Because of this the poorer sections of the population have suffered the

most. Resources need to be allocated to promote social mobilization and adult non-formal

education programs, particularly in conservative rural communities, to allow parents to

understand the positive aspect of their daughters‟ educational attainment. The growth of private

sector involvement in educational development is no doubt a necessary condition but needs to be

regularized with gender-sensitive, pro-people and socially responsible mandates. Most

importantly, the government needs to take care that public education is not marred by the entry

of the private sector. The government should find ways to make the „adopt a school‟ scheme


14

regulated to private schools materialize in its true sense so that private schools become

instrumental in raising the quality of public schools.

Conclusion of the Reviewed Literature

Reviewing the related literature the researchers built a concept about the implications of

terrorism on female education. The literature review provided the researchers with knowledge to

conduct research study in the area which remained spare from the previously conducted studies

on terrorism and its implications.


15

Chapter -3

Research Methods

Research Question

Effects of state‟s counter-terrorism policy on female education?

Research Design

The study was conducted using quantitative research design (L.Shields,A.Twycross,

2003), the study was focused on the implications of terrorism on female education. The study

took the quantitative approach because it was based on variables measured with numbers and

analyzed with statistical procedures(M.Balnaves,P.Caputi, 2001).

Universe of the Study

The Government Girls Degree College (GGDC) admission office data 2011-2012 shows

that there were 16 female teachers and 162 students involved in the educational activities

(Admissions information desk GGDC Khar Bajaur) (Appendix A). It was difficult for the

researchers to target the total universe of 178 respondents and the sample size of 36% was very

adequate for representing the total population which was 178. The respondents in this study were

female teachers and students from graduate/ intermediate levels because the study was focused

on the implications of terrorism on female education in Bajaur Agency.

Sampling Technique

Selecting stratified random sample, one must first divide all of the universe elements into

categories and then draw independent random sample from each group or strata. When there is

finer stratification there will be accurate degree of accuracy or representativeness. There are two

basic types of stratified random sample in which one is proportional allocation stratified random

sampling. In drawing a proportional allocation stratified random sample one would draw the

same percentage from each stratum (Garson, 2012).

Sample Size

The selected sample size was 36% which is 64 respondents (teachers and students)

selected from 178 respondents at GGDC Khar Bajaur 2011-2012. The sample consisted of 6

teachers, 24 students from graduate level and 34 students from intermediate level.

The sample size is shown in table 1. The numbers of 64 respondents were chosen based

on proportion allocation stratified random sampling technique (Winkler, 2009). Random

sampling was used in order to avoid biasness and to ensure that each respondent (teacher and


16

student) had an equal chance of being selected. The advantage of results obtained from random

sampling is that the findings have an increased likelihood of being generalized(Ross, 2012).

With proportionate stratified random sampling, the sample size of each stratum is

proportionate to the population size of the stratum. Strata sample sizes are determined by the

following equation:

nh = ( Nh / N ) * n .....(I)

Where nh is the sample size for stratum h, Nh is the population size for stratum h, N is total

population size, and n is total sample size(Bowely, 1926)(Appendix B).


17

Sample size table

Source: Admissions Information desk Government Girls Degree College (GGDC) 2011-2012 Khar Bajaur Agency FATA.

No. Total

number of

girls

colleges in

Bajaur

agency

Total number of students and teachers Sample size

Students Teachers Students Teachers

Intermediate Graduate Intermediate Graduate Intermediate Graduate Intermediate Graduate

Arts Science Arts Science Arts Science Arts Science Arts Science Arts Science Arts Science Arts Science

1 Government

girls degree

college

Khar Bajaur

Agency

66 30 50 16 7 3 3 3 22 12 14 10 2 1 1 2

Total

66 30 50 16 7 3 3 3 22 12 14 10 2 1 1 2

96 66 10 6 34 24 3 3

162 16 58 6

Grand total 178 64


18

Research Tools

Questionnaire (Appendix C) was used as a tool for data collection because the universe

was literate and large and time for collecting data was limited (Sarantakos, 2005). The

researchers developed closed-ended questions with one open-ended question in aim of time

budgeting and keep the respondents focused on the subject. All the questionnaires were correctly

filled and returned.

Validity of Research Tools

Validity of the questionnaire was obtained by presenting it to at least three professionals

from social work, sociology and gender studies disciplines, including the researchers‟ supervisor.

A validated questionnaire is that one which shows the accuracy of measurement for which the

questionnaire was developed. This reduces bias by detecting ambiguities and misinterpretations

which can then be minimized. The ambiguities when minimized then the instrument aims at high

degree of specific objectivity (Sushil,Verma, 2010).

Procedure

The researchers obtained a permission letter from the Director of Institute of Social work,

Sociology and Gender studies (ISSG), University of Peshawar to carry out the data collection

process for the research study(Appendix D), the letter was also signed by the principle of GGDC

Khar Bajaur where the study was conducted (Appendix E). The researchers administered the

questionnaires to 64 respondents. This data was collected in the month of November, 2012 using

questionnaires.

Data Analysis

Data from questionnaires was compiled, sorted, edited, classified and coded into a coding

sheet and analyzed using a computerized data analysis package known as Microsoft excel 2010.

Ethical Consideration

The researchers assured respondents that the study was strictly academic and that utmost

confidentiality would be observed. The data used in this study was anonymously coded and

cannot therefore be traced back to individual students.

During the research study the researchers faced some problems as well. The researchers

faced accessing problem to the institute due to security reasons. The security staff created hurdle

for the researchers to visit in the institution for data collection.


19

Chapter-4

Data Analysis

Data analysis is a scientific method of examining raw data with the purpose of drawing

conclusions about the information available (Rouse, 2008). According to Persell and Hodges

(1990) once the data are collected, they must be classified and the proposed relationships should

be analyzed, with a purpose to see what kind of change has occurred in the independent variable

in related to a change in the dependent variable.

Purpose of the statistical data analysis

The general purpose of statistical data analysis is to provide meaning to what otherwise

would be a collection of numbers and/or values. The "meaningfulness" of data derives from the

clarity with which one specifies the problem or questions being addressed and the precision with

which pertinent information is gathered (Scanlan, 2001).


20

Table No-1

Respondents on the base of age, position, academic level and discipline.

Age

Group

Personal information on the base of age position and discipline Total

Teacher Teacher Teacher Teacher Student

Student Student Student

Graduate Graduate Intermediate Intermediate Graduate Graduate Intermediate Intermediate

Arts Science Arts Science Arts Science Arts Science

F %age F %age F %age F %age F %age F %age F %age F %age F %age

14-18 6 9.37 4 6.25 10 15.62 7 10.93 27 42.18

19-22 1 1.56 8 12.50 6 9.37 12 18.75 5 7.81 32 50.00

23-26 1 1.56 1 1.56 2 3.12

27-30 1 1.56 1 1.56 2 3.12

31-34 1 1.56 1 1.56

Total 1 1.56 2 3.12 2 3.12 1 1.56 14 21.87 10 15.62 22 34.37 12 18.75 64 100


21

Respondents on the bases of age, position, academic and discipline levels.

0% 0% 0% 0%1.56%

0% 0%1.56%

1.56%

0%0%1.56%

0%1.56%

0%0% 0%1.56%

0% 0%

9.37%

12.50%

0% 0% 0%

6.25% 9.37%

0% 0% 0%

15.62%

18.75%

0% 0% 0%

10.93%

7.81%

0% 0% 0%0%

20%

40%

60%

14-18 19-22 23-26 27-30 31-34

age,

posi

oti

on

, d

icip

lin

e, l

evel

Age

Respondents' demoghrapic data

Teacher/Graduate/Arts Teacher/Graduate/Science Teacher/Intermediate/Arts

Teacher/intermediate/Science Student/Graduate/Arts Student/Graduate/Science

Student/Intermediate/Arts Student/Intermediate/Science


22

Explanation

The above table/graph No.1 shows that out of total 64 respondents teachers were of ages

(19-22,23-26,27-30and31-34) consecutively with frequencies1(1.56%), 2(3.12%),

2(3.12%)and1(1.56%). The table also shows the students lying at age levels(14-18, 19-

22)consecutively from graduate(arts and science disciplines) with frequencies 6 (9.37%),

4(6.25%) and 8 (12.50%),12(18.75) The students lying at age levels(14-18,19-22)consecutively

from intermediate(arts and science disciplines) with frequencies 10(15.62%),7(10.93%) and

12(18.75%), 5(7.81%).


23

Table -2

Respondents’ views about terrorism.

Explanation

The above table/graph No.2 shows that out of 64 respondents 11(17.19%) know more

about terrorism, 35(54.68%) respondents know average about terrorism, 12(18.75%) respondents

have less knowledge about terrorism, while 6(9.37%)respondents have no knowledge about

terrorism.

17.19%

0

54.64%

0

19%

09.37%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se in

per

cen

tage

Responses

Respondents' views about terrorism

More

Average

Less

Don‟t know

Responses Knowledge about terrorism Total

More Average Less Don‟t know

F %age F %age F %age F %age F %age

11 17.19 35 54.68 12 18.75 58 90.62

6 9.37 9.37

Total 11 17.19 35 54.68 12 18.75 6 9.37 64 100


24

Table -3

Terrorism effects on education.

Explanation

The above table/graph No.3 shows that 61 (95.31%) respondents out of total 64

respondents were agree that terrorism has effected education while 3(4.68) were disagree with

the statement.

95.31%

4.69%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Terrorism effects on education

Effected education

Responses Terrorism effects on education Total

F %age F %age

Yes 61 95.31 61 95.31

No 03 4.69 03 4.69

Total 64 100 64 100


25

Table -4

Threats received from terrorists by students, teachers and family.

Responses Threatened by terrorists

Students and teachers Family

F %age F %age

Yes 22 34.37 16 25

No 42 65.63 48 75

Total 64 100 64 100

Explanation


respondents accepted that they have threatened by the terrorists while 42(65.63%) stated that

they have not threatened by the terrorists. This table also shows that 16(25%) respondents

recognized that their families have received threats from terrorists while 48(75%) stated that no

threats has been received to their families by the terrorists.

34.37%

65.63%

25%

75%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Threatened by terrorists

Students and teachers

Family


26

Table -5

Experienced unwanted situations.

Responses Experience of unwanted situation Total

F %age F %age

Yes 48 75 48 75

No 16 25 16 25

Total 64 100 64 100

Explanation

The above table/graph No.5 shows that 48 (75%) respondents out of total 64 respondents

accepted that they have faced unwanted situation while 16((25%) stated that they have not faced

unwanted situation.

75%

25%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Unwanted Situations

Unwanted Situations


27

Table -6

Reasons of female students’ dropout from schools.

Responses Reasons of female students dropout from schools Total

Terrorism Household

activities

Other No observation


Yes 38 59.37 5 7.81 15 23.43 58 90.62

No 6 9.37 6 9.37

Total 38 59.37 5 7.81 15 32.81 64 100

Explanation

The above table/graph No.6 shows that 38 (59.37 %) respondents out of total 64

respondents accepted that they have observed the female students dropout due to terrorism, 5

(7.81) respondents recognized that they have observed female students dropout due to household

activities, while another group of 15(23.43%) respondents accepted that they have seen female

students dropout but it is due to other reasons. Only 6(9.37%) respondents have not observed

female students‟ dropout.

59.37%

07.81%

0

23.43%

09.37%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Reasons of Dropout

Terrorism

Household

activitiesOther


28

Table-7

Fear while attending educational institutions, discussion with colleagues to quit educational

activities.

Responses Fear while attending educational

institutions

Discussion to quit educational

activities

F %age F %age

Yes 43 67.19 13 20.31

No 21 32.81 51 79.69

Total 64 100 64 100

Explanation


respondents accepted that they have feel fear while attending the institution, while 21 (32.81%)

respondents think that they do not feel fear to attend their institution. The table also shows that

13(20.31%) respondents accepted that they have discussed with their colleagues to quit

educational activities, while 51(79.69%) respondents have not discussed to quit educational

activities.

67.19%

32.81%20.31%

79.69%

0%

20%

40%

60%

80%

100%

Yes NoRes

pon

se i

n p

erce

nta

ge

Responses

Fear due to terriorism and discussion to quit

education

Fear to attend the

institution

Quit educational

activities


29

Table -8

Change in attitude of masses towards education due to terrorism.

Responses Change in attitude of masses towards education due to terrorism Total

Positive Negative Not felt

Yes F %age F %age F %age F %age

32 50.00 19 29.69 13 20.31 64 79.69

Total 32 50.00 19 29.69 13 20.31 64 100

Explanation


accepted that they have observed positive change in the attitude of masses towards female

education, 19 (29.69%) respondents observed negative change in the attitude of masses towards

female education.13 (20.31%) respondents have not felt any change in the attitude of masses

towards female education.

50%

0%

29.69%

0%0%

20.31%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Attitude of masses

Positive

Negative

No Felt


30

Table -9

Change felt in the attitude of family members towards female education.

Responses Felt Change in the attitude of family members due to

terrorism

Total

Positive Negative No observation

F %age F %age F %age F %age

Yes 32 50.00 21 32.81 53 82.81

No 11 17.19 11 17.19

Total 32 50.00 21 32.81 64 100

Explanation


accepted that they have observed positive change in the attitude of family members towards

female education, 21 (32.81%) respondents observed negative change in the attitude of family

members towards female education. 11(17.19%) respondents have felt no change inthe attitude

of family members.

50%

0%

33%

0%0%

17%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Change in the attitude of family members

Positive

Negative

No observation


31

Table -10

Terrorism is the cause of dropout and insecurity.

Response Terrorism is the cause of dropout Insecurity while attending the institution

F %age F %age

Yes 48 75 53 82.81

No 16 25 11 17.19

Total 64 100 64 100

Explanation

The above table/graph No.10 shows that 48 (75%) respondents out of total 64

respondents accepted that terrorism was the cause of female students dropout other 16(25%)

were found disagree with this statement.53(82.81%) respondents accepted that they feel

insecurity while attending the educational institution, while 11(17.19%) respondents rejected

this statement.

75%

25%

82.81%

17.19%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Terrorism is the cause of dropout and insecurity

Dropout

Insecurity


32

Table -11

Body search affected females’ trend towards education, Agree with body search.

Responses Body search affects female trend

towards education

Agree with body search

F %age F %age

Yes 29 45.31 47 73.44

No 35 54.69 17 26.56

Total 64 100 64 100

Explanation


respondents accepted that body search effected trend of females towards education. While

35(54.69%) respondents were found disagree with this statement.47 (73.44%) respondents favor

body search this statement and 17 (26.56%) respondents rejected this statement.

45.31%

54.69%

73.44%

26.56%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Body Search

Effect of body search

Agree with body search


33

Table -12

Changes in the attitude of teachers.

Responses Changes in the attitude of teachers Total

Cooperative Uncooperative No observation

F %age F %age F %age F %age

Yes 17 26.56 40 62.5 57 89.06

No 7 10.93 7 10.93

Total 17 26.56 40 62.5 7 10.93 64 100

Explanation


respondents observed positive change in the attitude of teachers, while 40(62.50%) respondents

observed negative change in the attitude of teachers, while 7 (10.93%) respondents have not

observed any change in the attitude of teachers.

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n P

erce

nta

ge

Responses

Cooperative

Uncooperative

No observation


34

Table -13

Terrorism the cause of low teachers’ attendance, effected classes and examinations’

schedule.

Responses Terrorism

The cause of low teachers

attendance

Effected classes and

examinations‟ schedule

F %age F %age

Agree 47 73.44 41 64.06

Disagree 17 26.56 23 35.94

Total 64 100 64 100

Explanation


respondents agreed that terrorism is the cause of teachers‟ low attendance, while 17(26.56%)

respondents disagreed the statement.41 (64.06%) respondents were found agree that terrorism

effected the classes and examinations schedule which effect their educational activities, while

23(35.94%) disagreed the statement.

73.44%

64.06%

26.56%35.64%

0%

20%

40%

60%

80%

100%

Agree Agree Disagree Disagree

Res

pon

se i

n p

erce

nta

ge

Responses

Terrorism the cause of low teachers' attendence ,affected on

classes and examinations' schedule

Teachers' low attendence

effected classes and

examination schedules


35

Table -14

Family discouragement to continue educational activities, transportation problem.

Responses Family discouragement to

continue educational

activities

Faced transportation problems

F %age F %age

Yes 14 21.97 50 78.13

No 50 78.13 14 21.97

Total 64 100 64 100

Explanation


respondents agreed that their families discouraged them to continue their educational activities

due to terrorism. while 50(78.13%) respondents disagreed the statement.50 (78.13%)

respondents agreed that they have faced transportation problem due to terrorism, while

14(21.974%) disagreed the statement.

21.47%

78.13%78.13%

21.97%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Family dicouragement and transportation problem

Family discouragement

Transportation problem


36

Table-15

Terrorism is the cause of accommodation problem, destruction of educational institutions

affected female education.

Responses Terrorism is the cause of

accommodation problem

Destruction of educational institutions

affected female education

F %age F %age

Yes 45 70.31 62 96.88

No 19 29.69 2 3.12

Total 64 100 64 100

Explanation


respondents agreed that terrorism caused female(students and teachers) accommodation problem

while 19(29.69%) respondents rejected the statement.62 (96.88%) respondents agreed that the

destruction of educational institutions has effected female education to a great extent ,while

2(3.12%)has rejected the statement.

70.31%

29.69%

96.88%

3.12%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Accommodation problem and destruction of female

educational instittutions

accommodation problem

destruction of schools


37

Table -16

Terrorism affected family economic status to maximum, average and less level.

Responses Terrorism affected family economic status to level. Total

Maximum Average Less Not effected


Yes 13 20.31 35 54.69 2 3.12 50 78.12

No 14 21.88 14 21.87

Total 13 20.31 35 54.69 2 3.12 14 21.88 64 100

Explanation


respondents agreed that their families‟ economic status have been effected to maximum level due

to terrorism, while 35(54.69%) respondents accepted the statement that families‟ economic status

has been effected to average level.2 (3.12%) respondents agreed that their families‟ economic

status has been affected less due to terrorism; while 14(6.25%) respondents found disagree with

the statement.

20.31%

0%

54.69%

0%3.12% 0%

21.88%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Terrorims effected family ecomic status

Maximum

Average

Less

Responses


38

Table -17

Government role and responsibility for the betterment and continuation of female

education.

Responses Government supported to continue

education

The responsibility of govt. only to improve

female education

F %age F %age

Yes 36 56.25 21 32.81

No 28 43.75 43 68.19

Total 64 100 64 100

Explanation

The above table/graph No.17 shows that 36 (56.25%) respondents out of total 64 respondents

agreed that government has supported them to continue their educational activities, while

28(43.75%) respondents rejected the statement.21 (32.81%) respondents agreed that it is the

responsibility of government only to improve female education, while 43(68.19%) respondents

disagreed with the statement.

56.25%43.75%

32.81%

68.19%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Govt role ,responsibility for the betterment of female

education

Gov.t Support

Govt. responsibility


39

Table -18

Masses can play their role for the improvement of female education.

Responses Masses role for the improvement of female education Total

F %age F %age

Yes 44 68.75 44 68.75

No 20 31.25 20 31.25

Total 64 100 64 100

Explanation


respondents agreed that masses can play their role for the improvement of female education,

while 20(31.25%) respondents rejected the statement.

68.75%

31.25%

0%

20%

40%

60%

80%

100%

Yes No

Res

pon

se i

n p

erce

nta

ge

Responses

Masses role for the improvement of female education

Masses role


40

Table -19

Militants targeting female educational institutions is against to Islamic and cultural values

or both of them.

Responses Opinion Militants targeting female

educational institutions

Total

F %age F %age

Against Islamic values 43 67.19 43 67.19

Cultural values 3 4.69 3 4.69

Both of them 18 28.12 18 28.12

Total 64 100 64 100

Explanation


respondents agreed that militants‟ attacks on female educational institutions are against Islamic

values, 3(4.69%) respondents are of the view that it is against cultural values, while 18(31.25%)

respondents are found agreed with both statements.

67.19%

4.69%

28.12%

0%

20%

40%

60%

80%

100%

Islamic

values

Cultural

Values

Both of

themRes

pon

se i

n p

erce

nta

ge

Responses

Targetting female educational institutions is against

militants targeting

female institutions


41

Table-20

Government should provide security for the improvement of female education.

Response Gov. should provide security

F %age

Financial 12 18.75

Institutional 25 39.06

Transport 11 17.19

All of the above 16 25.00

Total 64 100

Explanation

The above table and graph No.20 shows that 12(18.75%) respondents out of total 64

respondents suggested that government should provide financial security for the improvement

of female education, 25(39.06%) respondents suggested that government should provide

institutional security for the improvement of female education, 11(17.19 %) respondents

suggested that government should provide transportation security to females for the

improvement female education, while 16(25%) were found agreed with early suggested

demands.

18.75%

39.06%

17.19%25%

0%

20%

40%

60%

80%

100%

Res

pon

se a

nd

Per

cen

tage

Reponses

Govt. should provide security

Financial

Institutional

Transport

All of the above


42

22. We can attract more females towards education

The respondents considered the following strategies to attract more females towards

education in Bajaur Agency.

Teachers’ views

One of the teachers said

“We can attract more females towards education by providing them friendly

environment and financial support, and should encourage them in attaining education”.

In this regard another teacher said

“We can attract more females towards education by realizing them the importance of

education”.

In this regard other two teachers said

“We can attract more females towards education by providing them security and also

transportation and accommodation facilities etc.”

“I think the transportation problem should be solved; only awareness is not the way to

attract more females towards education”.

Majority of the teachers urged that awareness about female education and providing

accommodation and transportation facilities can attract more female towards education.

Students’ views

One of the students said

“I think the number of high schools should be increased, transportation problem should

be resolved and awareness programs regarding the importance of female education

should be started for attracting more females toward education in Bajaur Agency”.


43

Another student said

“I think security should be improved, number of educational institutions should be increased to

attract more females towards education”.

In this regard two students said

“For the improvement of females education institutions and transportation facility are

very essential. This may attract more females towards education”

“We can attract more females towards education by giving them peaceful environment courage

to get education. More facilities should be given to females‟ educational institutions”.

Majority of the students urged that security of the current educational institutions should

be tightened, number of educational institutions should be increased, and transportation facility

should be provided to females to attract them towards education.


44

Chapter-5

Findings and Discussion

The researchers carried out conclusion and presented suggestions on the bases of following

findings collected from the respondents.

Findings

Demographic data of the respondents

Most of the teachers were of age 23-30, most of the students were of age (19-22), most of

the students were enrolled in arts discipline.

Horna (1996) stated that there are gender-based dividing lines between young men

and women with regard to preferences for leisure activities. Young women seem to be more

disposed to the arts than their male counterparts (Dawson,Gravelle. F, 2008).

Views about terrorism & Effects of terrorism on education

Most of the respondents have average knowledge about terrorism, most of the respondents

considered that terrorism has effected female education to a great extent.

Terrorism as an evil for society, everybody should fight against it, because it is a big

headache to peace in the world (Oram, 2012). Terrorism has affected the education sector in

Pakistan, where thousands of students have been deprived from getting the light of

education (Bari, 2009).

Threats and unwanted situations.

Most of the respondents have not received threats, nor their families has been threatened by

terrorists, But they have faced unwanted situations due to terrorism.

Terrorists have threatened females in southern Afghanistan not to attend schools.

Otherwise they will target those who disobeyed their warning (Davidson, 2012).Terrorism is

cause of provoking unwanted situations all over the world, the rank of unwanted situations

covers social, psychological and financial horizons of an individual or the of the whole

nation (Lavanco.G,Romano.F,Milio.A, 2008).

Reasons of dropout from schools fear while attending the educational institution.

Most of the respondents were of the view that terrorism is the major cause of female

students‟ dropout as compare to household activities and other cultural constraints from


45

schooling. Most of the respondents felt fear due terrorism while attending the educational

institution.

Most of the females living in Uganda are fond of getting education, but due to socio-

cultural and political obstacles they remained stagnant in the field of education. These

obstacles have a sound influence on the parents or guardians to stop their daughters to get

education, which as a result caused of female students dropout from schools. The political

instability brings conflict among the rival groups, which multiplies to fears of female to

attend the institutions. The political instability is the one which control all other barriers

(Atkyerezai, 2001).

Change felt in the attitudes of masses and family members towards education

Most of the respondents felt positive change in the attitudes of masses and family members

towards education.

The recent attack on MalalaYousafzai has changed positively the attitude of families

and masses toward female education. The cruel targeting incident of Malala provoked

public rage against terrorism and militancy. The reaction from families and masses is

seemed to be furious as compare to past against terrorist activities and their stronger

sympathy and well for the promotion of education (Afzal, 2012).

Terrorism is the cause of female students’ dropout

Most of the respondents found agree that terrorism has caused female students dropout from

schooling.

In war and conflict situations female students suffer more as compare to their male

counterparts, where there is war the female gender remains in secondary preference, the war

and conflict effects female gender psychologically more as compare to male gender. Male

students‟ drop out is exposed more in the world as compare to female students‟ dropout, the

main reason behind the former importance is its dominancy over the later one

(M.Wudu,Getahun.F, 2003).

Body search affected female trend towards education & agree with body search

Most of the respondents stated that body search has not affected female trend towards

education. Most of the respondents favored body search.


46

The demand of body search at schools and colleges has increased due the changing

nature of crimes, students‟ body search has improved state‟s security in different part of the

world, but according to some students‟ body search is a sort of social embracement and

humiliation of students‟ rights (Vacca, 2005).

Changes in the attitude of teachers and attendance, effects on classes and examinations

schedule due to terrorism

Most of the respondents agreed that they have felt uncooperative change in the attitude of

teachers. Most of the respondents were found agree that terrorism has caused low teachers‟

attendance. Most of the respondents agreed that terrorism has affected their classes and

examinations schedule.

Whenever and wherever terrorism prevails it gets path for the social destruction as

well as psychological destruction of human beings, it can affect the attitudes of students and

teachers both. The psychological implications of terrorism could be occurred in two

different dichotomies i.e. positive or cooperative or negative or uncooperative. In positive

change the teachers show sympathy while dealing students, while in negative change they

look to be harsh and looking while dealing students (A. Lehr, McComas.J, 2005).Muslims

students studying in different schools, colleges the United Kingdom are on closed watch of

security agencies after the London train attack (7/7),this investigation sometimes take place

during the classes schedule, which is effecting students study schedule

(Choudhury,Fenwick, 2011).

Family discouragement to continue educational activities

Most of the respondents were stated that their families have not discouraged theme to

continue their educational activities.

Parents are encouraging their daughters to get education with an aim to keep their

family economic status stable, to provide their daughter with entrepreneurial skills and make

them prepared to take the responsibility of social stake holding for their family and country

in future (Bhutto,Narejo,Butt,Shaikh,Virwani, 2009).

Terrorism caused transportation and accommodations problems

Most of the respondents were found agree that terrorism caused transportation and

accommodation problems.


47

Terrorism has created transportation and accommodation problems across Pakistan,

security personals and civilians are targeted while travelling even in the metropolitan cities

of Pakistan (State Department, 2012).

Destruction of educational institutions has affected female education

Most of the respondents agreed that the destruction of female educational institutions has

severely affected female education.

According BBC news (2012) terrorists have destroyed 450 educational institutions in

FATA, deprived 50, 0000 students from education (Madni, 2012).

Terrorism has affected families’ economic status

Most of the respondents accepted that their families‟ economic status has been affected to an

average level due to terrorism.

Pakistan involvement in war on terror has placed the country on the devastative peak

of problems, including state‟s financial, social and law and other situations, above all the

prewar poor population has been in confront with economic crises too (Javaid, 2011).

Government /masses roles and responsibilities to improve female education

More of the respondents accepted that government has played its role for the improvement

of female education. Most of the respondents argued that government only is not responsible

for the improvement of female education. Most of the respondents urged that is also the

responsibility of masses to play their role for the improvement of female education.

According to ministry of education Pakistan Report (2008) government is working

for inclusion of female students who are already enrolled and for those who are keen to get

education. In this regard government is taking measures of providing adequate and qualified

teaching staff, improving building capacities, increasing number of institutions and

providing security.

Education of women is an important aspect for boosting the social and economic

development of the country. Promotion of female education particularly at elementary level

is to bring certain benefits for the society in the form of social development and

reconstruction. Masses can play their role on shoulder to the state (Koul, 2008).


48

Militants are targeting female educational institutions is it against Islamic and cultural

values or both of them

Most of the respondents were of the view that militants‟ targets on female educational

institutions is against Islamic values.

Islam brought about liberation of women from bondage and gave her equal rights

and recognized her individuality as a human being. Islam improved the status of women by

instituting rights of property ownership, inheritance, education, marriage (as a contract) and

divorce (Farooqi, 2011). Muslim clerics unanimously condemned the militants‟ murdering

attack on 15-years old girl named MalalaYousafzai, the clerics said it totally against the

principles Islamic ideology, Islam does not allow violence against innocent individuals

(Mahmood, 2012).

Government should provide financial, institutional, transportation or all of them

Most of the respondents demanded for institutional security from government.

According to Irfan. M (2003) there is interlinking between poverty and illiteracy.

Poor parents cannot send their children for education, the students who belong to poor

families used to study up to primary or secondary level, but they cannot afford the expenses

of higher education. Twenty children including principle and other staff members died today

when a heavily armed man invaded a Newtown, Conn., elementary school and sprayed staff

and students with bullets in United States of America (Esposito, 2012).

Students have been facing severe transport problems in Pakistan, as most educational

institutions do not offer transport facilities. Students also have to face inconvenience in

packed public transport vehicles and maltreatment by drivers and conductors (Pakistan

today, 2012).


49

Conclusion

Thoroughly studying the above findings the researchers concluded that terrorism has

affected female education in the tribal belt of Bajaur Agency to the devastating level. Terrorism

caused the destruction of female educational institutions, dropout of female students from

educational institutions. Terrorism caused insecurity and fears to the teachers and students,

which affected their attendance and trend towards education. Terrorism has created

accommodation and transportation problems for both the teachers and the students. Terrorism

has also bad implications on the attitude of teachers in the interest area of delivering knowledge

to the knowledge seeking students of this tribal belt of Pakistan. It has also affected the family

economic status of teachers and students, which inversely affected their interest in the sector of

education. Terrorists‟ attacks on female educational institutions made access of female towards

education very difficult, which is totally against Islamic values because Islam gives equal rights

to both male and female in the context of getting education. Terrorism has also interrupted the

ongoing efforts of the government in educational sector.

Suggestions

Suggestions forwarded by the respondents

Government should increase the number of female educational institutions.

Security should be provided to female teachers and students.

Transportation facility should be provided to the female teachers and students.

Adequate accommodation facility should be provided to the teachers.

Financial support should be provided to the students.

Suggestions forwarded by the researchers

The destructed female educational institutions should be reconstructed in all account.

New educational institutions should be constructed on population distribution base.

Local and qualified teachers should be appointed in all the educational institutions.

All the appointments should be done on merit.

Every kind of security should be provided to teachers and students.

Students belonging to poor and deserving families should be financially compensated by

the government to carry on their education.


50

References

Villalobos, V. M. (2006). Economic, Social and Cultural Rights: Girls' right to education.

(Economic and Social Council) Retrieved November 13, 2012, from United Nations Girls'

Education Initiative: http://www.ungei.org/resources/index_666.html

Lehr, McComas.J. (2005). Teaching for Generalization in Support of Students with

Emotional and Behavior Disorders. University of Minnisota, The college of education and

human development. Institute on Community Integration.

Afzal, M. (2012, October 11). On Malala Yousufzai and educating girls. Retrieved

December 13, 2012, from http://tribune.com.pk/story/450196/on-malala-yousufzai-and-

educating-girls/

Ahmed, D. (2008, September). terrorism in Pakistan. Retrieved November Saturday, 2012,

from SPO(Strenghtening Participatory Organization)

http://www.spopk.org/index.php?option=com_content&view=article&id=98:terrorism-in-

pakistan&catid=49:news-and-media&Itemid=92

Ali. (2009, December 23). Terrorism effects on education sector. Retrieved December 4,

2012, from Interface: http://www.interface.edu.pk/students/Dec-09/Education-sector-

FJMC-issue.asp

Annan, K. (2002). Women Peace and Security. Retrieved December 1, 2012, from United

Nations: http://www.un.org/womenwatch/daw/public/eWPS.pdf

Asia, C. G. (2009). Pakistan: Countering Militancy in FATA.

Atkyerezai, P. R. (2001, July 2). The education of girls and women in Uganda. Journal of

Social Development in Africa.

Bajoria, J. (2009, October 7). Pakistan's Education system and Link to Extremism.

Retrieved December 3, 2012, from Council on Foreign Relations:

http://www.cfr.org/pakistan/pakistans-education-system-links-extremism/p20364

Bari, F. (2009). Gendered Perceptions and Impact. Islamabad: Heinrich Boll Stiftung

Pakistan.

Bhutto,Narejo,Butt,Shaikh,Virwani. (2009). Parents’ perception regarding children

education. Sukkur Institute of Business Administration. Karachi: Sukkur Institute of

Business Administration.


51

Bowely, A. L. (1926). Proportional Allocation Stratified Sampling. In A. L. Bowley,

Elements of Statistics (5 ed.). London, London, United Kingdom: P.S King & Sons ltd.

Chari, C. (2010). Superpower Rivalry and Conflict. London: Taylor & Francis Books.

Choudhury,Fenwick. (2011). The impact of counter-terrorism measures on Muslim

communities. Durham University. Manchester: Equality and Human Rights Commission.

Davidson, J. (2012, April 18). Terrorist Poisoning Targets a Girls’ School in

Afghanistan. Retrieved December 13, 2012, from Open equal free:

http://www.openequalfree.org/terrorist-poisoning-targets-a-girls-school-in-

afghanistan/9965

Dawson,Gravelle. F. (2008, December). Interest and participation of university students

in the arts. Retrieved December 13, 2012, from The Cyber Journal of Applied Leisure

and Recreation Research: http://larnet.org/2008-01.html

Doshisha, G. S. (2011). The Impact of Afghan crisis on Pakistani Society since 1979 till

date. “mainstreaming education for sustainable development in Asia-Pacific region:

Rethinking the human Linkage with Human Security (pp. 2-4). Tokyo: Graduate School

of Global Studies, Doshisha University, Kyoto, Japan.

EMIS, D. o. (2012). FATA Education Annual Census Report 2011-2012. Census, FATA

Secretariat, Education Management Information System , Peshawar.

Esposito, R. (2012, December 14). Good Morning America. Retrieved December 15,

2012, from abc NEWS: http://abcnews.go.com/US/27-people-dead-children-connecticut-

elementary-school-shooting/story?id=17973836

Farooqi, M. (2011, March 9). Status Of Muslim Women In Islamic Societies . Retrieved

December 14, 2012, from Counter Currents:

http://www.countercurrents.org/farooqi090311.htm

Fienberg, S. E. (2003, March 12). Note for Sampling. (Department of Statisics Carnegie

Mellon University) Retrieved November 29, 2012, from Sampling,Surveys and Society:

http://www.stat.cmu.edu/~fienberg/Stat36-303-03/Handouts/StratificationNotes-03.pdf

Garson, G. (2012, May 21). Sampling. In D. Garson, & G. Garson (Ed.), Sampling (2012

ed., pp. 2-12). 274 Gellen Drive,Asheboro,NC 27205, North Carolina, U.S.A: Blue Book

Series.


52

Globe, J. (2008, November 28). Education the Key to Defeat Terrorism. Retrieved

December 6, 2012, from Jakarta Globe:

http://www.thejakartaglobe.com/business/editorial-education-the-key-to-defeat-

terrorism/301384

Hasan, A. D. (2012, October 19). Protect Students, Teachers, Schools From Attack.

Retrieved December 4, 2012, from Human Rights Watch:

http://www.hrw.org/news/2012/10/19/pakistan-protect-students-teachers-schools-attack

Hathaway, R. M. (2005). Education Reform in Pakistan. Washington,DC: Woodrow

wilson international center for scholors.

Irfan, M. (2003). Poverty and Social Safety Nets. Quaid e Azam University, Pakistan

Institute of Development Economics. Islamabad: Pakistan Institute of Development

Economics.Retrieved December 15, 2012, from http://www.pide.org.pk/Mi

map/Report15.pdf

Javaid, U. (2011, January). War on Terror Partnership: Effects, Concerns and

Implications. Research Journal of Internatıonal Studıes( 18), 73.

Khan, A. (2011, June 2). Impact of terrorism on female education in North West of

Pakistan. Retrieved December 4, 2012, from All Voices:

http://www.allvoices.com/contributed-news/9276276-impact-of-terrorism-on-female-

education-in-north-west-of-pakistan

Ki-moon, B. (2012, May 4). Coordinated global action crucial to defeat terrorism, Ban

tells Security Council. Retrieved December 6, 2012, from UN News Center:

http://www.un.org/apps/news/story.asp?NewsID=41920

Koul, M. (2008). IN-Service teachers education on girls education. Maidan Garhi, New

Delhi: Sarva Shiksha Abhiyan, IGNOU,.

KPK Bureau of Statistics. (2011). Agency/FR wise Mid year Estimated Population in

FATA 2002-03 to 2008-09. Retrieved November 19, 2012, from

http://www.khyberpakhtunkhwa.gov.pk/Departments/BOS/fatadevstat-popu-tab-103.php

L.Shields,A.Twycross. (2003, November 9). Quantitative research. Retrieved December

12, 2012, from Royal College of Nursing:

http://www.rcn.org.uk/__data/assets/pdf_file/0016/9214/Quantitative_qualitative.pdf


53

Lart, L. O. (2002, January 10). How to stop war and terrorism. Retrieved December 6,

2012, from Larryo Organization: http://larryo.org/vision/war_terrorism.html

Latschan, T. (2012, October 18). A real 'taboo for Pakistani society'. (R. Connor, Ed.)

Deutsche Welle.

Lavanco.G,Romano.F,Milio.A. (2008). Perceived personal and national threats.

International Journal of Human and Social Sciences, 305.

M.Balnaves,P.Caputi. (2001). Introduction to quantitative. London, England, United

Kingdom: SAGE Publications Ltd.

M.Wudu,Getahun.F. (2003). Trend and causes of female students. International Institute

for Capacity building in Africa, 2-5.

Madni, A. (2012, August 31). Fata militants destroyed 485 educational institutions in 5

years. Retrieved December 14, 2012, from PULSE:

http://www.weeklypulse.org/details.aspx?contentID=2712&storylist=2

Mahmood, J. (2012, November 13). Malala Yousafzai's attack isolates TTP. Retrieved

December 14, 2012, from AL-SHORFA:

http://al-shorfa.com/en_GB/articles/meii/features/2012/11/13/feature-01

Mahsud, M. K. (2011). Trend of millitancy in Bajaur Agency. FATA Reseach

center(FRC), Peshawar.

Oram, S. (2012, December 4). Terrorism in India. Retrieved December 13, 2012, from

India bix: http://www.indiabix.com/group-discussion/terrorism-in-india/

Pakistan today, d. (2012, December 9). Students cope with transport problems. Retrieved

December 15, 2012, from Pakistan Today:

http://www.pakistantoday.com.pk/2012/12/09/city/islamabad/students-cope-with-transport-

problems/

Post, J. M. (2010). “When hatred is bred in the bone:” the social psychology.

Washington, DC, Washington, U.S.A: Association for Research in Nervous and Mental

Disease.

Ross, K. N. (2012, January 11). Quantitative research methods in educational planning.

In K. N. Ross, & K. N. Ross (Ed.), Quantitative research methods (3 ed., Vol. 3, pp. 7-9).

7-9 rue Eugène-Delacroix, 75116 Paris, France: UNESCO International Institute for

Educational Planning.


54

Rouse, M. (2008, January). data analytics. Retrieved December 12, 2012, from Search

data management: http://searchdatamanagement.techtarget.com/definition/data-analytics

Santana, R. (2012, October 19). Malala shooting shows challenge to girls education.

Retrieved December 5, 2012, from The Big Story: http://bigstory.ap.org/article/malala-

shooting-shows-challenge-girls-education

Sarantakos, S. (2005). Social Research. In Social Research (3 ed.). New York:

Palgrave Macmillan.

Scanlan, C. L. (2001). The Role of Statistical Analysis in Research. Retrieved December

12, 2012, from University of Medicne and Dentistry NewJersey:

http://www.umdnj.edu/idsweb/shared/statslct.htm

State Department, U. (2012, September 19). Bureau of Consular Affairs. Retrieved

December 14, 2012, from U.S Department of State:

http://travel.state.gov/travel/cis_pa_tw/tw/tw_5764.html

Sushil,Verma. (2010). Questionnaire Validation Made Easy. European Journal of

Scientific Research, 46(1450-216X), 176-177.

Timeline, F. (2012, July 25). FATA Time line. Retrieved November 20, 2012, from South

Asia Terrorism Portal:

http://www.satp.org/satporgtp/countries/pakistan/Waziristan/timeline/index.html

UNESCO. (2000). World Education Report. (UNESCO) Retrieved November 20, 2012,

from UNESCO:

http://www.unesco.org/pv_obj_cache/pv_obj_id_52D25F8A2446B6F6C4042B1F75FE4

A085AA31900/filename/wholewer.PDFl

United Nations. (2010). Pakistan Humanitarian Response Plan. Islamabad.

United Nations, G. A. (2010). GA4: Special Political and Decolonization. Retrieved

December 5, 2012, from United Nations General Assembly:

http://www.gtmun.org/documents/2010/GA4/GA4_T2_All.pdf

Vacca, R. S. (2005). Students strip searches 2005: legal and policy issues. Retrieved

December 14, 2012, from Commonwealth educational policy institute:

http://www.cepi.vcu.edu/newsletter/2004-2005/2005_Jan_Student_strip_searches.html

Vertigans, S. (2009). Militant Islam. 270 Madison Ave, New York, NY 10016, New

York, U.S.A: Routledge.


55

Winkler, W. E. (2009). RESEARCH REPORT SERIES. Series, Statistical Research

Division , U.S. Census Bureau, Washington, D.C. 20233.

Yousaf, F. (2012, September 24). Militancy trumps education on Pakistan frontier.

Retrieved December 5, 2012, from Eureeka Street:

http://www.eurekastreet.com.au/article.aspx?aeid=33288

Zeb, S. (2010, December 14). Terrorism in Pakistan & How to Eradicate it. Retrieved

December 5, 2012, from Hamari Web:

http://www.hamariweb.com/articles/article.aspx?id=15598

Zuberi, M. (2012). Promoting Peace through. Business.UNESCO.


56

Appendix –A

(Available data)

Government Girls’ Degree College (GGDC) Khar Bajaur Agency (FATA)

Teachers

S. No. Designation B.P.S Total

1 Assistant professor 18 1

2 Lecturer 17 15

Students

S. No. Class Arts Science Total

1 1st year 38 12 50

2 2nd

year 28 18 46

3 3rd

year 14 05 19

4 4th

year 36 11 47

Total 116 46 162

Source: Admissions Information desk Government Girls Degree College (GGDC) 2011-2012

Khar Bajaur Agency FATA.


57

Appendix- B

(Sample size verification)

Withstratified proportionalrandom sampling, the sample size of each stratum is

proportionate to the population size of the stratum. Strata sample sizes are determined by the

following equation:

nh = ( Nh / N ) * n .....(I)

Where nh is the sample size for stratum h, Nh is the population size for stratum h, N is total

population size, and n is total sample size (Bowley, 1926)(Appendix B).

NhN1= N1 (16), N2 (60), N3 (96),

N = 178

n= 64

(ns is the sample size for target population)ns=(64/178)*10036%

Putting the values in the equation I:

Where nh n1, n2, n3,

n1= (16/178)*64 hence 5.76 thus (5.7/16)*100 = 36%

n2= (66/178)*64hence 23.724 thus (23.7/66)*100 =36%

n3= (96/178)*64hence 34.534 thus (34.5/96)*100 =36%

The sample of 64respondents were36% of the target population 178 students thus adding the

above strata sample numbers it‟s verified that the sample size is 64 and each strata sample 36%.


58

Appendix- C

Questionnaire

1. Demographic data on the bases of age a, position and discipline levels?

Age

Group

demographic data on the base of age position and discipline

Teacher Teacher Teacher Teacher Student Student Student Student

Graduate Graduate Intermediate Intermediate Graduate Graduate Intermediate Intermediate

Arts Science Arts Science Arts Science Arts Science

14-18

19-22

23-26

27-30

31-34

2. Knowledge about terrorism.

Knowledge about terrorism?

More Average Less Don‟t know


59

3. Terrorism and Female education

Yes No

Terrorism effects female education?

Terrorists‟ threats to female students and teachers?

Terrorist threats to family of female students and teachers?

Experience of unwanted situations?

Fear while attending educational institutions?

Discussion to quit education?

Terrorism caused dropout?

Insecurity while attending institution?

Body search affected female education?

Agree with body search?

Causes low teachers‟ attendance?

Effect on examinations and classes schedule?

Family discouraging to continue education?

Faced transportation problem?

Terrorism caused accommodation problem?

Destruction of institutions affected female education?

Government played its role to support education?

Government responsibility is to improve education?

Role of masses to improve female education?


60

4. Reasons of female students‟ dropout.

Responses Reasons of female students‟ dropout from educational institutions?

Terrorism Household activities Others No observation

Yes

5. Change in attitude.

Responses Positive Negative No change/ Not felt

Masses towards education?

Family towards education?

Responses Cooperative Uncooperative No observation

Teachers‟ attitude with students?

6. Effects of terrorism on family economic status.

Terrorism affected family economic status to level?

Maximum Average Less Not effected


61

7. Militants targeting female educational institutions against.

Responses Opinion Militants targeting female

educational institutions, is it against?

Against Islamic values

Cultural values

Both of them

8. What type of security government should provide.

Responses Gov. should provide security?

Financial

Institutional

Transport

All of the above

9. How can we attract more females towards education?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


62

Appendix- D

Permission letter from ISSG, University of Peshawar.


63

Appendix- E

Response from the head of the visited institution.


64

Appendix-F

Destroyed government educational institutions in Bajaur Agency.

Government Degree College Barkholozo.


65

Government Girls Primary School Khwaga china.


66

Government Primary Umarai School & Government Girls High School InayatKili.


67

Government Primary School Paja & Government Girls Primary School Lashora.


68

Government Girls Primary School Larkholozo& Government Girls Primary School InayatKili.


69

Government Girls High School Raghagan& Government Girls Middle School Sadiq Abad.


70

Government Girls Middle School InayatKili.


71

Government Primary School DawraiMandal.

Sher Zada Research Study

Documents

Transcript of Sher Zada Research Study