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 Girls education importance Statement of the Problem Purpose of the Study Objectives of the Study Scope of the Study 1 1 3 4 4 4

Significance of the Study

Organization of the Study

Chapter -2 : Literature Review

Terrorism in the context of Sociology Terrorism in the context of Social Psychology Background of early Terrorism in Pakistan Post 9/11 and Challenges to Pakistan Education in Pakistan Implications of terrorism on education in Pakistan Implications of terrorism on female Education

6 6 7 7 8 8 9

Life risks to Students and Teachers Role of Education in the eradication of Terrorism Governments measurement for the Improvement of Education Conclusion of the reviewed Literature Chapter -3: Research Methods Research Question Research Design Universe of the study Sampling Technique Sample Size Research Tools Validity of Research Tools Procedure

10 10 13 14 15 15 15 15 15 15 18 18 18

Data Analysis Ethical consideration Chapter -4: Data Analysis

18 18 19

Purpose of the statistical analysis

19

We can attract more females towards education Chapter -5: Findings and Discussion Findings Conclusion suggestions References Appendix A: Target universe Appendix B: Sample verification Appendix C: Questionnaire Appendix D: Permission letter from ISSG

42 44 44 49 49 50 56 57 58 62

Appendix E: Response from the Head of Visited Institute Appendix F: Destroyed government educational institutions in Bajaur Agency, FATA Pakistan

63 64

List of Tables Sample Size Table Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Respondents on the base of age, position, academic level and discipline Respondents views about terrorism Terrorism effects on education Threats received from terrorists by students, teachers and family Experienced unwanted situations Reasons of female students dropout from schools 17 21 24 25 26 27 28

Fear while attending educational institutions, discussion with colleagues to 29 quit educational activities

Table 8 Table 9 Table 10 Table 11

Change in attitude of masses towards education due to terrorism Change felt in the attitude of family members towards female education Terrorism is the cause of dropout

30 31 32

Body search affected females trend towards education, Agree with body 33 search

Table 12 Table 13

Changes in the attitude of teachers

34

Terrorism the cause of low teachers attendance, effected classes and 35 examinations schedule

Table 14

Family discouragement to continue educational activities, transportation 36 problem

Table 15

Terrorism is the cause of accommodation problem, destruction of educational 37 institutions affected female education.

Table 16

Terrorism affected family economic status

38

Table 17

Government role and responsibility for the betterment and continuation of 39 female education

Table 18 Table 19

Masses can play their role for the improvement of female education

40

Militants targeting female educational institutions, is against to Islamic and 41 cultural values or both of them

Table 20

Government should provide security for the improvement of female 42 education

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 30thOctober 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) 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 1

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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. 2

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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). FATAs public education sector, as elsewhere in Pakistan is notoriously corrupt, under-resourced and ineffective. More than half of all children who enroll in FATAs 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 30 th 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 3

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 (GOs) and non-government organizations (NGOs) 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 4

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

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

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 others 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 countrys social structure, economic development and political system. The acts of terrorism are threatening Pakistans law and order situation, violating human rights of the citizens, damaging basic infrastructure and economic opportunities. Pakistan is dealing with war 7

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 conflicthit zones of the country.

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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). 9

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 childrens 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 womens rights activist was murdered apparently for her work on girls education and womens 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 Pakistans 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, its 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

10

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 ones 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 peoples minds with all manner of demolishing stuffs. This lack of education contributes directly to their countrys 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 11

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 12

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

13

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

14

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Chapter -3

Research Methods
Research Question Effects of states 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 15

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

16

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

Sample size table

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

Government 66 girls degree college Khar Bajaur Agency

66 Total

30 96

50 162

16 66

3 10

3 16

3 6

22

12 34

14 58

10 24

1 3 6

2 3

Grand total 178 64 Source: Admissions Information desk Government Girls Degree College (GGDC) 2011-2012 Khar Bajaur Agency FATA.

17

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

18

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

19

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

Table No-1 Respondents on the base of age, position, academic level and discipline. Age Group Teacher Teacher Personal information on the base of age position and discipline Teacher Teacher Student Student Student Student Total

Graduate Graduate Intermediate Intermediate Graduate Arts Science Arts %age Science F %age Arts F 6 1 1 1.56 1 1.56 1 1.56 1 1.56 2 3.12 2 3.12 1 1.56 1 1.56 1.56 1 1.56 8

Graduate Science

Intermediate Intermediate Arts %age 15.62 18.75 Science F 7 5 %age 10.93 7.81 F %age

F %age F %age F 14-18 19-22 23-26 27-30 31-34 Total

%age F 9.37 4

%age F 6.25 9.37 10 12

27 42.18 32 50.00 2 2 3.12 3.12 1 1.56

12.50 6

14 21.87 10 15.62 22

34.37

12

18.75

64 100

20

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Respondents on the bases of age, position, academic and discipline levels. 60% Respondents' demoghrapic data

age, posiotion , dicipline, level

40%

20%

18.75% 15.62% 9.37% 6.25% 0% 0% 0% 0% 10.93% 12.50% 9.37% 7.81% 1.56% 0% 0% 0% 1.56% 1.56% 1.56% 0% 0% 0% 0% 0% 0% 0% 1.56% 1.56% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

0%
14-18 19-22

23-26

27-30

31-34

Age Teacher/Graduate/Arts Teacher/intermediate/Science Student/Intermediate/Arts Teacher/Graduate/Science Student/Graduate/Arts Student/Intermediate/Science Teacher/Intermediate/Arts Student/Graduate/Science

21

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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, 1922)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%).

22

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -2
Respondents views about terrorism.

Responses More F 11 %age 17.19

Knowledge about terrorism Average F 35 %age 54.68 F 12 Less %age 18.75 6 9.37 9.37 Dont know F %age

Total

F 58

%age 90.62 9.37

Total

11

17.19

35

54.68

12

18.75

64

100

Respondents' views about terrorism Response in percentage 100% 80% 60% 40% 20% 17.19% 19% 9.37% 0 0 No Responses 0 54.64% More Average Less Dont know

0%
Yes

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.

23

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -3 Terrorism effects on education. Responses Terrorism effects on education F Yes No Total 61 03 64 %age 95.31 4.69 100 Total F 61 03 64 %age 95.31 4.69 100

100% Response in percentage 80% 60% 40% 20%

Terrorism effects on education 95.31%

Effected education

4.69% 0% Yes No

Responses

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.

24

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -4 Threats received from terrorists by students, teachers and family. Responses Threatened by terrorists Students and teachers F Yes No Total 22 42 64 %age 34.37 65.63 100 Family F 16 48 64 %age 25 75 100

Threatened by terrorists 100% Response in percentage 80%

75% 65.63%

60% 40% 20% 0% Yes Responses No 34.37% 25%

Students and teachers

Family

Explanation The above table/graph No.4 shows that 22 (34.37%) respondents out of total 64 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.

25

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -5 Experienced unwanted situations. Responses Experience of unwanted situation F Yes No Total 48 16 64 %age 75 25 100 Total F 48 16 64 %age 75 25 100

Unwanted Situations 100% Response in percentage 80% 60% 40% 20% 0% Yes Responses No 25% Unwanted Situations 75%

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.

26

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -6 Reasons of female students dropout from schools. Responses Reasons of female students dropout from schools Terrorism F Yes No Total 38 59.37 5 7.81 15 32.81 38 %age 59.37 Household activities F 5 %age 7.81 Other F 15 %age 23.43 6 9.37 No observation F %age F 58 6 64 %age 90.62 9.37 100 Total

Reasons of Dropout

Response in percentage

100% 80% 60% 40% 20% 0% Yes Responses No 59.37% Terrorism 23.43% 7.81% Household activities Other

9.37%

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.

27

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table-7 Fear while attending educational institutions, discussion with colleagues to quit educational activities. Responses Fear while attending educational institutions F %age 43 67.19 21 64 32.81 100 Discussion to quit educational activities F %age 13 20.31 51 64 79.69 100

Yes No Total

Fear due to terriorism and discussion to quit education

Response in percentage

100%
80% 60% 67.19%

79.69%

40%
20% 0%

32.81% 20.31%

Fear to attend the institution

Quit educational activities

Yes Responses

No

Explanation The above table/graph No.7 shows that 43 (67.19%) respondents out of total 64 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.

28

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -8 Change in attitude of masses towards education due to terrorism. Responses Change in attitude of masses towards education due to terrorism Positive Yes F 32 Total 32 %age 50.00 50.00 Negative F 19 19 %age 29.69 29.69 Not felt F 13 13 %age 20.31 20.31 F 64 64 %age 79.69 100 Total

Attitude of masses Response in percentage 100%

80%
60% 40% 50% Positive 29.69% 20.31% 0% 0% Yes Responses No 0% 0% Negative No Felt

20%

Explanation The above table/graph No.8 shows that 32 (50%) respondents out of total 64 respondents 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.

29

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 Positive Negative No observation F %age F %age F %age Yes No Total 32 50.00 21 32.81 32 50.00 21 32.81 11 17.19 Total

F 53 11 64

%age 82.81 17.19 100

Change in the attitude of family members

100% Response in percentage 80%

60%
40% 20%

50% Positive 33% 17% 0% 0% 0% No Responses Negative No observation

0%
Yes

Explanation The above table/graph No.9 shows that 32 (50%) respondents out of total 64 respondents 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.

30

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -10 Terrorism is the cause of dropout and insecurity. Response Terrorism is the cause of dropout F 48 16 64 %age 75 25 100 Insecurity while attending the institution F 53 11 64 %age 82.81 17.19 100

Yes No Total

Terrorism is the cause of dropout and insecurity 100% Response in percentage 82.81% 80% 60% 40% 25% 20% 0% Yes Responses No Dropout 75%

17.19%

Insecurity

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.

31

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -11 Body search affected females trend towards education, Agree with body search. Responses Body search affects female trend towards education F Yes No Total 29 35 64 %age 45.31 54.69 100 Agree with body search F 47 17 64 %age 73.44 26.56 100

Body Search 100% Response in percentage 80% 60% 40%

73.44%
54.69% 45.31% 26.56% Effect of body search Agree with body search

20%
0% Yes Responses No

Explanation The above table/graph No.11 shows that 29 (45.31%) respondents out of total 64 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.

32

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -12 Changes in the attitude of teachers. Responses Changes in the attitude of teachers Cooperative F Yes No Total 17 26.56 40 62.5 17 %age 26.56 Uncooperative F 40 %age 62.5 7 7 10.93 10.93 No observation F %age F 57 7 64 %age 89.06 10.93 100 Total

100% Response in Percentage 80% 60% Cooperative 40% Uncooperative No observation

20%
0%

Yes
Responses

No

Explanation The above table/graph No.12 shows that 17 (26.56%) respondents out of total 64 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.

33

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -13 Terrorism the cause of low teachers attendance, effected classes and examinations schedule. Responses Terrorism The cause of low teachers attendance F %age Agree 47 73.44 Disagree Total 17 64 26.56 100

Effected classes and examinations schedule F %age 41 64.06 23 64 35.94 100

Terrorism the cause of low teachers' attendence ,affected on classes and examinations' schedule 100% Response in percentage 80% 73.44% 64.06% 60% 40% 20% 0% Agree Agree Disagree Disagree Responses 35.64% 26.56% effected classes and examination schedules

Teachers' low attendence

Explanation The above table/graph No.13 shows that 47 (73.44%) respondents out of total 64 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.

34

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -14 Family discouragement to continue educational activities, transportation problem. Responses Family discouragement to Faced transportation problems continue educational activities F %age F %age 14 21.97 50 78.13 50 64 78.13 100 14 64 21.97 100

Yes No Total

Family dicouragement and transportation problem

100%
Response in percentage 80% 60% 40% 21.47% 20% 0% Yes Responses No 21.97% Family discouragement Transportation problem

78.13%

78.13%

Explanation The above table/graph No.14 shows that 14 (21.97%) respondents out of total 64 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.

35

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table-15 Terrorism is the cause of accommodation problem, destruction of educational institutions affected female education. Responses Terrorism is the cause of accommodation problem F %age Yes 45 70.31 No Total 19 64 29.69 100 Destruction of educational institutions affected female education F %age 62 96.88 2 64 3.12 100

Response in percentage

100% 80% 60% 40% 20%

Accommodation problem and destruction of female educational instittutions 96.88% 70.31%

29.69%

accommodation problem destruction of schools

3.12%
0% Yes No

Responses

Explanation The above table/graph No.15 shows that 45 (70.31%) respondents out of total 64 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.

36

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -16 Terrorism affected family economic status to maximum, average and less level. Responses Terrorism affected family economic status to level. Maximum Average Less Not effected F %age F %age F %age F %age Yes 13 20.31 35 54.69 2 3.12 No Total 13 20.31 35 54.69 2 3.12 14 14 21.88 21.88 Total F 50 14 64 %age 78.12 21.87 100

Terrorims effected family ecomic status 100% Response in percentage 80% 60% 40% 20.31% 20% 3.12% 0% Yes Responses No 21.88%

54.69%

Maximum Average Less

0%

0%

0%

Explanation The above table/graph No.16 shows that 13 (20.31%) respondents out of total 64 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.

37

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -17 Government role and responsibility for the betterment and continuation of female education. Responses Government supported to continue education F %age 36 56.25 28 64 43.75 100 The responsibility of govt. only to improve female education F %age 21 32.81 43 64 68.19 100

Yes No Total

Govt role ,responsibility for the betterment of female education Response in percentage 100% 80% 68.19% 56.25% 32.81% 43.75%

60%
40% 20% 0%

Gov.t Support
Govt. responsibility

Yes
Responses

No

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.

38

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table -18 Masses can play their role for the improvement of female education. Responses Yes No Total Masses role for the improvement of female education F %age 44 68.75 20 64 31.25 100 Total F %age 44 68.75 20 64 31.25 100

Masses role for the improvement of female education 100%

Response in percentage

80% 60% 40% 20%

68.75%

31.25%

Masses role

0%
Yes Responses No

Explanation The above table/graph No.18 shows that 44 (68.75%) respondents out of total 64 respondents agreed that masses can play their role for the improvement of female education, while 20(31.25%) respondents rejected the statement.

39

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 F %age 43 3 18 64 67.19 4.69 28.12 100 Total F 43 3 18 64 %age 67.19 4.69 28.12 100

Against

Islamic values Cultural values Both of them

Total

Targetting female educational institutions is against 100% 80% 67.19%

Response in percentage

60% 40% 20% 0% Islamic values Cultural Values Responses Both of them 4.69% 28.12% militants targeting female institutions

Explanation The above table/graph No.19 shows that 43 (67.19%) respondents out of total 64 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.

40

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Table-20 Government should provide security for the improvement of female education. Response Financial Institutional Transport All of the above Total Gov. should provide security F %age 12 18.75 25 39.06 11 17.19 16 25.00 64 100

Govt. should provide security Response and Percentage 100% 80% 60% 40% 20% 0% Reponses 39.06% 18.75% 17.19% 25% Financial Institutional Transport All of the above

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.

41

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

42

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

43

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 44

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 sociocultural 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 (M.Wudu,Getahun.F, 2003). its dominancy over the later one

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.

45

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) The demand of body search at schools and colleges has increased due the changing nature of crimes, students body search has improved states 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.

46

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

47

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

48

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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. 49

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

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Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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/malalashooting-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. 54

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

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

Appendix A (Available data)

Government Girls Degree College (GGDC) Khar Bajaur Agency (FATA) Teachers S. No. 1 2 Designation Assistant professor Lecturer B.P.S 18 17 Total 1 15

S. No. 1 2 3 4

Class 1st year 2nd year 3rd year 4th year Total

Students Arts 38 28 14 36 116

Science 12 18 05 11 46

Total 50 46 19 47 162

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

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

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)*100 36%
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 its verified that the sample size is 64 and each strata sample 36%.

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Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Appendix- C Questionnaire 1. Demographic data on the bases of age a, position and discipline levels? Age Group Teacher Teacher demographic data on the base of age position and discipline Teacher Teacher Student Student Graduate Science Student Student

Graduate Graduate Intermediate Intermediate Graduate Arts 14-18 19-22 23-26 27-30 31-34 Science Arts Science Arts

Intermediate Intermediate Arts Science

2. Knowledge about terrorism.

Knowledge about terrorism? More Average Less Dont know

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Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 3. Terrorism and Female education Yes 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? No

59

Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 4. Reasons of female students dropout. Responses Reasons of female students dropout from educational institutions? Terrorism Yes Household activities Others No observation

5. Change in attitude. Responses Masses towards education? Family towards education? Positive Negative No change/ Not felt

Responses Teachers attitude with students?

Cooperative Uncooperative

No observation

6. Effects of terrorism on family economic status. Terrorism affected family economic status to level? Maximum Average Less Not effected

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Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) 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 Financial Institutional Transport All of the above Gov. should provide security?

9. How can we attract more females towards education? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Appendix- D Permission letter from ISSG, University of Peshawar.

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Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Appendix- E Response from the head of the visited institution.

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Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar) Appendix-F Destroyed government educational institutions in Bajaur Agency.

Government Degree College Barkholozo. 64

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

Government Girls Primary School Khwaga china.

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

Government Primary Umarai School & Government Girls High School InayatKili.

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

Government Primary School Paja & Government Girls Primary School Lashora.

67

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

Government Girls Primary School Larkholozo& Government Girls Primary School InayatKili. 68

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

Government Girls High School Raghagan& Government Girls Middle School Sadiq Abad.

69

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

Government Girls Middle School InayatKili.

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

Government Primary School DawraiMandal.

71