sher zada research study
TRANSCRIPT
Implications of Terrorism on Female Education in Bajaur Agency
(A Case Study of Tehsil Khar)
Sher Zada
Hanif-ur-Rehman
Sociology
Institute of Social Work, Sociology and Gender Studies
University of Peshawar
Session 2011-2012
Implications of Terrorism on Female Education in Bajaur Agency
(A Case Study of Tehsil Khar)
This research study is submitted to the Institute of Social work, Sociology & Gender
Studies, University of Peshawar, in partial fulfillment for the DegreeM.A Sociology.
Submitted By:
Sher Zada
Hanif-ur-Rehman
Supervisor:
Mr. Iftikhar Muhammad
Lecturer
Institute of Social Work, Sociology and Gender Studies
University of Peshawar
Session 2011-2012
Dedications
This piece of work is dedicated to my beloved parents, grandfather, younger brother Ayaz Khan
Hashmi, youngest brother Sajjad Ali and to other family members. I also dedicate my research
study work to all female students belonging to Bajaur Agency who are striving to
imbuethemselves with the treasure of education.
Sher Zada
I want to dedicate my research study to my parents, particularly to my honorable brothers Sardar
Khan and Hamid-ur-Rehman, who supported me in completion of my education. I also dedicate
my research study to all my sincere friends and at the end to my little nephew Hilal Khan.
Hanif-ur-Rehman
Acknowledgment
First of all we are very thankful to almighty Allah who bestowed us with the opportunity to
complete our Master level academic journey from the premier institution (University of
Peshawar) of Khyberpakhtunkhwa. We are thankful to our parents who encouraged and assisted
us every time to carry on our education, and never let us felt their financial problems just for the
sake of our education. We are very thankful to our research supervisor Mr. Iftikhar Muhammad
Lecturer at Institute of Social work, Sociology and Gender studies University of Peshawar for his
supervision and guidance in our research study. His kind supervision and guidance enabled us to
complete our research study well in all aspects. We are also thankful to Dr. Anwar Alam
Coordinator at Institute of Social work, Sociology and Gender studies, who helped us in the
approval of our research study topic. Our thanks also go into the account of Professor Niaz
Muhamad the Director of Institute of Social work, Sociology and Gender studies University of
Peshawar, who organized this research study activity to put our theoretical knowledge into
practice.
Sher Zada,
Hanif-ur-Rehaman.
Table of Contents
Chapter -1 : Introduction 1
Girls‟ education importance 1
Statement of the Problem 3
Purpose of the Study 4
Objectives of the Study 4
Scope of the Study 4
Significance of the Study 4
Organization of the Study 5
Chapter -2 : Literature Review 6
Terrorism in the context of Sociology 6
Terrorism in the context of Social Psychology 6
Background of early Terrorism in Pakistan 7
Post 9/11 and Challenges to Pakistan 7
Education in Pakistan 8
Implications of terrorism on education in Pakistan 8
Implications of terrorism on female Education 9
Life risks to Students and Teachers 10
Role of Education in the eradication of Terrorism 10
Government‟s measurement for the Improvement of Education 13
Conclusion of the reviewed Literature 14
Chapter -3: Research Methods 15
Research Question 15
Research Design 15
Universe of the study 15
Sampling Technique 15
Sample Size 15
Research Tools 18
Validity of Research Tools 18
Procedure 18
Data Analysis 18
Ethical consideration 18
Chapter -4: Data Analysis 19
Purpose of the statistical analysis 19
We can attract more females towards education 42
Chapter -5: Findings and Discussion 44
Findings 44
Conclusion 49
suggestions 49
References 50
Appendix –A: Target universe 56
Appendix –B: Sample verification 57
Appendix –C: Questionnaire 58
Appendix –D: Permission letter from ISSG 62
Appendix –E: Response from the Head of Visited Institute 63
Appendix –F: Destroyed government educational institutions in Bajaur
Agency, FATA Pakistan
64
List of Tables
Sample Size Table 17
Table 1 Respondents on the base of age, position, academic level and discipline 21
Table 2 Respondents‟ views about terrorism 24
Table 3 Terrorism effects on education 25
Table 4 Threats received from terrorists by students, teachers and family 26
Table 5 Experienced unwanted situations 27
Table 6 Reasons of female students‟ dropout from schools 28
Table 7 Fear while attending educational institutions, discussion with colleagues to
quit educational activities
29
Table 8 Change in attitude of masses towards education due to terrorism 30
Table 9 Change felt in the attitude of family members towards female education 31
Table 10 Terrorism is the cause of dropout 32
Table 11 Body search affected females‟ trend towards education, Agree with body
search
33
Table 12 Changes in the attitude of teachers 34
Table 13 Terrorism the cause of low teachers‟ attendance, effected classes and
examinations‟ schedule
35
Table 14 Family discouragement to continue educational activities, transportation
problem
36
Table 15 Terrorism is the cause of accommodation problem, destruction of educational
institutions affected female education.
37
Table 16 Terrorism affected family economic status 38
Table 17 Government role and responsibility for the betterment and continuation of
female education
39
Table 18 Masses can play their role for the improvement of female education 40
Table 19 Militants targeting female educational institutions, is against to Islamic and
cultural values or both of them
41
Table 20 Government should provide security for the improvement of female
education
42
Abstract
The research study was conducted titled “Implications of terrorism on female education in
Bajaur Agency (A case study of Tehsil Khar Bajaur)”. The main objectives of the research study
were the problems faced by female teachers and students, and their suggestions for the
improvement of the current devastated condition of female education in Bajaur Agency, which
has been affected due to terrorism. The study was conducted through quantitative approach, for
which the researchers used proportional allocation stratified random sampling technique. The
major findings of study focused on the implications of terrorism on female education. Terrorism
caused destruction of female educational institutions. The female students’ dropout rate is
increased, female teachers and students have fears to attend their educational institutions. They
faced transportation and accommodation problems. Their family economic status has also been
affected due to terrorism, which has directly affected their education. Terrorism caused
uncooperative change in the attitude of teachers, this uncooperative change created
communication problems among the teachers and students. After 30th
October 2006 American
Drone attack on a religious center (Madrassa) at Damadola Bajaur Agency the anti- female
education propaganda got strength and as a result several female educational institutions were
blown away. To cope with terrorism is a tough challenge for the government of Pakistan to
nourish the already discriminated gender (female) with the energy of education. Strives for
education is not the only responsibility of government, masses would also play their role for the
improvement of female education, because education is the only effective tool through which we
can defeat terrorism and get development that many nations having so far than us.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
1
Chapter -1
Introduction
Education is a simple word which encompasses the complexities behind the attainment of
knowledge. In today's world, education has become an issue of grave importance. In all
conscious societies of the world it has become mandatory that each and every person should be
provided with a basic education. Yet illiteracy still plays a major role in our social hierarchy.
Numerous individuals are forced with great endeavors simply because of a lack of education.
Education helps individuals to build up their character. Over the years, human being has been
taught that education is a necessity for operationalization and manipulation of nature, which
provides sources of his survival. Every single person is born with a talent. Education is the only
tool which helps in bringing out that talent (UNESCO, 2000).
Girls’ Education Importance
Education is vital to ensuring a better quality of life for all children and a better world for
all people. But if girls are left behind, those goals can never be achieved. In country after
country, educating girls yield spectacular social benefits for the current generation and those to
come. An educated girl has the capability to make decision on her own for playing her marital
role willfully. The children she does have will be more likely to survive; they will be better
nourished and better educated. She will be more productive at home and better paid in the
workplace. She will be better able to protect herself against the communicative diseases and to
assume a more active role in social, economic and political decision-making throughout her life
(Villalobos, 2006).
In the male dominated society of Pakistan women have always remained confined to the
boundaries of home in northern built of Pakistan. The female education in North West of
Pakistan is consider to be almost against the social and traditional norms while the ongoing
militancy added injurious insult to depriving women of Khyber Paktunkhwa (KPK) and
especially Federally Administered Tribal Areas (FATA)for their inborn right of education as
same to their male counterparts. The educational facilities in FATA for the women are not up to
the standards, though the successive governments often made tall claims to educate the people of
FATA. Even in the last seven years when FATA came to the forefront in the national and
international media still nothing has been done on ground to promote education in the seven
tribal agencies. The extent of the government inability to develop the woman education in the
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
2
area could be easily gauged from one example of Bajaur agency where 106 schools were
destroyed by the militants and forced students to sit idle or to study under trees or in open sky to
carry on their education under inadequate circumstances (Timeline, 2012).Primary girls'
institutions in FATA and Khyber Pakhtunkhwa as part of their design to imbue the youth with
militant values. Swat offers a classic example of the miscreants‟ application of their destructive
vision (Zuberi, 2012).
The wind of terrorism entered into Pakistan with the invasion of Russia on Afghanistan in
1979.The mushrooming of religious extremism and terrorism got strength after the decision of
western countries against Soviet Union (in Afghanistan) in the name of Holy Jihad, and Pakistani
nation which is more objective to religion gave favor to this wind to have a long survival in the
region. When militants came into power the world encircled with the news of terrorism and its
horror speeded to every corner of the world. The tragedy of 9/11(2001) opened a new avenue for
nurturing terrorism in both Afghanistan and Pakistan. Population (Pakhtoons) of Pakistan which
is living on close to border with Afghanistan is more affected from terrorism. Terrorism has
affected all aspects of life in Pakistan including education. As we have weakness and drawbacks
in this sector already due to lack of policy making and unsustainable governance. But since the
aftermath of 9/11 the ongoing train of education has been slow downed, particularly female
education. The females‟ literacy rate is 32percent compare to males, which is 58percent which is
not remarkable(Hathaway, 2005). But currently the situation is worse than past, many schools
are destroyed and other are partially damaged due militancy and military operation against
militants in FATA. Female are worried to go to educational institutions like they were used to go
before(Ahmed, 2008).
The increasingly worrying aspect of the militants‟ activities continues to be targeted
bombings of girls‟ schools. According to estimates in the Swat region between 2007 and March
2009 alone a total of 188 girls‟ schools were targeted and destroyed by the militants. Apart from
Swat suspected militants have razed to the ground 377 schools, many of them girls‟ schools in
other areas in KPK and FATA, such as Frontier Regions (F.R) Kohat, Peshawar, district
Charsadda, and other tribal agencies since early 2007 .This has not only severely disrupted girls‟
education, but has largely dissuaded the female staff associated with the education system from
returning to their work, worsening their economic dependence(United Nations, 2010).
Militancy and conflict have also seriously undermined education in FATA. Large-scale
displacement, as in Malakand district, has left tens of thousands of children without schools.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
3
Countless boys‟ and girls‟ schools have either been destroyed or threatened by militants. In many
tribal districts, female students have stopped attending classes altogether. In Bajaur, by mid-2008
all girls‟ schools were either destroyed or closed. In North and South Waziristan, 180 girls‟
community schools, established with international assistance, were forced shut. Schools have
also been turned into bases for both the army and extremist groups. Thousands of schools remain
functional with students still attending classes. By the end of 2011, there were 457
government(govt.) primary schools including 127 govt. girls primary schools in Bajaur Agency,
with the student-to-teacher ratio actually is 32332 and 1120 which is less than the other parts of
the country(EMIS, 2012). FATA‟s public education sector, as elsewhere in Pakistan is
notoriously corrupt, under-resourced and ineffective. More than half of all children who enroll in
FATA‟s primary schools drop out before completing class five, Lack of transparency and
monitoring due to insecurity allows teachers to draw salaries but avoid showing up to teach; as
elsewhere, “ghost schools” are prevalent. Given the threat by militants to schools in the tribal
belt, teaching can indeed be regarded as a hardship post, and female instructors in particular
should be properly compensated for the risks they take (Asia, 2009).
Bajaur Agency is one of these tribal belts where female education has suffered to a great
extent. There are 127 govt. primary schools, 12 middle school, 2 High schools and 1 Degree
College for the total female population i.e. 459162(KPK Bureau of Statistics, 2011). All these
institutions were working normally till 2000, but when the militants‟ activities started in the area
female education faced with dramatic fear and horror. After United States of America (U.S.A)
drone attack on religious center (Madrassa) at Damadola on 30th October 2006, the religious
extremists started propaganda against female education, in the result many female educational
institutions were destroyed and several other were damaged(Mahsud, 2011).
Statement of the Problem
Education which is measured the aim and destiny of human beings to bifurcate them from
beast; it is considered the tool of manipulating nature and making it a panel with living
signatures. Education is the ladder to development, on this ladder of development both the sexes
have equal step positions. If one step left unnoticed the rest of the ladder is seemed to be
meaningless. Everywhere in the world the importance of the second step (female) is considered
eligible for the same right (to education) for which male strives. But unfortunately in our country
this situation is vice versa, here big bang runs everywhere just for the verbal support female
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
4
education but no implementation what ought to be done. The current scenario of terrorism
smashed the ongoing efforts for female education. Especially KPK and FATA are the most
affected areas of Pakistan where female education has suffered to a great extent due to terrorism;
Bajaur Agency is one of the federally administrated tribal areas where this criminal disease
halted the rhythm of female education. Though different government organizations (GO‟s) and
non-government organizations (NGO‟s) have conducted researches in different areas, but the
area of terrorism and its implications on female education has not been covered to the desired
extent. Therefore the researchers will conduct this study to find out the implications of terrorism
on female education in Bajaur Agency.
Purpose of the Study
The research study mainly focuses on those implications/factors made by terrorism,
which have been affecting female education and created hurdles for the females in the process of
development in the tribal belt of Bajaur Agency, That has already kept them so far from the track
of development by the male dominated society.
Objectives of the Study
To know the problems of female students caused by terrorism.
To know the problems of female teachers caused by terrorism.
To find out the suggestions of female students and teachers for the improvement of
education.
Scope of the Study
The study has been conducted at Govt. Girls Degree College (GGDC) tehsil Khar Bajaur
FATA using the proportional allocation stratified random sampling method (Garson, 2012). In
proportional allocation stratified random sampling method the size of the sample in each stratum
is taken in proportion to the total size of the stratum (Fienberg, 2003). The content scope covered
the implications of terrorism on female education.
Significance of the Study
A lot of research has been done on the implications of terrorism on social and economic
structure in FATA, but there is scarce of information regarding the implications of terrorism on
female education in Bajaur Agency. The study will enable the researchers to find out the impacts
of terrorism on female education in the area, it will present concerns of female students and
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
5
teachers to the government of Islamic Republic of Pakistan about the current position of female
education and will work a source of information for the upcoming researchers in embedding their
creativity in the field.
Organization of the Study
The research study is divided into five chapters.
Chapter -1: This chapter focuses on the background and introduction to the research study,
purpose, objectives, scope and significance of the study.
Chapter -2: This chapter is contained on previous studies and researches in which theoretical
review, conceptual framework and the review of related literature have been discussed briefly.
Chapter – 3: This chapter outlines the methodology in which the study was conducted. The key
components are the research design, universe, sampling technique and sample size, research
instruments/tools, validity and procedure.
Chapter- 4: In this chapter data is analyzed in tables, graphs and in descriptive form.
Chapter-5: This chapter discusses the findings of the study as presented in chapter 4. It also
presents the conclusions arising from the study and suggestions forwarded by the female teachers
and students to improve the poor proven female education in the tribal belt of Bajaur Agency
FATA.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
6
Chapter- 2
Literature Review
This chapter provides an exclusive amount of the reviewed literature on the implications
of terrorism on education and especially on female education. The purpose of this literature
review is to explore the implications of terrorism on female education .Numerous studies
indicate that females have been affected in all aspect of life including education due to
terrorism(Annan, 2002).
Terrorism in the Context of Sociology
In the concept of social closure Max Weber stated that terrorism is the result of a process
in which social groups sought to maintain and enhance their positions by excluding others from
access to particular rewards or privileges. Certain social or physical characteristics, which other
groups possessed, would be singled out as the basis for boundary closure. Virtually any feature
identifiable within a group could be chosen as the criterion for exclusion, including race, religion
and social origin(Vertigans, 2009).
Terrorism in the Context of Social Psychology
Terrorists are not crazed fanatics. Indeed, terrorist groups screen out emotionally unstable
individuals. Rather it is group, organizational, and social psychology, with particular emphasis
on collective identity that motivates terrorist behavior. There is a diverse spectrum of terrorist
psychologies and motivations. In terms of generational provenance, nationalist-separatist
terrorists are carrying on the mission of their parents; they are loyal to families who have been
damaged by the regime. In contrast, social–revolutionary terrorists are disloyal to families who
are loyal to the regime. Religious fundamentalist terrorists are “killing in the name of God.”
Suicide, proscribed by the Koran, has been reframed as martyrdom, which is highly valued. The
new media, especially the Internet, have played an increasingly prominent role in radicalizing
individuals, creating a virtual community of hatred. Understanding terrorist psychology is crucial
to formulating effective counter-terrorist strategy. Key elements include inhibiting potential
terrorists from joining the group, creating tension within the group, facilitating exit from the
group, reducing support for the group, and delegitimizing its leader(Post, 2010).
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
7
Background ofearly Terrorism in Pakistan
According to Stephen P. Cohen (2010) Pakistan is undergoing a prolonged internal crisis,
one of that has been compounded by strained relations with its neighbors, and even with its
allies. It is tempting to attribute its present difficulties to its involvement in the Cold War, and
particularly to its relations with the United States. Pakistan involvement in the Cold War brought
this country to military support from U.S.A, but also gave it stinging pains of terrorism(Chari,
2010).
AccordingtoDotani. A (2011) it is a common phenomenon that whenever a war erupts on
a large scale in any country, its fallout is felt in its immediate neighboring countries as well,
same as the case with Pakistan, when Soviet Union invaded Afghanistan then the unending
influx of afghan refugees started to Pakistan. The object oriented goals of America made a way
for weapons supply to the Afghan militants, who were at confront with Soviet Unions‟ army.
This lavish supply of arms created problems for Pakistan, after the defeat of Soviet Union the
afghan nationals turned to smuggling of Russian left arms into Pakistan which caused of
terrorism upholding in the region(Doshisha, 2011).
Post 9/11 and Challenges to Pakistan
Kronstadt.K (2011) argued that post 9/11 scenario is by far the most serious threat to
Pakistan so far because of its role as the front line state in war against terrorism. The tension
between ultra conservative and moderate followers of Islam is mounting and weakening the sate
structure. It is beyond the capacity of a single person or a one-time effort to eradicate the deep
rooted problem from society.
According to Ali (2010) the world is currently confronting terrorism in different
manifestations. After the 9/11 terrorist events, the phenomenon of terrorism has abruptly
changed the socioeconomic and geopolitical situation of the world. Terrorist groups have
linkages with each other and are utilizing each other‟s areas for recruitment and training,
exchanging illegal weapons, engaging in joint planning and ventures, and also providing
administrative and other logistic support. Pakistan is also facing the menace of terrorism which is
eroding the country‟s social structure, economic development and political system. The acts of
terrorism are threatening Pakistan‟s law and order situation, violating human rights of the
citizens, damaging basic infrastructure and economic opportunities. Pakistan is dealing with war
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
8
on extremism as front line alley to America. Pakistan has remained victim of terrorism since the
start of war against terrorism. In 2014, international troops are due to withdrawal from
Afghanistan. After the withdrawal of f0riegn troops, nobody knows what the upcoming
implications of terrorism would dive-in to Pakistan. It could be a challenge for the general public
to deal with as well as the state(Latschan, 2012).
Education in Pakistan
Pakistan's poor education system has increasingly become a matter of international
concern. Lack of access to basic and quality education lead youngsters to the lap of extremism in
Pakistan(Bajoria, 2009). Qadri (2011) urged that Pakistan is falling significantly short of its
constitutional obligation to provide universal primary education. And while the demand for
education remains high, poorer families will only send their children to a school system that is
relevant to their everyday lives and economic necessities.
Implications of Terrorism on Education in Pakistan
Terrorism overshadowed all the sectors especially education which was the worst hit by
militancy. Hundreds of schools were blown up in federally administrated tribal areas (FATA)
and the Khyberpakhtunkhwa (KPK) regions while most horrible incident was twin suicide
attacks on the International Islamic University, Islamabad, which claimed lives of six innocent
people, including three female students, in October. The tragic incident spread a wave of panic
and subsequently educational institutions, including schools, colleges and universities, had to
face closure across the country for over one week. It also led to a massive exercise regarding
implementation of maximum security arrangements at educational institutions and a controversy
also surfaced when private schools demanded the government ensure security for institutions in
private sector. The deteriorating law and order situation also caused cancellation of various
education-related events which, otherwise, were happening on a regular basis (Ali, 2009).
According to Basit (2012) the abysmal sector of education has not remained immune to
the precarious security situation in Pakistan either. Education falls in the cross chairs of two
distinctive conflicts in Pakistan i.e. a nationalist insurgency and Islamist militancy. Teachers,
professors and school administrators have found their lives increasingly under threat in conflict-
hit zones of the country.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
9
The state of education in Pakistan has been grim ever since the nation's inception, and
with the onset of militancy since 2001 the situation has become worse. With militants firmly
holding the federally administered tribal Areas (FATA), the already low literacy rate of 29 per
cent has nosedived to 17 percent in the region. Pakistan is being included in the list of
developing countries, but unlike its competitors it has an abysmally low literacy rate. Only one
quarter of the adults in Pakistan are literate (Yousaf, 2012).
Implications of Terrorism on Female Education
According to Fateh (2009) the destruction of more than 200 girls‟ educational institutions
has deprived 85000 girls from getting education in valley Swat and other northern areas of
Pakistan. The literacy rate among women in northern areas was already low and then the
destruction of the girls educational institutions have taken the women a century back regarding
education.
According to Iranian news channel Press TV (2010) militants have opposed female
education in the northwest Pakistan valley of Swat, depriving more than 40,000 girls of
schooling. in the past several years, the militants have destroyed many schools, especially in the
areas of Swat Valley and the North-West Frontier Province as part of their radical campaign that
most Muslims have censured as anti-Islamic terrorism.
It is difficult to tell who in Swat devised this destructive strategy which has affected some
one million students in Malakand division. Militancy impacted the education sector in the worst
way possible in other conflict areas too. Subsequently, attacks on schools went up and the figures
touched 91 in Bajaur and 43 in Mohmand Agency. The tribal female students want to get
education but the militancy is forcing them to quit education or keep their lives on risk. The
already low percentage of school-aged females attending class in FATA - last estimated at 1.3%
has dropped further because of militancy and extremism. Militant bombing of schools
compounds has slowed down the process of transformation of education to the female gender
which have already burdened by pre-existing cultural restrictions on female education;
unavailability of and constraints on access to girls' schools (Khan, 2011). Militants have attacked
96 schools in Pakistan this year alone. Most of these attacks took place in KPK and FATA.
Fourteen attacks were reported from Mohmand Agency and in other tribal areas. Dozens of
attacks were reported from various districts of KPK. Thirteen schools were attacked in Swabi
district, 12 in Charsadda district, and 11 in Mardan district. Schools have also been attacked in
Balochistan and Sindh provinces (Hasan, 2012).
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
10
According to Yusufzai (2011) In terms of school destruction, Bajaur Agency is second to
Swat, where militants have blown up 188 girls‟ schools and 97 boys‟ schools. Across the
country, 566 schools have been targeted since 2007.
Life Risks to Students and Teachers
According to Human Rights Watch (2012) MalalaYousafzai, a 15-year-old student and
outspoken advocate for children‟s right to education, was shot in the head and neck on October
9, 2012, leaving her in critical condition. An alleged militant organization claimed responsibility
for the attack. The attack garnered condemnation from across the political spectrum in Pakistan.
Just three days later, at least three Shia university students both male and female were critically
hurt when extremists threw acid at their faces while they were on their way home to
ParachinarKuram Agency, in FATA, after taking exams in Kohat. According to a local
nongovernmental organization, this was the first such “acid throwing case” in FATA. Active
militant organization took the responsibility for this attack. In July, Farida Afridi, a women‟s
rights activist was murdered apparently for her work on girls‟ education and women‟s
empowerment in Khyber Agency, FATA. Many families in conservative areas of the northwest
and elsewhere in the country worry about sending their daughters to school because they might
be attacked on the way or when they arrive. Many also oppose their daughters having male
teachers. The lack of bathrooms, especially separate facilities for girls, deters many parents who
don't want their daughters to have to relieve themselves in a field(Santana, 2012).
According to Iranian news channel Press TV (2010) a group of unidentified armed
militants opened indiscriminate fire on the tutors, identified as Sultan Zari, RaziaBibi and
RawasiaBibi, on Thursday as they left for their homes after attending the school in Khar in the
restive Bajaur tribal region,. The report said that 40-year-old RaziaBibi succumbed to her
wounds as she was being transported in critical condition to Peshawar.
Role of Education in the Eradication of Terrorism
Terrorism is the biggest threat to Pakistan‟s progress. It roots could be traced back from
1979, when there was an effort to kick out Russia from Afghanistan. But the problem became
severe after 9/11. And now in 2011, it‟s become a menace for our motherland. Education is very
important way to eradicate the root causes of terrorism. The first step should be to provide
uniform system of education to the masses. This system of education must be free from
prejudices and sectarian violence. It also includes both religious and modern education at equal
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
11
ratios. This will help create citizens having a balanced approach towards life. Although it is a
very lengthy process but it is very important. Because education can propagate the minds of
young generation about the extreme designs of militants, and keep them on the positive track of
serving society(Zeb, 2010).
Education is not only what is learned in schools, however; education includes everything
in one‟s life that affects how he has turned out. This can include cultural, personal, or even
societal happenings. When a person get educated he mere not learn about injustices in his own
society, but perceive a real catch about other societies. The person comes to know about what are
the reasons of development and flaws of backwardness of other societies, he also learn about
how his country functions, what its flaws are and often seeing that it lacks many of the things
that other countries have. And the missing things, often in the form of a healthy economy, are
things that could be affected by changes in education. The prickle dilemma of terrorism could
also be eradicated through awareness and education of the masses (United Nations G. A., 2010).
According to Branam. R (2002) scarcity of education produces empty space for satanic
ideas of destruction and bloodshed because militants have the way to manipulate uneducated
minds. When the majority of citizens in a country cannot even read and the best way to spread
news is by recorded messages, the arms group with their destructive propagandas can fill
people‟s minds with all manner of demolishing stuffs. This lack of education contributes directly
to their country‟s stagnant economy. The country does not has sufficient numbers of the skilled
people necessary to build and run factories, power plants, water treatment, and tourism industries
etc.
According to Afridi (2012) Women can play an active role in countering terrorism and
militancy. By educating women, we can prevent their sons from becoming militants and by
educating children we can enable them to choose a better future for themselves. Throughout the
world, there are many women and men working to promote human rights and to support the
marginalised and disadvantaged, in regions where such work is especially hazardous and
dangerous.
We need a more holistic approach to combat this growing menace and the only way
which can rid our lives from terrorism is through education. We need to make sure that we teach
our children the values of tolerance, forgiveness and love for their fellow men to keep them from
embracing the ideologies of extremists. We need to take a deep hard look at how we educate our
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
12
children and the values that we instill in them. That goes beyond merely producing brilliant
minds that win top awards in physics, Olympics or mathematics competitions. That process starts
in the home and with families. A strong family creates a loving home environment. It provides
security and teaches children how to forgive and to tolerate differences. Parents are an important
source to confront in the war against terror because it is one of the most influencing sources who
can put their children on the path of goodness and forgiveness. Beyond these steps, we must also
instill in our children the discipline of knowing right from wrong. Without discipline, children
will not be able to distinguish actions and words that are morally wrong or understand the value
of goodness. From when young, our children must be taught the right values if we are to defeat
this terrible enemy that has arisen from within us (Globe, 2008).
The tool which can help the world to come out from the dynamic cycle of violence and
extremism is education. Education not only point out why this is bad but rather education
orientated towards showing the individual how to express his aggressive instinct into a more
intelligent non-violent way. A lot of the education now is down in denial by using labels such as
"bad" or "wrong" things should not exist. Well, the reality is that all these things exist and are
part of us. In many cases they are in balance that creates the dynamics of life, such as good and
bad .We cannot take one away because the other will stop to exist as well and everything will
come to a standstill(Lart, 2002). Churkin.V (2012) urged that education is necessary along with
other measures to ensure world security and best strategy to tackle over the issue of terrorism.
Strengthening peace measures and protecting human rights should be central part of our
strategy of counter-terrorism to resolve differences peacefully, provide education and job
opportunities, promoting development and inter-cultural dialogue, and addressing the grievances
that terrorists exploit (Ki-moon, 2012). According to United Nations declaration of human rights
(2007) article no.26 every individual has the right to education; it should be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory. Technical and
professional education shall be made generally available and higher education shall be equally
accessible to all on the basis of merit. Education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and fundamental
freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or
religious groups, and shall further the activities of the United Nations for the maintenance of
peace. According to convention on the elimination of all forms of discrimination against women
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
13
(2003) article no.10 States Parties shall take all appropriate measures to eliminate discrimination
against women in order to ensure for them equal rights with men in the field of education and in
particular to ensure, on a basis of equality of men and women.
Government’s Measures for the Improvement of Education
According to Chitarkan (2009) the government of Pakistan has made serious efforts to
address the issue of girls‟ education in Pakistan, which has resulted in an improved scenario at
the macro-level. Large-scale interventions (e.g. stipends for girls, enrolment campaigns) have
yielded remarkable outputs with increased enrolment and retention of girls in primary school.
However, much needs to be done for program interventions to be adequately responsive to
specific needs and contexts. Most needy girls from remote communities, e.g. in the Northern
Areas, suffer due to the lack of equitable response to their specific needs. Therefore, the progress
in narrowing the gender gap is yet to gain the required momentum in order to fully ensure the
rights of every child to basic education within the desired time frame. An important lesson that
could be drawn from the Pakistan experience is that even the incremental change that has taken
place in the country could not have occurred without a conductive policy environment supported
by intervention programs that are supply-oriented as well as empowering or demand-driven. The
enthusiasm of rural parents to see their daughters becoming educated is not adequately matched
by provision as rural and remote areas still lack even the basics like schools. The argument made
at the international level that lack of resource must not be the cause of children‟s deprivation of
their right to education does not seem to work in the rural Pakistani context. At the policy level
the state is yet to ensure legal guarantee of a free and compulsory primary education to all
school-age children. The allocation of national budget to education is well below the average of
South Asian countries. Because of this the poorer sections of the population have suffered the
most. Resources need to be allocated to promote social mobilization and adult non-formal
education programs, particularly in conservative rural communities, to allow parents to
understand the positive aspect of their daughters‟ educational attainment. The growth of private
sector involvement in educational development is no doubt a necessary condition but needs to be
regularized with gender-sensitive, pro-people and socially responsible mandates. Most
importantly, the government needs to take care that public education is not marred by the entry
of the private sector. The government should find ways to make the „adopt a school‟ scheme
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
14
regulated to private schools materialize in its true sense so that private schools become
instrumental in raising the quality of public schools.
Conclusion of the Reviewed Literature
Reviewing the related literature the researchers built a concept about the implications of
terrorism on female education. The literature review provided the researchers with knowledge to
conduct research study in the area which remained spare from the previously conducted studies
on terrorism and its implications.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
15
Chapter -3
Research Methods
Research Question
Effects of state‟s counter-terrorism policy on female education?
Research Design
The study was conducted using quantitative research design (L.Shields,A.Twycross,
2003), the study was focused on the implications of terrorism on female education. The study
took the quantitative approach because it was based on variables measured with numbers and
analyzed with statistical procedures(M.Balnaves,P.Caputi, 2001).
Universe of the Study
The Government Girls Degree College (GGDC) admission office data 2011-2012 shows
that there were 16 female teachers and 162 students involved in the educational activities
(Admissions information desk GGDC Khar Bajaur) (Appendix A). It was difficult for the
researchers to target the total universe of 178 respondents and the sample size of 36% was very
adequate for representing the total population which was 178. The respondents in this study were
female teachers and students from graduate/ intermediate levels because the study was focused
on the implications of terrorism on female education in Bajaur Agency.
Sampling Technique
Selecting stratified random sample, one must first divide all of the universe elements into
categories and then draw independent random sample from each group or strata. When there is
finer stratification there will be accurate degree of accuracy or representativeness. There are two
basic types of stratified random sample in which one is proportional allocation stratified random
sampling. In drawing a proportional allocation stratified random sample one would draw the
same percentage from each stratum (Garson, 2012).
Sample Size
The selected sample size was 36% which is 64 respondents (teachers and students)
selected from 178 respondents at GGDC Khar Bajaur 2011-2012. The sample consisted of 6
teachers, 24 students from graduate level and 34 students from intermediate level.
The sample size is shown in table 1. The numbers of 64 respondents were chosen based
on proportion allocation stratified random sampling technique (Winkler, 2009). Random
sampling was used in order to avoid biasness and to ensure that each respondent (teacher and
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
16
student) had an equal chance of being selected. The advantage of results obtained from random
sampling is that the findings have an increased likelihood of being generalized(Ross, 2012).
With proportionate stratified random sampling, the sample size of each stratum is
proportionate to the population size of the stratum. Strata sample sizes are determined by the
following equation:
nh = ( Nh / N ) * n .....(I)
Where nh is the sample size for stratum h, Nh is the population size for stratum h, N is total
population size, and n is total sample size(Bowely, 1926)(Appendix B).
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
17
Sample size table
Source: Admissions Information desk Government Girls Degree College (GGDC) 2011-2012 Khar Bajaur Agency FATA.
No. Total
number of
girls
colleges in
Bajaur
agency
Total number of students and teachers Sample size
Students Teachers Students Teachers
Intermediate Graduate Intermediate Graduate Intermediate Graduate Intermediate Graduate
Arts Science Arts Science Arts Science Arts Science Arts Science Arts Science Arts Science Arts Science
1 Government
girls degree
college
Khar Bajaur
Agency
66 30 50 16 7 3 3 3 22 12 14 10 2 1 1 2
Total
66 30 50 16 7 3 3 3 22 12 14 10 2 1 1 2
96 66 10 6 34 24 3 3
162 16 58 6
Grand total 178 64
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
18
Research Tools
Questionnaire (Appendix C) was used as a tool for data collection because the universe
was literate and large and time for collecting data was limited (Sarantakos, 2005). The
researchers developed closed-ended questions with one open-ended question in aim of time
budgeting and keep the respondents focused on the subject. All the questionnaires were correctly
filled and returned.
Validity of Research Tools
Validity of the questionnaire was obtained by presenting it to at least three professionals
from social work, sociology and gender studies disciplines, including the researchers‟ supervisor.
A validated questionnaire is that one which shows the accuracy of measurement for which the
questionnaire was developed. This reduces bias by detecting ambiguities and misinterpretations
which can then be minimized. The ambiguities when minimized then the instrument aims at high
degree of specific objectivity (Sushil,Verma, 2010).
Procedure
The researchers obtained a permission letter from the Director of Institute of Social work,
Sociology and Gender studies (ISSG), University of Peshawar to carry out the data collection
process for the research study(Appendix D), the letter was also signed by the principle of GGDC
Khar Bajaur where the study was conducted (Appendix E). The researchers administered the
questionnaires to 64 respondents. This data was collected in the month of November, 2012 using
questionnaires.
Data Analysis
Data from questionnaires was compiled, sorted, edited, classified and coded into a coding
sheet and analyzed using a computerized data analysis package known as Microsoft excel 2010.
Ethical Consideration
The researchers assured respondents that the study was strictly academic and that utmost
confidentiality would be observed. The data used in this study was anonymously coded and
cannot therefore be traced back to individual students.
During the research study the researchers faced some problems as well. The researchers
faced accessing problem to the institute due to security reasons. The security staff created hurdle
for the researchers to visit in the institution for data collection.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
19
Chapter-4
Data Analysis
Data analysis is a scientific method of examining raw data with the purpose of drawing
conclusions about the information available (Rouse, 2008). According to Persell and Hodges
(1990) once the data are collected, they must be classified and the proposed relationships should
be analyzed, with a purpose to see what kind of change has occurred in the independent variable
in related to a change in the dependent variable.
Purpose of the statistical data analysis
The general purpose of statistical data analysis is to provide meaning to what otherwise
would be a collection of numbers and/or values. The "meaningfulness" of data derives from the
clarity with which one specifies the problem or questions being addressed and the precision with
which pertinent information is gathered (Scanlan, 2001).
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
20
Table No-1
Respondents on the base of age, position, academic level and discipline.
Age
Group
Personal information on the base of age position and discipline Total
Teacher Teacher Teacher Teacher Student
Student Student Student
Graduate Graduate Intermediate Intermediate Graduate Graduate Intermediate Intermediate
Arts Science Arts Science Arts Science Arts Science
F %age F %age F %age F %age F %age F %age F %age F %age F %age
14-18 6 9.37 4 6.25 10 15.62 7 10.93 27 42.18
19-22 1 1.56 8 12.50 6 9.37 12 18.75 5 7.81 32 50.00
23-26 1 1.56 1 1.56 2 3.12
27-30 1 1.56 1 1.56 2 3.12
31-34 1 1.56 1 1.56
Total 1 1.56 2 3.12 2 3.12 1 1.56 14 21.87 10 15.62 22 34.37 12 18.75 64 100
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
21
Respondents on the bases of age, position, academic and discipline levels.
0% 0% 0% 0%1.56%
0% 0%1.56%
1.56%
0%0%1.56%
0%1.56%
0%0% 0%1.56%
0% 0%
9.37%
12.50%
0% 0% 0%
6.25% 9.37%
0% 0% 0%
15.62%
18.75%
0% 0% 0%
10.93%
7.81%
0% 0% 0%0%
20%
40%
60%
14-18 19-22 23-26 27-30 31-34
age,
posi
oti
on
, d
icip
lin
e, l
evel
Age
Respondents' demoghrapic data
Teacher/Graduate/Arts Teacher/Graduate/Science Teacher/Intermediate/Arts
Teacher/intermediate/Science Student/Graduate/Arts Student/Graduate/Science
Student/Intermediate/Arts Student/Intermediate/Science
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
22
Explanation
The above table/graph No.1 shows that out of total 64 respondents teachers were of ages
(19-22,23-26,27-30and31-34) consecutively with frequencies1(1.56%), 2(3.12%),
2(3.12%)and1(1.56%). The table also shows the students lying at age levels(14-18, 19-
22)consecutively from graduate(arts and science disciplines) with frequencies 6 (9.37%),
4(6.25%) and 8 (12.50%),12(18.75) The students lying at age levels(14-18,19-22)consecutively
from intermediate(arts and science disciplines) with frequencies 10(15.62%),7(10.93%) and
12(18.75%), 5(7.81%).
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
23
Table -2
Respondents’ views about terrorism.
Explanation
The above table/graph No.2 shows that out of 64 respondents 11(17.19%) know more
about terrorism, 35(54.68%) respondents know average about terrorism, 12(18.75%) respondents
have less knowledge about terrorism, while 6(9.37%)respondents have no knowledge about
terrorism.
17.19%
0
54.64%
0
19%
09.37%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se in
per
cen
tage
Responses
Respondents' views about terrorism
More
Average
Less
Don‟t know
Responses Knowledge about terrorism Total
More Average Less Don‟t know
F %age F %age F %age F %age F %age
11 17.19 35 54.68 12 18.75 58 90.62
6 9.37 9.37
Total 11 17.19 35 54.68 12 18.75 6 9.37 64 100
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
24
Table -3
Terrorism effects on education.
Explanation
The above table/graph No.3 shows that 61 (95.31%) respondents out of total 64
respondents were agree that terrorism has effected education while 3(4.68) were disagree with
the statement.
95.31%
4.69%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Terrorism effects on education
Effected education
Responses Terrorism effects on education Total
F %age F %age
Yes 61 95.31 61 95.31
No 03 4.69 03 4.69
Total 64 100 64 100
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
25
Table -4
Threats received from terrorists by students, teachers and family.
Responses Threatened by terrorists
Students and teachers Family
F %age F %age
Yes 22 34.37 16 25
No 42 65.63 48 75
Total 64 100 64 100
Explanation
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.
34.37%
65.63%
25%
75%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Threatened by terrorists
Students and teachers
Family
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
26
Table -5
Experienced unwanted situations.
Responses Experience of unwanted situation Total
F %age F %age
Yes 48 75 48 75
No 16 25 16 25
Total 64 100 64 100
Explanation
The above table/graph No.5 shows that 48 (75%) respondents out of total 64 respondents
accepted that they have faced unwanted situation while 16((25%) stated that they have not faced
unwanted situation.
75%
25%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Unwanted Situations
Unwanted Situations
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
27
Table -6
Reasons of female students’ dropout from schools.
Responses Reasons of female students dropout from schools Total
Terrorism Household
activities
Other No observation
F %age F %age F %age F %age F %age
Yes 38 59.37 5 7.81 15 23.43 58 90.62
No 6 9.37 6 9.37
Total 38 59.37 5 7.81 15 32.81 64 100
Explanation
The above table/graph No.6 shows that 38 (59.37 %) respondents out of total 64
respondents accepted that they have observed the female students dropout due to terrorism, 5
(7.81) respondents recognized that they have observed female students dropout due to household
activities, while another group of 15(23.43%) respondents accepted that they have seen female
students dropout but it is due to other reasons. Only 6(9.37%) respondents have not observed
female students‟ dropout.
59.37%
07.81%
0
23.43%
09.37%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Reasons of Dropout
Terrorism
Household
activitiesOther
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
28
Table-7
Fear while attending educational institutions, discussion with colleagues to quit educational
activities.
Responses Fear while attending educational
institutions
Discussion to quit educational
activities
F %age F %age
Yes 43 67.19 13 20.31
No 21 32.81 51 79.69
Total 64 100 64 100
Explanation
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.
67.19%
32.81%20.31%
79.69%
0%
20%
40%
60%
80%
100%
Yes NoRes
pon
se i
n p
erce
nta
ge
Responses
Fear due to terriorism and discussion to quit
education
Fear to attend the
institution
Quit educational
activities
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
29
Table -8
Change in attitude of masses towards education due to terrorism.
Responses Change in attitude of masses towards education due to terrorism Total
Positive Negative Not felt
Yes F %age F %age F %age F %age
32 50.00 19 29.69 13 20.31 64 79.69
Total 32 50.00 19 29.69 13 20.31 64 100
Explanation
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.
50%
0%
29.69%
0%0%
20.31%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Attitude of masses
Positive
Negative
No Felt
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
30
Table -9
Change felt in the attitude of family members towards female education.
Responses Felt Change in the attitude of family members due to
terrorism
Total
Positive Negative No observation
F %age F %age F %age F %age
Yes 32 50.00 21 32.81 53 82.81
No 11 17.19 11 17.19
Total 32 50.00 21 32.81 64 100
Explanation
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.
50%
0%
33%
0%0%
17%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Change in the attitude of family members
Positive
Negative
No observation
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
31
Table -10
Terrorism is the cause of dropout and insecurity.
Response Terrorism is the cause of dropout Insecurity while attending the institution
F %age F %age
Yes 48 75 53 82.81
No 16 25 11 17.19
Total 64 100 64 100
Explanation
The above table/graph No.10 shows that 48 (75%) respondents out of total 64
respondents accepted that terrorism was the cause of female students dropout other 16(25%)
were found disagree with this statement.53(82.81%) respondents accepted that they feel
insecurity while attending the educational institution, while 11(17.19%) respondents rejected
this statement.
75%
25%
82.81%
17.19%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Terrorism is the cause of dropout and insecurity
Dropout
Insecurity
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
32
Table -11
Body search affected females’ trend towards education, Agree with body search.
Responses Body search affects female trend
towards education
Agree with body search
F %age F %age
Yes 29 45.31 47 73.44
No 35 54.69 17 26.56
Total 64 100 64 100
Explanation
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.
45.31%
54.69%
73.44%
26.56%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Body Search
Effect of body search
Agree with body search
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
33
Table -12
Changes in the attitude of teachers.
Responses Changes in the attitude of teachers Total
Cooperative Uncooperative No observation
F %age F %age F %age F %age
Yes 17 26.56 40 62.5 57 89.06
No 7 10.93 7 10.93
Total 17 26.56 40 62.5 7 10.93 64 100
Explanation
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.
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n P
erce
nta
ge
Responses
Cooperative
Uncooperative
No observation
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
34
Table -13
Terrorism the cause of low teachers’ attendance, effected classes and examinations’
schedule.
Responses Terrorism
The cause of low teachers
attendance
Effected classes and
examinations‟ schedule
F %age F %age
Agree 47 73.44 41 64.06
Disagree 17 26.56 23 35.94
Total 64 100 64 100
Explanation
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.
73.44%
64.06%
26.56%35.64%
0%
20%
40%
60%
80%
100%
Agree Agree Disagree Disagree
Res
pon
se i
n p
erce
nta
ge
Responses
Terrorism the cause of low teachers' attendence ,affected on
classes and examinations' schedule
Teachers' low attendence
effected classes and
examination schedules
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
35
Table -14
Family discouragement to continue educational activities, transportation problem.
Responses Family discouragement to
continue educational
activities
Faced transportation problems
F %age F %age
Yes 14 21.97 50 78.13
No 50 78.13 14 21.97
Total 64 100 64 100
Explanation
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.
21.47%
78.13%78.13%
21.97%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Family dicouragement and transportation problem
Family discouragement
Transportation problem
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
36
Table-15
Terrorism is the cause of accommodation problem, destruction of educational institutions
affected female education.
Responses Terrorism is the cause of
accommodation problem
Destruction of educational institutions
affected female education
F %age F %age
Yes 45 70.31 62 96.88
No 19 29.69 2 3.12
Total 64 100 64 100
Explanation
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.
70.31%
29.69%
96.88%
3.12%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Accommodation problem and destruction of female
educational instittutions
accommodation problem
destruction of schools
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
37
Table -16
Terrorism affected family economic status to maximum, average and less level.
Responses Terrorism affected family economic status to level. Total
Maximum Average Less Not effected
F %age F %age F %age F %age F %age
Yes 13 20.31 35 54.69 2 3.12 50 78.12
No 14 21.88 14 21.87
Total 13 20.31 35 54.69 2 3.12 14 21.88 64 100
Explanation
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.
20.31%
0%
54.69%
0%3.12% 0%
21.88%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Terrorims effected family ecomic status
Maximum
Average
Less
Responses
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
38
Table -17
Government role and responsibility for the betterment and continuation of female
education.
Responses Government supported to continue
education
The responsibility of govt. only to improve
female education
F %age F %age
Yes 36 56.25 21 32.81
No 28 43.75 43 68.19
Total 64 100 64 100
Explanation
The above table/graph No.17 shows that 36 (56.25%) respondents out of total 64 respondents
agreed that government has supported them to continue their educational activities, while
28(43.75%) respondents rejected the statement.21 (32.81%) respondents agreed that it is the
responsibility of government only to improve female education, while 43(68.19%) respondents
disagreed with the statement.
56.25%43.75%
32.81%
68.19%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Govt role ,responsibility for the betterment of female
education
Gov.t Support
Govt. responsibility
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
39
Table -18
Masses can play their role for the improvement of female education.
Responses Masses role for the improvement of female education Total
F %age F %age
Yes 44 68.75 44 68.75
No 20 31.25 20 31.25
Total 64 100 64 100
Explanation
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.
68.75%
31.25%
0%
20%
40%
60%
80%
100%
Yes No
Res
pon
se i
n p
erce
nta
ge
Responses
Masses role for the improvement of female education
Masses role
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
40
Table -19
Militants targeting female educational institutions is against to Islamic and cultural values
or both of them.
Responses Opinion Militants targeting female
educational institutions
Total
F %age F %age
Against Islamic values 43 67.19 43 67.19
Cultural values 3 4.69 3 4.69
Both of them 18 28.12 18 28.12
Total 64 100 64 100
Explanation
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.
67.19%
4.69%
28.12%
0%
20%
40%
60%
80%
100%
Islamic
values
Cultural
Values
Both of
themRes
pon
se i
n p
erce
nta
ge
Responses
Targetting female educational institutions is against
militants targeting
female institutions
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
41
Table-20
Government should provide security for the improvement of female education.
Response Gov. should provide security
F %age
Financial 12 18.75
Institutional 25 39.06
Transport 11 17.19
All of the above 16 25.00
Total 64 100
Explanation
The above table and graph No.20 shows that 12(18.75%) respondents out of total 64
respondents suggested that government should provide financial security for the improvement
of female education, 25(39.06%) respondents suggested that government should provide
institutional security for the improvement of female education, 11(17.19 %) respondents
suggested that government should provide transportation security to females for the
improvement female education, while 16(25%) were found agreed with early suggested
demands.
18.75%
39.06%
17.19%25%
0%
20%
40%
60%
80%
100%
Res
pon
se a
nd
Per
cen
tage
Reponses
Govt. should provide security
Financial
Institutional
Transport
All of the above
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
42
22. We can attract more females towards education
The respondents considered the following strategies to attract more females towards
education in Bajaur Agency.
Teachers’ views
One of the teachers said
“We can attract more females towards education by providing them friendly
environment and financial support, and should encourage them in attaining education”.
In this regard another teacher said
“We can attract more females towards education by realizing them the importance of
education”.
In this regard other two teachers said
“We can attract more females towards education by providing them security and also
transportation and accommodation facilities etc.”
“I think the transportation problem should be solved; only awareness is not the way to
attract more females towards education”.
Majority of the teachers urged that awareness about female education and providing
accommodation and transportation facilities can attract more female towards education.
Students’ views
One of the students said
“I think the number of high schools should be increased, transportation problem should
be resolved and awareness programs regarding the importance of female education
should be started for attracting more females toward education in Bajaur Agency”.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
43
Another student said
“I think security should be improved, number of educational institutions should be increased to
attract more females towards education”.
In this regard two students said
“For the improvement of females education institutions and transportation facility are
very essential. This may attract more females towards education”
“We can attract more females towards education by giving them peaceful environment courage
to get education. More facilities should be given to females‟ educational institutions”.
Majority of the students urged that security of the current educational institutions should
be tightened, number of educational institutions should be increased, and transportation facility
should be provided to females to attract them towards education.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
44
Chapter-5
Findings and Discussion
The researchers carried out conclusion and presented suggestions on the bases of following
findings collected from the respondents.
Findings
Demographic data of the respondents
Most of the teachers were of age 23-30, most of the students were of age (19-22), most of
the students were enrolled in arts discipline.
Horna (1996) stated that there are gender-based dividing lines between young men
and women with regard to preferences for leisure activities. Young women seem to be more
disposed to the arts than their male counterparts (Dawson,Gravelle. F, 2008).
Views about terrorism & Effects of terrorism on education
Most of the respondents have average knowledge about terrorism, most of the respondents
considered that terrorism has effected female education to a great extent.
Terrorism as an evil for society, everybody should fight against it, because it is a big
headache to peace in the world (Oram, 2012). Terrorism has affected the education sector in
Pakistan, where thousands of students have been deprived from getting the light of
education (Bari, 2009).
Threats and unwanted situations.
Most of the respondents have not received threats, nor their families has been threatened by
terrorists, But they have faced unwanted situations due to terrorism.
Terrorists have threatened females in southern Afghanistan not to attend schools.
Otherwise they will target those who disobeyed their warning (Davidson, 2012).Terrorism is
cause of provoking unwanted situations all over the world, the rank of unwanted situations
covers social, psychological and financial horizons of an individual or the of the whole
nation (Lavanco.G,Romano.F,Milio.A, 2008).
Reasons of dropout from schools fear while attending the educational institution.
Most of the respondents were of the view that terrorism is the major cause of female
students‟ dropout as compare to household activities and other cultural constraints from
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
45
schooling. Most of the respondents felt fear due terrorism while attending the educational
institution.
Most of the females living in Uganda are fond of getting education, but due to socio-
cultural and political obstacles they remained stagnant in the field of education. These
obstacles have a sound influence on the parents or guardians to stop their daughters to get
education, which as a result caused of female students dropout from schools. The political
instability brings conflict among the rival groups, which multiplies to fears of female to
attend the institutions. The political instability is the one which control all other barriers
(Atkyerezai, 2001).
Change felt in the attitudes of masses and family members towards education
Most of the respondents felt positive change in the attitudes of masses and family members
towards education.
The recent attack on MalalaYousafzai has changed positively the attitude of families
and masses toward female education. The cruel targeting incident of Malala provoked
public rage against terrorism and militancy. The reaction from families and masses is
seemed to be furious as compare to past against terrorist activities and their stronger
sympathy and well for the promotion of education (Afzal, 2012).
Terrorism is the cause of female students’ dropout
Most of the respondents found agree that terrorism has caused female students dropout from
schooling.
In war and conflict situations female students suffer more as compare to their male
counterparts, where there is war the female gender remains in secondary preference, the war
and conflict effects female gender psychologically more as compare to male gender. Male
students‟ drop out is exposed more in the world as compare to female students‟ dropout, the
main reason behind the former importance is its dominancy over the later one
(M.Wudu,Getahun.F, 2003).
Body search affected female trend towards education & agree with body search
Most of the respondents stated that body search has not affected female trend towards
education. Most of the respondents favored body search.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
46
The demand of body search at schools and colleges has increased due the changing
nature of crimes, students‟ body search has improved state‟s security in different part of the
world, but according to some students‟ body search is a sort of social embracement and
humiliation of students‟ rights (Vacca, 2005).
Changes in the attitude of teachers and attendance, effects on classes and examinations
schedule due to terrorism
Most of the respondents agreed that they have felt uncooperative change in the attitude of
teachers. Most of the respondents were found agree that terrorism has caused low teachers‟
attendance. Most of the respondents agreed that terrorism has affected their classes and
examinations schedule.
Whenever and wherever terrorism prevails it gets path for the social destruction as
well as psychological destruction of human beings, it can affect the attitudes of students and
teachers both. The psychological implications of terrorism could be occurred in two
different dichotomies i.e. positive or cooperative or negative or uncooperative. In positive
change the teachers show sympathy while dealing students, while in negative change they
look to be harsh and looking while dealing students (A. Lehr, McComas.J, 2005).Muslims
students studying in different schools, colleges the United Kingdom are on closed watch of
security agencies after the London train attack (7/7),this investigation sometimes take place
during the classes schedule, which is effecting students study schedule
(Choudhury,Fenwick, 2011).
Family discouragement to continue educational activities
Most of the respondents were stated that their families have not discouraged theme to
continue their educational activities.
Parents are encouraging their daughters to get education with an aim to keep their
family economic status stable, to provide their daughter with entrepreneurial skills and make
them prepared to take the responsibility of social stake holding for their family and country
in future (Bhutto,Narejo,Butt,Shaikh,Virwani, 2009).
Terrorism caused transportation and accommodations problems
Most of the respondents were found agree that terrorism caused transportation and
accommodation problems.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
47
Terrorism has created transportation and accommodation problems across Pakistan,
security personals and civilians are targeted while travelling even in the metropolitan cities
of Pakistan (State Department, 2012).
Destruction of educational institutions has affected female education
Most of the respondents agreed that the destruction of female educational institutions has
severely affected female education.
According BBC news (2012) terrorists have destroyed 450 educational institutions in
FATA, deprived 50, 0000 students from education (Madni, 2012).
Terrorism has affected families’ economic status
Most of the respondents accepted that their families‟ economic status has been affected to an
average level due to terrorism.
Pakistan involvement in war on terror has placed the country on the devastative peak
of problems, including state‟s financial, social and law and other situations, above all the
prewar poor population has been in confront with economic crises too (Javaid, 2011).
Government /masses roles and responsibilities to improve female education
More of the respondents accepted that government has played its role for the improvement
of female education. Most of the respondents argued that government only is not responsible
for the improvement of female education. Most of the respondents urged that is also the
responsibility of masses to play their role for the improvement of female education.
According to ministry of education Pakistan Report (2008) government is working
for inclusion of female students who are already enrolled and for those who are keen to get
education. In this regard government is taking measures of providing adequate and qualified
teaching staff, improving building capacities, increasing number of institutions and
providing security.
Education of women is an important aspect for boosting the social and economic
development of the country. Promotion of female education particularly at elementary level
is to bring certain benefits for the society in the form of social development and
reconstruction. Masses can play their role on shoulder to the state (Koul, 2008).
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
48
Militants are targeting female educational institutions is it against Islamic and cultural
values or both of them
Most of the respondents were of the view that militants‟ targets on female educational
institutions is against Islamic values.
Islam brought about liberation of women from bondage and gave her equal rights
and recognized her individuality as a human being. Islam improved the status of women by
instituting rights of property ownership, inheritance, education, marriage (as a contract) and
divorce (Farooqi, 2011). Muslim clerics unanimously condemned the militants‟ murdering
attack on 15-years old girl named MalalaYousafzai, the clerics said it totally against the
principles Islamic ideology, Islam does not allow violence against innocent individuals
(Mahmood, 2012).
Government should provide financial, institutional, transportation or all of them
Most of the respondents demanded for institutional security from government.
According to Irfan. M (2003) there is interlinking between poverty and illiteracy.
Poor parents cannot send their children for education, the students who belong to poor
families used to study up to primary or secondary level, but they cannot afford the expenses
of higher education. Twenty children including principle and other staff members died today
when a heavily armed man invaded a Newtown, Conn., elementary school and sprayed staff
and students with bullets in United States of America (Esposito, 2012).
Students have been facing severe transport problems in Pakistan, as most educational
institutions do not offer transport facilities. Students also have to face inconvenience in
packed public transport vehicles and maltreatment by drivers and conductors (Pakistan
today, 2012).
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
49
Conclusion
Thoroughly studying the above findings the researchers concluded that terrorism has
affected female education in the tribal belt of Bajaur Agency to the devastating level. Terrorism
caused the destruction of female educational institutions, dropout of female students from
educational institutions. Terrorism caused insecurity and fears to the teachers and students,
which affected their attendance and trend towards education. Terrorism has created
accommodation and transportation problems for both the teachers and the students. Terrorism
has also bad implications on the attitude of teachers in the interest area of delivering knowledge
to the knowledge seeking students of this tribal belt of Pakistan. It has also affected the family
economic status of teachers and students, which inversely affected their interest in the sector of
education. Terrorists‟ attacks on female educational institutions made access of female towards
education very difficult, which is totally against Islamic values because Islam gives equal rights
to both male and female in the context of getting education. Terrorism has also interrupted the
ongoing efforts of the government in educational sector.
Suggestions
Suggestions forwarded by the respondents
Government should increase the number of female educational institutions.
Security should be provided to female teachers and students.
Transportation facility should be provided to the female teachers and students.
Adequate accommodation facility should be provided to the teachers.
Financial support should be provided to the students.
Suggestions forwarded by the researchers
The destructed female educational institutions should be reconstructed in all account.
New educational institutions should be constructed on population distribution base.
Local and qualified teachers should be appointed in all the educational institutions.
All the appointments should be done on merit.
Every kind of security should be provided to teachers and students.
Students belonging to poor and deserving families should be financially compensated by
the government to carry on their education.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
50
References
Villalobos, V. M. (2006). Economic, Social and Cultural Rights: Girls' right to education.
(Economic and Social Council) Retrieved November 13, 2012, from United Nations Girls'
Education Initiative: http://www.ungei.org/resources/index_666.html
Lehr, McComas.J. (2005). Teaching for Generalization in Support of Students with
Emotional and Behavior Disorders. University of Minnisota, The college of education and
human development. Institute on Community Integration.
Afzal, M. (2012, October 11). On Malala Yousufzai and educating girls. Retrieved
December 13, 2012, from http://tribune.com.pk/story/450196/on-malala-yousufzai-and-
educating-girls/
Ahmed, D. (2008, September). terrorism in Pakistan. Retrieved November Saturday, 2012,
from SPO(Strenghtening Participatory Organization)
http://www.spopk.org/index.php?option=com_content&view=article&id=98:terrorism-in-
pakistan&catid=49:news-and-media&Itemid=92
Ali. (2009, December 23). Terrorism effects on education sector. Retrieved December 4,
2012, from Interface: http://www.interface.edu.pk/students/Dec-09/Education-sector-
FJMC-issue.asp
Annan, K. (2002). Women Peace and Security. Retrieved December 1, 2012, from United
Nations: http://www.un.org/womenwatch/daw/public/eWPS.pdf
Asia, C. G. (2009). Pakistan: Countering Militancy in FATA.
Atkyerezai, P. R. (2001, July 2). The education of girls and women in Uganda. Journal of
Social Development in Africa.
Bajoria, J. (2009, October 7). Pakistan's Education system and Link to Extremism.
Retrieved December 3, 2012, from Council on Foreign Relations:
http://www.cfr.org/pakistan/pakistans-education-system-links-extremism/p20364
Bari, F. (2009). Gendered Perceptions and Impact. Islamabad: Heinrich Boll Stiftung
Pakistan.
Bhutto,Narejo,Butt,Shaikh,Virwani. (2009). Parents’ perception regarding children
education. Sukkur Institute of Business Administration. Karachi: Sukkur Institute of
Business Administration.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
51
Bowely, A. L. (1926). Proportional Allocation Stratified Sampling. In A. L. Bowley,
Elements of Statistics (5 ed.). London, London, United Kingdom: P.S King & Sons ltd.
Chari, C. (2010). Superpower Rivalry and Conflict. London: Taylor & Francis Books.
Choudhury,Fenwick. (2011). The impact of counter-terrorism measures on Muslim
communities. Durham University. Manchester: Equality and Human Rights Commission.
Davidson, J. (2012, April 18). Terrorist Poisoning Targets a Girls’ School in
Afghanistan. Retrieved December 13, 2012, from Open equal free:
http://www.openequalfree.org/terrorist-poisoning-targets-a-girls-school-in-
afghanistan/9965
Dawson,Gravelle. F. (2008, December). Interest and participation of university students
in the arts. Retrieved December 13, 2012, from The Cyber Journal of Applied Leisure
and Recreation Research: http://larnet.org/2008-01.html
Doshisha, G. S. (2011). The Impact of Afghan crisis on Pakistani Society since 1979 till
date. “mainstreaming education for sustainable development in Asia-Pacific region:
Rethinking the human Linkage with Human Security (pp. 2-4). Tokyo: Graduate School
of Global Studies, Doshisha University, Kyoto, Japan.
EMIS, D. o. (2012). FATA Education Annual Census Report 2011-2012. Census, FATA
Secretariat, Education Management Information System , Peshawar.
Esposito, R. (2012, December 14). Good Morning America. Retrieved December 15,
2012, from abc NEWS: http://abcnews.go.com/US/27-people-dead-children-connecticut-
elementary-school-shooting/story?id=17973836
Farooqi, M. (2011, March 9). Status Of Muslim Women In Islamic Societies . Retrieved
December 14, 2012, from Counter Currents:
http://www.countercurrents.org/farooqi090311.htm
Fienberg, S. E. (2003, March 12). Note for Sampling. (Department of Statisics Carnegie
Mellon University) Retrieved November 29, 2012, from Sampling,Surveys and Society:
http://www.stat.cmu.edu/~fienberg/Stat36-303-03/Handouts/StratificationNotes-03.pdf
Garson, G. (2012, May 21). Sampling. In D. Garson, & G. Garson (Ed.), Sampling (2012
ed., pp. 2-12). 274 Gellen Drive,Asheboro,NC 27205, North Carolina, U.S.A: Blue Book
Series.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
52
Globe, J. (2008, November 28). Education the Key to Defeat Terrorism. Retrieved
December 6, 2012, from Jakarta Globe:
http://www.thejakartaglobe.com/business/editorial-education-the-key-to-defeat-
terrorism/301384
Hasan, A. D. (2012, October 19). Protect Students, Teachers, Schools From Attack.
Retrieved December 4, 2012, from Human Rights Watch:
http://www.hrw.org/news/2012/10/19/pakistan-protect-students-teachers-schools-attack
Hathaway, R. M. (2005). Education Reform in Pakistan. Washington,DC: Woodrow
wilson international center for scholors.
Irfan, M. (2003). Poverty and Social Safety Nets. Quaid e Azam University, Pakistan
Institute of Development Economics. Islamabad: Pakistan Institute of Development
Economics.Retrieved December 15, 2012, from http://www.pide.org.pk/Mi
map/Report15.pdf
Javaid, U. (2011, January). War on Terror Partnership: Effects, Concerns and
Implications. Research Journal of Internatıonal Studıes( 18), 73.
Khan, A. (2011, June 2). Impact of terrorism on female education in North West of
Pakistan. Retrieved December 4, 2012, from All Voices:
http://www.allvoices.com/contributed-news/9276276-impact-of-terrorism-on-female-
education-in-north-west-of-pakistan
Ki-moon, B. (2012, May 4). Coordinated global action crucial to defeat terrorism, Ban
tells Security Council. Retrieved December 6, 2012, from UN News Center:
http://www.un.org/apps/news/story.asp?NewsID=41920
Koul, M. (2008). IN-Service teachers education on girls education. Maidan Garhi, New
Delhi: Sarva Shiksha Abhiyan, IGNOU,.
KPK Bureau of Statistics. (2011). Agency/FR wise Mid year Estimated Population in
FATA 2002-03 to 2008-09. Retrieved November 19, 2012, from
http://www.khyberpakhtunkhwa.gov.pk/Departments/BOS/fatadevstat-popu-tab-103.php
L.Shields,A.Twycross. (2003, November 9). Quantitative research. Retrieved December
12, 2012, from Royal College of Nursing:
http://www.rcn.org.uk/__data/assets/pdf_file/0016/9214/Quantitative_qualitative.pdf
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
53
Lart, L. O. (2002, January 10). How to stop war and terrorism. Retrieved December 6,
2012, from Larryo Organization: http://larryo.org/vision/war_terrorism.html
Latschan, T. (2012, October 18). A real 'taboo for Pakistani society'. (R. Connor, Ed.)
Deutsche Welle.
Lavanco.G,Romano.F,Milio.A. (2008). Perceived personal and national threats.
International Journal of Human and Social Sciences, 305.
M.Balnaves,P.Caputi. (2001). Introduction to quantitative. London, England, United
Kingdom: SAGE Publications Ltd.
M.Wudu,Getahun.F. (2003). Trend and causes of female students. International Institute
for Capacity building in Africa, 2-5.
Madni, A. (2012, August 31). Fata militants destroyed 485 educational institutions in 5
years. Retrieved December 14, 2012, from PULSE:
http://www.weeklypulse.org/details.aspx?contentID=2712&storylist=2
Mahmood, J. (2012, November 13). Malala Yousafzai's attack isolates TTP. Retrieved
December 14, 2012, from AL-SHORFA:
http://al-shorfa.com/en_GB/articles/meii/features/2012/11/13/feature-01
Mahsud, M. K. (2011). Trend of millitancy in Bajaur Agency. FATA Reseach
center(FRC), Peshawar.
Oram, S. (2012, December 4). Terrorism in India. Retrieved December 13, 2012, from
India bix: http://www.indiabix.com/group-discussion/terrorism-in-india/
Pakistan today, d. (2012, December 9). Students cope with transport problems. Retrieved
December 15, 2012, from Pakistan Today:
http://www.pakistantoday.com.pk/2012/12/09/city/islamabad/students-cope-with-transport-
problems/
Post, J. M. (2010). “When hatred is bred in the bone:” the social psychology.
Washington, DC, Washington, U.S.A: Association for Research in Nervous and Mental
Disease.
Ross, K. N. (2012, January 11). Quantitative research methods in educational planning.
In K. N. Ross, & K. N. Ross (Ed.), Quantitative research methods (3 ed., Vol. 3, pp. 7-9).
7-9 rue Eugène-Delacroix, 75116 Paris, France: UNESCO International Institute for
Educational Planning.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
54
Rouse, M. (2008, January). data analytics. Retrieved December 12, 2012, from Search
data management: http://searchdatamanagement.techtarget.com/definition/data-analytics
Santana, R. (2012, October 19). Malala shooting shows challenge to girls education.
Retrieved December 5, 2012, from The Big Story: http://bigstory.ap.org/article/malala-
shooting-shows-challenge-girls-education
Sarantakos, S. (2005). Social Research. In Social Research (3 ed.). New York:
Palgrave Macmillan.
Scanlan, C. L. (2001). The Role of Statistical Analysis in Research. Retrieved December
12, 2012, from University of Medicne and Dentistry NewJersey:
http://www.umdnj.edu/idsweb/shared/statslct.htm
State Department, U. (2012, September 19). Bureau of Consular Affairs. Retrieved
December 14, 2012, from U.S Department of State:
http://travel.state.gov/travel/cis_pa_tw/tw/tw_5764.html
Sushil,Verma. (2010). Questionnaire Validation Made Easy. European Journal of
Scientific Research, 46(1450-216X), 176-177.
Timeline, F. (2012, July 25). FATA Time line. Retrieved November 20, 2012, from South
Asia Terrorism Portal:
http://www.satp.org/satporgtp/countries/pakistan/Waziristan/timeline/index.html
UNESCO. (2000). World Education Report. (UNESCO) Retrieved November 20, 2012,
from UNESCO:
http://www.unesco.org/pv_obj_cache/pv_obj_id_52D25F8A2446B6F6C4042B1F75FE4
A085AA31900/filename/wholewer.PDFl
United Nations. (2010). Pakistan Humanitarian Response Plan. Islamabad.
United Nations, G. A. (2010). GA4: Special Political and Decolonization. Retrieved
December 5, 2012, from United Nations General Assembly:
http://www.gtmun.org/documents/2010/GA4/GA4_T2_All.pdf
Vacca, R. S. (2005). Students strip searches 2005: legal and policy issues. Retrieved
December 14, 2012, from Commonwealth educational policy institute:
http://www.cepi.vcu.edu/newsletter/2004-2005/2005_Jan_Student_strip_searches.html
Vertigans, S. (2009). Militant Islam. 270 Madison Ave, New York, NY 10016, New
York, U.S.A: Routledge.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
55
Winkler, W. E. (2009). RESEARCH REPORT SERIES. Series, Statistical Research
Division , U.S. Census Bureau, Washington, D.C. 20233.
Yousaf, F. (2012, September 24). Militancy trumps education on Pakistan frontier.
Retrieved December 5, 2012, from Eureeka Street:
http://www.eurekastreet.com.au/article.aspx?aeid=33288
Zeb, S. (2010, December 14). Terrorism in Pakistan & How to Eradicate it. Retrieved
December 5, 2012, from Hamari Web:
http://www.hamariweb.com/articles/article.aspx?id=15598
Zuberi, M. (2012). Promoting Peace through. Business.UNESCO.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
56
Appendix –A
(Available data)
Government Girls’ Degree College (GGDC) Khar Bajaur Agency (FATA)
Teachers
S. No. Designation B.P.S Total
1 Assistant professor 18 1
2 Lecturer 17 15
Students
S. No. Class Arts Science Total
1 1st year 38 12 50
2 2nd
year 28 18 46
3 3rd
year 14 05 19
4 4th
year 36 11 47
Total 116 46 162
Source: Admissions Information desk Government Girls Degree College (GGDC) 2011-2012
Khar Bajaur Agency FATA.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
57
Appendix- B
(Sample size verification)
Withstratified proportionalrandom sampling, the sample size of each stratum is
proportionate to the population size of the stratum. Strata sample sizes are determined by the
following equation:
nh = ( Nh / N ) * n .....(I)
Where nh is the sample size for stratum h, Nh is the population size for stratum h, N is total
population size, and n is total sample size (Bowley, 1926)(Appendix B).
NhN1= N1 (16), N2 (60), N3 (96),
N = 178
n= 64
(ns is the sample size for target population)ns=(64/178)*10036%
Putting the values in the equation I:
Where nh n1, n2, n3,
n1= (16/178)*64 hence 5.76 thus (5.7/16)*100 = 36%
n2= (66/178)*64hence 23.724 thus (23.7/66)*100 =36%
n3= (96/178)*64hence 34.534 thus (34.5/96)*100 =36%
The sample of 64respondents were36% of the target population 178 students thus adding the
above strata sample numbers it‟s verified that the sample size is 64 and each strata sample 36%.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
58
Appendix- C
Questionnaire
1. Demographic data on the bases of age a, position and discipline levels?
Age
Group
demographic data on the base of age position and discipline
Teacher Teacher Teacher Teacher Student Student Student Student
Graduate Graduate Intermediate Intermediate Graduate Graduate Intermediate Intermediate
Arts Science Arts Science Arts Science Arts Science
14-18
19-22
23-26
27-30
31-34
2. Knowledge about terrorism.
Knowledge about terrorism?
More Average Less Don‟t know
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
59
3. Terrorism and Female education
Yes No
Terrorism effects female education?
Terrorists‟ threats to female students and teachers?
Terrorist threats to family of female students and teachers?
Experience of unwanted situations?
Fear while attending educational institutions?
Discussion to quit education?
Terrorism caused dropout?
Insecurity while attending institution?
Body search affected female education?
Agree with body search?
Causes low teachers‟ attendance?
Effect on examinations and classes schedule?
Family discouraging to continue education?
Faced transportation problem?
Terrorism caused accommodation problem?
Destruction of institutions affected female education?
Government played its role to support education?
Government responsibility is to improve education?
Role of masses to improve female education?
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
60
4. Reasons of female students‟ dropout.
Responses Reasons of female students‟ dropout from educational institutions?
Terrorism Household activities Others No observation
Yes
5. Change in attitude.
Responses Positive Negative No change/ Not felt
Masses towards education?
Family towards education?
Responses Cooperative Uncooperative No observation
Teachers‟ attitude with students?
6. Effects of terrorism on family economic status.
Terrorism affected family economic status to level?
Maximum Average Less Not effected
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
61
7. Militants targeting female educational institutions against.
Responses Opinion Militants targeting female
educational institutions, is it against?
Against Islamic values
Cultural values
Both of them
8. What type of security government should provide.
Responses Gov. should provide security?
Financial
Institutional
Transport
All of the above
9. How can we attract more females towards education?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
62
Appendix- D
Permission letter from ISSG, University of Peshawar.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
63
Appendix- E
Response from the head of the visited institution.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
64
Appendix-F
Destroyed government educational institutions in Bajaur Agency.
Government Degree College Barkholozo.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
65
Government Girls Primary School Khwaga china.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
66
Government Primary Umarai School & Government Girls High School InayatKili.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
67
Government Primary School Paja & Government Girls Primary School Lashora.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
68
Government Girls Primary School Larkholozo& Government Girls Primary School InayatKili.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
69
Government Girls High School Raghagan& Government Girls Middle School Sadiq Abad.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
70
Government Girls Middle School InayatKili.
Implications of Terrorism on Female Education in Bajaur Agency (A Case Study of Tehsil Khar)
71
Government Primary School DawraiMandal.