Research Report_Identifying Impediments to Girls Education -KP (PDF)

Research study published by Children's Global Network Pakistan
with funding support of UK aid under AAWAZ program managed by DAI
IDENTIFYING IMPEDIMENTS TO
GIRLS EDUCATION
Kohat, Buner, Haripur & Chardsadda
Districts of Khyber Pakhtunkhwa

Identifying Impediments to
Girls Education
Kohat, Buner, Haripur & Charsadda
Districts of Khyber Pakhtunkhwa

Children's Global Network Pakistan (CGN-P) is a non-profit organization working in the education sector since
2002 through innovative interventions and policy reforms to improve access to quality education to the children
in Pakistan. CGN-P closely works with educators and stakeholders, including the federal, provincial, and local
governments, as well as civil society organizations committed to improving Pakistan's education system. CGN-P
develops and implements sustainable models of interventions for improvement and reforms in the education
sector to address the educational crisis in Pakistan.
This study is published with the financial support granted by (UK aid) Response Fund administered by AWAAZ.
© Children's Global Network Pakistan | November 2016
Photos by: Shahzad Ahmad Fayyaz
Design & Printed by: Ideal Graphics, Islamabad.
Permission to reproduce any part of this publication is required.
For a PDF version of this report, please visit our website at: www.cgnpk.org

Acronyms .......................................................................... i
Foreword ........................................................................... ii
Executive Summary .......................................................... iii
Background and Context ....................................... 02
Literature Review ................................................... 05
Research Objective ............................................... 06
Research Questions .............................................. 06
Area Profile ............................................................ 07
Research Approach ............................................... 10
Research Team and Training .................................. 10
Sampling Strategy and Data Collection .................. 10
Method ................................................................... 12
Data Analysis ......................................................... 12
Quantitative Findings ............................................. 14
Qualitative Findings ................................................ 16
Bibliography .......................................................... 36
Introduction ................................................... 01
Methodology .................................................. 10
Data Analysis & Key Findings ......................... 13
Conclusion, Recommendations
& Way Forward .............................................. 31
Annexure ........................................................ 39

ACRONYMS
AEO
ASER
CPU
DEO
EFA
ECE
FATA
FGD
GGGI
HT
HDI
IMU
IDI
KP
LMICs
MDG
NPA
NTS
NSB
OOS
OOSC
PSLM
SDGs
SPSS
SMC
TMCs
UDHR
UNESCO
UNICEF
UNCRC
UNHCR
Assistant Education Officer
Annual Statistical Report
Child Protection Unit
District Education Officer
Education for All
Early Childhood Education
Federally Administered Tribal Areas
Focus Group Discussion
Global Gender Gap Index
Head Teachers
Human Development Index
Independent Monitoring Units
In-depth Interview
Khyber Pakhtunkhwa
Low and Middle-Income Countries
Millennium Development Goals
National Plan of Action
National Testing Service
Non Salary Budget
Out of School
Out of School Children
Pakistan Social and Living Standards Measurement
Sustainable Development Goals
Statistical Package for the Social Science
School Management Council
Taleemi Mohalla Committees
Universal Declaration of Human Rights
United Nations Educational Scientific and Cultural organization
United Nations International Children's Emergency Fund
United Nations Convention on the Rights of the Child
United Nations High Commissioner for Refugees
| Identifying Impediments to Girls Education | Khyber Pakhtunkhwai

FOREWORD
Ensuring girls access to quality and compulsory education is not only their fundamental and
constitutional right, rather it is an imperative for our national development. Educating girls
undoubtedly lead towards empowerment – promotes economic growth and results in healthier
and better-educated children. The women who are educated earn more, have better jobs and in
turn could invest their earning into their families. Historically, women in Pakistan have been at the
forefront – not only serving at highest offices and representing Pakistan at multiple forums but
they have been playing a pivotal role in forward march of the society at all levels.
Nevertheless, girls – especially in rural areas have to face multiple socio-cultural barriers to
acquire education which has lead towards gender inequality in education. The story of brave
Malala Yousafzai is a case in point – personifying the struggle for acquiring education. Given the
multitude of challenges pertaining to girls' education in Pakistan, this study is an effort to
understand the impediments to girls' education in the targeted districts of Khyber Pakhtunkhwa,
the steps being taken and further steps which need to be taken in order to overcome these
barriers, particularly in the marginalized rural areas.
Although earnest efforts are being made by the government and non-government sector, yet we
are falling short in fulfilling our constitutional and global commitments of providing quality
education to all our children. We believe that such publications which are grounded in the
framework of a structured primary research can prove to be pivotal in initiating an informed
debate and suggestions based on field research during policy formulation to overcome the
challenge of sending every child of Pakistan – particularly the girls to school.
As this study indicates – programs such as stipends for girls and enrollment campaigns
encourage parents to enroll and retain their daughters in schools. Continuity of such initiatives
could result in narrowing the gender gap and guaranteeing that the right to education for all
children is ensured. We hope that this research publication will benefit education policy makers,
planners and researchers alike.
We acknowledge the contributions of all the members of the research team supervised by Mr.
Abid Hussain; Affan Javed, Usman Shaukat, Nida Zafar, Mishe Khan and Muhammad Asif for
their invaluable contributions and we specially acknowledge the contributions of Mr. Adnan Khan
whose assistance during the fieldwork had been pivotal. We would also like to express our deep
gratitude to the representatives of DAI team members, particularly Ms. Safiya Aftab for her review
and guidance all along and appreciate the cooperation of the officials of District Education
Departments, Head Teachers and school staff who extended their unconditional support during
the data collection.
President Parwaan
Chief Executive & Founding Director
Children's Global Network Pakistan
(November 2016)
MehnazAziz
Identifying Impediments to Girls Education | Khyber Pakhtunkhwa | ii

EXECUTIVE SUMMARY
The government of Pakistan is obligated by its constitution (Article 25 A) to provide free and compulsory education. The
commitment further emphasizes the need for non-discriminatory education that is imparted to all. Nonetheless the conditions
of female enrollment and school retention are bleak, even with the rigorous efforts of the government to reverse the situation.
The government is not only changing policies at national level, but also at provincial as well as district levels. Noteworthy
results have been seen for large-scale interventions like stipend for girls, and enrollment campaigns; but for micro level
improvement, policies need to have interventions that adequately answer the specific needs and context of each area. The
major issue is breaking the cycle of poverty and illiteracy. When women, especially those in the rural areas, are not educated
in their initial years there is an increased risk that they will remain illiterate throughout their life. This impacts the economic
conditions of marginalized communities, leading to lack of resources to educate their next generation. Hence, the cycle of
poverty and literacy remains intact.
This study conducted with the support of (UK aid) Response Fund administered by AAWAZ highlight the barriers to female
education in Kohat, Buner, Haripur and Charsadda districts of Khyber Pakhtunkhwa (KP), through focused group
discussion with enrolled girls, parents of enrolled girls, out of schoolgirls and also drop out girls. To get a comprehensive view,
in-depth interviews with head teachers of schools, and education officers at district level are also conducted. An in-depth
picture of the impediments to female education was achieved through the use of a two-pronged methodology for the study;
that used both qualitative as well as quantitative analysis of the data. The demographics of the data used for the quantitative
analysis ranged from rural to urban areas, private to public schools as well as to do to poor living in the community. The
qualitative analysis was based on responses of 147 parents on a questionnaire developed for this purpose. The
questionnaire inquired demographic information including age, number of children, education attainment and income.
Furthermore it also had questions eliciting information regarding school availability in these areas, distance of school from
town centers and the mode of transportation children use to go to school. The analysis of the data revealed that most parents
were between the age bracket of 30 to 50, uneducated and coming from low-income setting. Leading the results to show that
farther the schools were, the girls required transport which the parents from this income group could not afford, thus, either
the girls dropped out or they were never enrolled. The analysis shows that girls that belong to the poorest section of
community are most likely to remain out of school. Even within these pockets of low resource families, the cycle of illiteracy is
only broken when the parents are literate. Literate mother were more likely to send their girls to school despite many
challenges they face. Also the analysis indicated that there were sudden drops in enrollment after 3rd, 5th and 10th grade.
The difference is widest as the girls' transition from elementary to middle schools, which inevitably prevents the females from
benefitting from the opportunities provided by higher education which could lead to breaking the cycle of poverty.
The qualitative data was gathered through 10 in-depth interviews with district education officers and head teachers and 25
focus group discussions with enrolled girls, parents of enrolled, drop out and out-of-school girls. The analysis reveals that
poverty is one of the major contributors to low enrollment as well as low retention. The girls' parents considered uniform,
transportation charges and any other expenditure related to school as unaffordable and an added burden on their household
budgets. The most common reason for drop out is often unavailability to high level (middle school/high school) of education
in the locality. It was seen that the more distant the school was, the more reluctant the parents were to send their girls to school
due to safety and travel time. It was interesting to note that majority of dropouts were directly affected by issues such as
quality of education in government schools assessed by teaching quality, basic facilities and infrastructure of the school. The
data showed that girls had keen interest to gain education in these areas. Even majority of parents dreamt of seeing their
daughters educated but the inadequate provisions in schools, long distance of school from town centers and ill equipped
teachers lead to low enrollment and retention. Cultural practice of early marriage in the targeted districts also emerged as a
reason for low retention and enrollment in middle school. The middle school girls were considered to be at the appropriate
age to get married, therefore the dropout rate of girls' increases right after the primary level. Most parents showed a
discontent with school infrastructure, basic facilities as well as quality of education. While the results of the in-depth
interviews with district education officers and head teachers reflected the strategies being adopted by the government to
address quality of education, basic facilities and enrollment issues.
| Identifying Impediments to Girls Education | Khyber Pakhtunkhwaiii

Additionally, eight detailed interviews were conducted of girls from the districts to develop case studies. It was interesting to
note the positive attitude all most all the girls had towards education. Even though all the girls were either drop outs or had
never been to school, they still recognized that to break the poverty cycle, education was essential. But sadly not enough
financial resources led the girls to join the work force to support the family. Most schools were situated outside the town
centers so issues of safety as well as transport cost were deterrents to education. In rural areas and some pockets of urban
areas the community's attitudes towards education also become a barrier that stopped the girls from going to school.
Additionally, the case studies highlighted the need for the government to build special schools, or to expand the existing
schools to incorporate students with special needs. Special children, especially girls have been greatly neglected within the
education system of the country.
Besides detailed analysis that provides micro and macro impediment to girls' education, the study also provides
recommendations in the local context. As all the stakeholders of the problem provide these solutions, a comprehensive list
can be observed. The list ranges from improving and training teachers and providing basic resources to development of
foolproof monitoring and evaluation units. Some salient recommendations which emerge through conversations with all
stakeholders are regarding the good quality service delivery. This can be accomplished by working with teachers,
empowering and monitory school administrators, improving and maintaining the infrastructure of schools. Another gap that
emerged from the data was regarding service delivery for special children. The recommendations expand the category to
not only include children with physical disabilities but also mental disabilities. Parents as well as community member
recommended adding skill based curriculum to school education as an incentive in enrollment. Safety concerns were also
methodically addressed in the recommendations by including all categories of threats like terrorism, harassment, child
protection, and safe school access. Extension of stipend programs to other educational levels, or to include food provisions
was recommended to tackle the issue of poverty.
The recommendations deal with a vast array of problems identified by the stakeholders who are part of the education system,
if taken into account could bring a meaningful change in this domain. Hence, they may help in ameliorating the landscape of
girls' education in KP. It is hoped that the districts covered in this study will respond to the impediments highlighted by the
data generated for the study, leading to positive change in the overall status of girls' education so that the dreams of these
young Pakistani girls to be educated and make a change can be fulfilled.
Identifying Impediments to Girls Education | Khyber Pakhtunkhwa | iv

INTRODUCTION
Background and Context
There are many girls like Fiza who everyday see the dream of going to
school, but are unable to do so in Pakistan. The country has not been
able to bring all children to school, while the low rates of enrollment as
well as the increase in population is leading to a steady increase in the
number of out of school children (Pakistan Institute of Legislative
Development and Transparency, 2011). This has resulted in the number
of illiterates in the country to multiply, from 20 million to 50 million from the
conception of the country to 1998, and this has been estimated to rise to
55 million in the near future. Rural areas of the country see more divide in
the illiterate and educated population. About 46% of girls in rural areas
are not enrolled in schools, while 69% of women in these areas are not
literate (PSLM Survey, 2014-15). The low education in Pakistani society
affects all spheres of development like political stability, social evolution as well as economic growth. Due to lack of such
developments, the Human Development Index (HDI) had ranked Pakistan below 125th for the last 20 years (Human
Development Report, 2015).
The World Economic Forum's Global Gender Gap Report 2016, shows the country`s ranking to be standing on the same
position, second worst, from the last couple of years (Talha Ahmed, 2015). Pakistan is 143rd out of 144 countries, which is the
lowest in the region. Even though the report records progress in reducing the gender gap in secondary school enrollment
and estimated earning of women, but it was balanced by setbacks in the wage equality as well as the literacy ratio between
males and females. According to the report the world is confronting an acute abuse of talent by not tackling issues of gender
inequality as fast as it should, leading to reduced economic growth. The Global Gender Gap Index (GGGI) is based on four
pillars and Pakistan has remained on the same ranking as last year for both Economic Participation and Opportunity (143)
and Education Attainment (135) (Global Gender Gap Report, 2016).
In September, 2000, 189 world leaders gathered together at the United Nations headquarters and signed the momentous
Millennium Declaration, which defined the Millennium Development Goals MDGs). The declaration revolved around
achieving 8 measurable goals that included gender equality, poverty, hunger, and child morality by 2015. The initiative was
to provide a common language to attain global agreement. When the MDGs expired in 2015, a new set of goals; Sustainable
Development Goals (SDG) were drafted to carry on the same momentum of development. The drafted document contained
17 goals to be achieved by 2030 (Sustainable Development Goal Fund, 2015). SDG 4 envisioned ensuring that there is
inclusive and equitable education for all, and opportunities for life-long learning are provided. Children, regardless of their
gender are able to complete their education (The Sustainable Development Goals Report, 2016). Pakistan was not able to
fulfill its commitment of MDGs by 2015. The MDG 2 targeted 100% enrollment in primary school, 100% completion of
education from grade 1 through 5 and 88% literacy rate across the country. By 2015, the overall literacy rate in the country
was 58%, which was very skewed towards males (70%) compared to females (47%), (Pakistan Millennium Development
Goals Report, 2015). Pakistan now needs to start working towards achieving SDGs. The country not only has responsibilities
towards international commitments but also national commitments.
The Constitution of Pakistan (1973) also included commitment of the state to provide the right to education. Article 25 A
states, “The State shall provide free and compulsory education to all children of the age of five to sixteen years in such
manner as may be determined by law” (Constitution of Pakistan, Chapter No 1, Article 25-A). Not only this, the Constitution
also talks about its responsibility to eradicate illiteracy and provide free education at least up to secondary level (Constitution
of Pakistan, Chapter No 2, Article 37-b). The implementation of these articles has been slow leading to low literacy in the
country and exclusion of many in their fundamental right of education. The country stepped into the right direction when it
reduced the opportunity cost of receiving education by elimination of school fee as well as distributing free books to students
in 2004 (Pakistan Institute of Legislative Development And Transparency, 2011).
Albeit the Government's international as well as national commitments towards elevation of gender equity especially in terms
of education, the results indicated through statistics, show that the targets have mainly remained unachieved, except for
progress in small pockets. Even with all this, the overall government's performance in the education sector has remained
disappointing where the net enrollment rate has reduced to 44%, and female literacy substantially reduced in 2010.
| Identifying Impediments to Girls Education | Khyber Pakhtunkhwa02
Every morning when I cross the
road to go to work, I come across the
school, girls in the playground, happy
and enjoying. And everyday I look at
my life and see no hope. Will I ever go
to school and change this gray life of
mine?
Fiza (District Kohat)

Subsequently these statistics are on the rise but very small changes have been observed (UNESCO & World Bank Group,
2014). Since the conception of Pakistan since 1947, education has been an issue for the country, ever since the literacy rate
in the country has been growing at less than 1% rate per
annum (National Commission for Human Development
Ministry of Professional & Technical Trainings, 2012).
Pakistan developed the National Plan of Action (NPA) of
Education for All, which prioritized the leading concerns in
education to be primary education, adult literacy as well as
early childhood education. To ensure these goals were
addressed, several policies like free education and
incentive in terms of money or food for middle school girls
were used (Qureshi, 2004).
The right to quality education is not just a constitutional right
but also a universal human right. The Universal Declaration
of Human Rights (UDHR) in 1948 stated that every child
around the world has a right to education that should be
made free up until the primary level at least. Furthermore the
declaration also states that the education should focus on
the human development, fortifying respect for human rights
as well as fostering understanding, tolerance and friendship
(UDHR, Article 26). Later in 1960, United Nations
Educational Scientific and Cultural organization (UNESCO)
reinforced the same message for free and compulsory
primary education in Convention Against Discrimination in
Education. The convention went a step further when they
mandated discrimination in education as a violation of
human rights, where discrimination in terms of education
was described as any distinction, barring, limitation or
partiality that was due to the race, color, sex, language,
religion, political or other opinion, national or social origin,
economic condition or birth of a child.
Gender disparity is an issue in the educational indices in
Pakistan. The literacy rate of females in Pakistan, particularly
those females that live in the rural areas is seen to be the
lowest in the world and the policies of educational
attainment mainly focus on boys compared to girls
(UNESCO, 2012). 66% of children who have never been to
schools are girls (Ministry of Women Development, Social
Welfare and Special Education, Government of Pakistan &
National Institute of Population Studies & UNICEF, 2002).
While the existing socio-cultural practices in the country are
a major source of detriment to the contrasting situation of
gender equality; the intensity of the discrimination varies
with many issues like education, urbanization, and income.
Due to a lack of homogeneity in Pakistan and depending on
the geographical location of the women they can be living in
a tribal, feudal or urban environment. The spectrum ranges
from women who are self-confident professionals or modest
domesticated housewives.
Identifying Impediments to Girls Education | Khyber Pakhtunkhwa | 03
I wish to impress on you that no
nation can rise to the heights of glory unless
women are side by side with you.
Muhammad Ali Jinnah
While growing up in South Asia is a
perpetual struggle, to be a woman in this
region is to be a non-person. Women bear
the greatest burden of human deprivation in
South Asia.
Dr. Mahbub-ul-Haq

Importance of Female Education
Pakistani Educational Structure
Education in Khyber Pakhtunkhwa
We are falling well short of our promise for gender parity in
terms of primary as well as secondary education; a child
who is illiterate is more likely to be a girl than a boy
(Education In Pakistan; Fact sheet, 2012). While women are
central to any society, regardless of their status of working or
non-working women, they influence the hearts and minds of
children who are the future backbone of the country.
The most sound and important investment any country can
do in their future is to educate their females. Education
enables a girl and later a woman to claim her rights and
make a place for herself in the society by being
economically independent and politically represented (Haq,
2000; Shetty, and Hans. 2015). Research shows that a
woman who has an education can increase the chances of women finding well paid-jobs, raising a family that is healthy and
also on a larger scale reducing the spread of epidemic diseases (Hartnett and Heneveld, 1993; King, and Hill, 1993).
The education system of Pakistan has five major levels, and these levels are linked to the age of the child and the main service
providers. The first stage is the pre-primary and is an important element of the early childhood education. Classically,
children in pre-primary level are between the ages of 3 – 4 years old, while the official age of enrollment is 4 years. While
primary education focuses on the age group 5 to 9 and has students in grades 1 - 5, where they develop basic competencies.
Lower secondary which is also known as middle school has children from the age group of 10 – 12 and covers grades 6 – 8.
The aim at this level is prepare the child to enter upper secondary as well as post-secondary education. Commonly known as
high school, the upper secondary level encompasses grade 9 and 10 and usually has children between the ages of 13 to 14.
This is the final year of basic education for the child after which he/she appears for school-leaving examinations. Intermediate
or higher secondary includes grades 11 and 12, and the main purpose of this level is to prepare students for tertiary
education (Qureshi, 2004).
Khyber Pakhtunkhwa (KP), which is one of the four provinces of Pakistan, covers about 74,521 square kilometers in area.
Inhabited by about 26.62 million people, its population growth rate is of 2.8% each year. It is geographically the smallest
province of Pakistan with a rich culture, with Pashtuns as the largest ethnic group among others, including Hazarewal, Chitrali
and Kohistanis. KP has remained a major theatre of terrorism and militancy, which has left its imprint on the social fabric of the
province. As terrorism has socioeconomically affected the province, it has also affected education in Khyber Pakhtunkhwa
(Nadia, 2013). The attack on Army Public School children in the provincial capital – Peshawar and Bacha Khan University
attack in Charsadda are two examples of how the menace of terrorism has affected education in the province (BBC, 2014).
Between 2009 to 2012, the province has seen the destruction of 830 schools and students have been regular targets of
militant groups. The militants targeted Malala Yousafzai as she was advocating children's education (Rehman, 2014). Many
girls' schools have been destroyed by militants in past and the families have been threatened with death for sending girls to
school. Terrorism nevertheless remains one of the most critical external factors coupled with multiple other internal factors
effecting girls' education in KP (Nadia, 2013).
Around 7 million people in the region who are between the ages of 9 to 39 are illiterate and of the females in this number 70%
are illiterate (PSLM Survey, 2015). The province has about 32,276 schools, amongst which the primary schools account for
24,719 schools. From which there are only 7858 for females, which serve both genders. Similarly there are about 4504
middle schools amongst which 565 cater to females and 1190 are co-education.
Grade
3 – 4 years 5 – 9 years 10 – 12 years 13 – 14 years 15 - 16 years
Grades 6 – 8 Grade 9 - 10 Grade 11 - 12Grade 1 - 5
Age
Area Pre-Primary Primary Lower Secondary Upper Secondary
Level Higher secondary

Enrollment patterns throughout the many districts see
gender as well as regional disparity, where female
enrollment is only 45% (Mustafa, 2012). The current Gross
Enrolment Rate in primary education in Khyber
Pakhtunkhwa is 71% (Pakistan Social And Living Standards
Measurement Survey, 2014-15). Although this rate has
improved from a level of 70% in 1998, the rate of
improvement has lagged behind that of Pakistan as a whole,
especially in the last few years. The wide gap between the
enrollment rate and completion rate is another problem
faced by the government of the region.
KP also faces the problem of hosting large number of
immigrates, the first wave of Afghan immigrants came to
Pakistan in the 1980s due to the soviet war. About 1.7 million
registered Afghan refugees are residing in KP, Baluchistan
and FATA (Khan, 2015). Most of the refugees are born and
raised in Pakistan (Khattak, 2011). Educating these school-age refugees is a major challenge especially for a country like
Pakistan, which is still struggling to educate its own population. About 80% of these refugees are out of school, while only
about 33% of these refugees are able to read and write. While the literacy amongst female refugees is further low at about
7.6% only (UNHCR, 2015).
The KP government has initiated intensive monitoring and data-driven reforms in the education sector (Raza, 2015).
Increasing girls' enrolment has been a key priority area in the KP education policy. To encourage female education and
school enrolment, the provincial education department provides a monthly stipend of rupees two hundred to female students
of grade sixth up to grade tenth upon maintaining 80% attendance (Ahmed, V. & Zeshan, 2014). Although, such initiatives
have a positive impact in terms of enrollment and retention of female students in school, yet, there are various other factors,
which require thorough deliberation and are supposed to be considered during policy formulation.
Song, Knight and Appleton (2006) conducted a study in rural China. The results of the study reflected that boys were more
likely to attend school than girls. According to the analysis the reasons for this gender disparity were maternal education,
household income and quality of education provided by the schools. Similarly when a research with same objectives was
conducted in Kenya by the Maasai Girls Education Fund, it was found that cost of education, perceived incentive of early
marriage, distance to school, poor quality of education and nomadic life style were the barriers that caused low female
education in Kenya.
Furthermore in a report by UNICEF (2008) on the socio-economic and cultural barriers to schooling in southern Sudan, it was
established that economic barriers, cultural gender biases, inadequate same sex teachers, and inadequate gender bases
infrastructure of schools were the hurdles faced by females in their struggle to go to school. Khan (1989), conducted a
literature search to reveal the causes of gender discrimination in education enrollment in South Asia.
It was found that the communities in South Asia perceived the cost of female education to be higher than the benefit so said
education according to cultural norms. Educated women are less desirable in the marriage market as they are believed to be
less willing to bear the huge workload required of wives. Additionally, as educated women desire educated men, the dowry is
thus higher.
Bradley (2000), saw comparable results in Ghana. He found that poverty, traditional cultural beliefs regarding females, and
traditional gender roles were some of the reasons for low female education. In a research by Sarkar, Hossain, and Reza on
Barriers of female education in Bangladesh homogenous results were observed. Patriarchal norms, economic insolvency,
religious misinterpretation, child marriage and gender insensitive education system were seen as barrier to female education
in rural Bangladesh.
This research assessed the obstacles faced by females to enroll in schools and to be retained when shifting into secondary
schools. The main hurdles identified were poverty, harassment, and a cultural mindset that degrades female education
(Lambert, Perrino, and Barreras, 2012). In a study conducted in the Sub Saharan Africa it was found that 20% of school
dropout in females was attributed to early marriage and pregnancy (Lloyd, and Mensch, 2008).
Literature Review

In 1991 Pakistan Integrated Household Survey looked at the
various barriers to education, especially female education in
Pakistan. The survey found that education of the parent,
particularly the mothers, number of siblings and household
income played a large part in low female enrollment. Another
reason was the unavailability of single-sex school
particularly in rural areas within reasonable distance from
home. Sathar, and Lloyd (1994) found that the determinants
of female education in Pakistan include parental education,
exceptionally that of mothers, household income, availability
of single-sex schools and quality schools.
Farid-ul-Hasnain and Krantz (2011) found that in Karachi
compared to males, females were more likely to leave
school. The risk factors for leaving school were migrant
residential status, living in an extended family and lower
socio-economic status. In another study it was revealed that
difference in the labor market also acted as a barrier to female education. As the direct returns of female education are low,
therefore parents are not inclined towards educating girls.
In another study, household income, parental education, and tenure status as landowner were seen to be the reasons for
children in Pakistan to go to school (Burney, and Irfan, 1991). In 2015 another study was conducted by Society for the
Protection of the Rights of the Child in Punjab. The study found similar results, school quality, economic barriers, unsafe
environment, parental background, the attitude of the community towards education were seen to be the barriers towards
female education.
All these studies are conducted in LMICs (Low and Middle-Income Countries) have many similarities with the targeted area of
the research study. They studies concluded that the main barriers to female education include: poverty, traditional beliefs
regarding females, gender based cultural expectations, access to gender specific schools and parental education. The
available literature is either old or from different areas of the country. KP is part of Pakistan but has a different landscape due
to Afghan migration, terrorism and tribal traditions, thus creating a need for the current study.
This research study is an attempt to bring forth a need-based assessment of the education system in KP. This need based
assessment will lead to evidence based recommendations creating a knowledge base regarding the impediments to girls
education, in turn supporting the education reforms initiated by the government and to guide the policy makers for effective
policy formulation to achieve the goals of gender equity and provision of free and quality education for all. The current study
will reflect on girls' enrollment, retention as well as drop out in selected schools in four targeted districts of KP, also examining
the barriers of both internal and external nature towards female education in the region by analyzing interviews of girls in form
of case studies.
What are the causes that contribute to low girl's enrollment in schools?
What factors cause high dropout rates of girls from schools?
What possible measures could be taken by the community, parents, teachers and district education department officials
to help increase girls' enrollment and retention in schools up till secondary level?
Research Objective
Research Questions
n
n
n

AREA PROFILE
The four districts; Buner, Charsadda, Haripur and Kohat, are
spread in different corners of the province with distinct
demographics. The predominant language in these districts is
Pushto and the main religion is Islam.
lies in the central east of KP, sharing a border
with Swat, Malakand, Mardan, and Hazara District. It lies in the
center, surrounded by hills on all four sides. These hills host pine
trees and minerals. Most of the people living in the area are
farmers and living in rural settings. The district is divided in 6
tehsils. The total area of the district is 1865 sq. km with a
population of 501,143 according to the last census.
is located in the west of KP, flanked by
Malakand, Mardan, Nowshera, Peshawar and FATA (Federally
Administered Tribal Areas) on its four corners. Covering a land
on 996 sq. kilometers, it is sub divided in two administrative
Tehsils (boroughs). It is part of the Peshawar Valley Plain,
making it a very fertile region with a population of 1,626,000.
District Buner
District Charsadda
Photosource:KPgovernmentofficialwebsite

District Haripur
District Kohat
Overview of the available resources in the Districts
School enrollment profile of the Districts
is situated on the eastern terrain of the
province with a landmass of 1,725 sq. km. It has a population of
692,228. It is mainly a rural region with only 22% population
residing in urban settings. Abbottabad, Mansehra, Buner,
Swabi and Attock districts surround Haripur. The capital of the
country (Islamabad) lies in its southeast.
is situated in the south of the province and share
its boundaries with Orakzai Agency, Hangu, Karak, Nowshera
and Punjab. It is spread over 2973 sq. kilometers. It is a bare
mountainous range with deeply imbedded with river valleys,
with few cultivated lowlands. The last census puts the district
with a population of 562,640.
Source: Pakistan National Bureau Statistics
Source: ASER, 2013
Tehsil
Union
Council
Administrative
Unit
Male Female
Literacy Ratio
Female
Area
Population
Urban
Population
Rural
Population
Male
Housing
units with
water
Housing
units with
electricity
Buner
Charsadda
Haripur
Kohat
1
3
2
2
27
49
45
31
38.18%
46.90%
70.50%
65%
7.65%
14.10%
37.40%
23.50%
252,013
491,640
346,667
279,800
-
491,798
82,735
151,913
506,048
913,339
609,493
151,913
253,035
530,724
345,561
282,844
15,453
51,766
27,525
-
28,571
79,694
64,368
-
Kohat
Buner
Haripur
Charsadda
0.6
6.9
4.1
74.4
61.2
65
63.9
23.2
22.6
26.8
22.7
0.2
1
0.3
0.7
0.1
0.1
0.3
0.2
1.5
8.2
3.4
7.6
354
222
474
539
53,594
35,969
61,180
87,402
Pvt. Madrasah Others
Girls
EnrollmentNever
Enrolled
Drop-out
% Children in different types of schools
Govt.
Non-State providerArea
% Out of School
Girls
Schools
Photosource:KPgovernmentofficialwebsite

METHODOLOGY
Research Approach
Research Team and Training
Sampling Strategy and Data Collection
The study used a two pronged approach using both qualitative and quantitative research approach. The quantitative data was
obtained by a questionnaire, while the qualitative data was collected through focus group discussions, in-depth interviews and case
studies.
The research team was led by Muhammad Affan Javed, chief responsible for the research. He gave input on tool design, data
collection, and was responsible for final editing. The role of Lead Research Coordinator was taken up by Usman Shaukat, who made
sure that all research protocols were observed while adhering to the timeline. The research team included Field Research
Coordinator Adnan Khan, and two research associates Muhammad Asif and Ms. Mishe Khan. The entire field team was well versed
in Pashto. The data analysis and narrative input was given by Ms. Nida Zafar, who conducted the quantitative and qualitative
analysis. The strategic support came from Children Global Network's Leadership Team, where the CEO Mehnaz Aziz, helped get
access from KP government, and the GM Abid Hussain, facilitated community access.
The field coordinator was responsible for gaining permissions and coordinating with the participants. He was also in charge of
arranging the space to conduct in-depth interviews as well as focused groups in privacy and without interruptions. The research
associates were trained and oriented prior to field visits in the districts about the parameters and protocols of research. They were
trained to conduct focused groups in both rural and urban settings as well as an effective way to conducting focused groups that
elicit required information while also providing insight to other areas that may be important.
The sample was obtained by involving the Taleemi Mohalla Committees (TMCs) in each district that identified participants for
focused groups, in-depth interviews and case studies. A purposive sampling technique was used and participants selected from
the schools. The field coordinator established contact with the schools in each district and made contact with identified parents,
head teachers as well as district educational officers.
The quantitative data was collected from 147 parents from all 4 districts.
The research team developed the questionnaire by looking at previous studies conducted in other LMICs as well as those, which
had a similar culture to KP region. These studies gave an insight in the likely barriers to female education. Thus, the questions
gathered information regarding the monthly income of the family, enrolled children (both male and female), mode of transport,
distance of school and cost of sending the child to school. Two-focus group discussions (FGDs) were conducted in each district, for
each category one with the mothers and the other with the fathers separately, making a total of six FGDs per district, while one
focused group was conducted with enrolled girls. 6 in-depth-interviews were conducted with district educational officers and 4 with
one head teacher from each district.
Number of participants in each District
Area Number of Participants
Kohat 39
Buner 37
Haripur 38
Charsadda 33
Kohat
Buner
Haripur
Charsadda
Total
2 3 2 2 1 2
2 2 2 1 1 2
2 2 2 1 1 2
2 2 2 2 1 2
6 4 825
Drop-out Enrolled Out of School
Focused Groups with Parents
Area
Interview District
Education Officer
Interview
Head Teacher
Case Studies
Foc

FGD with Fathers FGD with Mothers
Interview: DEO
FGD with Fathers
FGD with Enrolled Girls
FGD with Mothers
Interview: DEO Interview: Head Teacher

Method
Data Analysis
In both in-depth interviews as well as FGDs the research associates initially obtained consent, by providing the participants with
details of the study, its purpose and confidentiality of identifiable data. The data was audio recorded and was in Pushto language,
which is the locally used language. These in-depth interviews and FGDs were later transcribed and then translated in Urdu. The text
was further translated into English for data analysis. Three people were delegated to do the transcriptions and translation. The FGDs
were conducted by two researchers were one was the lead interviewer and the other acted as a facilitator. This increased the efficacy
of the FGDs. All the FGDs were conducted separately with the participants (mothers and fathers).
The quantitative data analysis was done on SPSS, the data was initially uploaded and then regression analysis was run on it. The
qualitative analysis was done using NVivo, the code book was developed by 3 coders, to enhance accuracy.

DATA ANALYSIS & KEY FINDINGS
Quantitative Findings
Current status of enrolment, retention and dropout
Overview and demographics of the population
The following table shows the complete picture of educational status of each district. It includes the number of institutions for
both primary and middle level of education; the number of girls that are enrolled in pre-primary, primary and middle schools.
The table also reflects the status of teachers in each district leading to the conclusion that the number of children under each
teacher is quite large thus may lead to poor quality of education. The poor quality is a barrier especially where parents are
already reluctant to send girls to schools.
It is quite interesting to note the drastic decrease in the amount of students as they progress to next levels of education.
Enrollment increases when girls move from pre-primary to primary but then this increase takes a sharp turn and decrease
when they move to middle school. The number of students in pre-primary level is similar to those in middle school showing
that the schools lose most of the retention they gained when, moving to primary level.
Therefore the decrease in the number of teachers in primary school and middle school is not surprising. But one of the
reasons for this decrease of girls from primary to middle level maybe that now the girls are of the age where they can start
earning a livelihood for people at home, or that due to an increase in family size the family is now unable to afford the
education. The safety concern for a girl in middle school when travelling to school is more; as she is more likely to be
harassed by street boys compared to primary school girl. These patterns are observed regardless of urban or rural locations
in all 4 districts.
The data was obtained from 4 districts and each district had equal representation in the data. The questionnaire was
administered to either the father or the mother of the child. About 50% of the parents were in the age group of 30 to 40 while
about 25% percent were from the age group of 40 to 50. Each category (drop-out, enrolled and out-of-school) similarly had
equal representation. 36% of families had two daughters at least and a similar case was seen in terms of sons. Of these
families about 38% had no daughters enrolled while about 39% had at least one or two daughters enrolled in schools.
Likewise about 34% people had no sons enrolled but 51.3% had at least one or two sons enrolled in school. Most children that
were enrolled in school were between the age group of 5-13, regardless of gender.
Pakistan Education Atlas, 2015 (Ministry of Federal Education and Professional Training & World Food Programme (2015)
Pakistan Education Atlas, 2015 (Ministry of Federal Education and Professional Training & World Food Programme (2015)
172 26 10,817 39,858 7,252 570 137Buner
450 51 29,152 48,928 15,800 1,402 296Charsadda
356 61 16,535 33,455 16,107 1,280 304Haripur
Kohat 280 41 13,136 30,904 9,747 945 198
Area
Primary Middle Pre- Primary Primary Middle Primary Middle
No. of Institution No. of Girls Enrolled No. of Teachers
Buner
Charsadda
Haripur
Kohat
0 782 0 153556 52% 48%
167 1057 43946 190706 68% 32%
60 1175 17827 139988 82% 18%
111 731 33432 116690 68% 32%
Area
Urban Rural Urban Rural
No. of Institution (Girls & Boys) No. of Enrolls (Girls & Boys)
Survival rate
to 5th grade
Dropout Rate

While the dropout of a female from school is most like to happen when they are in grade 3, 5 or 10. The parents of these girls
are often illiterate (about 51%) or have just completed their primary or secondary education (about 20% and 15%
respectively). The household expenditure for about 57% of the population lies between Rs.10, 000 to Rs.30, 000 annually.
While most (30%) people pay a school fee anywhere between Rs.150 to Rs. 1,000 annually. Amongst the children who go to
school about 70% walk to school, as 73% of the schools are less than 5 km away from their house. The bar charts showing
frequencies of demographical variables within the data can be seen in Appendix.
The Pearson correlation was used to find the relationship between the various variables acting as barriers to female
education.
The results of the Pearson Correlation show that enrollment of girls to school is correlated to education of the parent. The
higher the parental education the more likely it is that girls go to school. The correlation of distance of school is reflected as a
significant variable in all three categories. The distance affects enrollment and retention rates at a significance level of 0.01
level. Distance of school from home is negatively correlated to enrollment, the closer the school the more girls are likely to go.
Also the distance of school is also negatively correlated to the number of drop out and out of schoolgirls. The school fee and
distance of school are correlated, when the distance to school is more the school fee is less. This is mainly because the
schools in the town are usually private schools, which charge a higher fee, while those schools that are away from the town
center are mostly public schools charging no fee or very minimal level of fee.
The regression analysis was conducted on the data to see which variable had a predictable effect on dropout rate as
well as out of school rate. The results reflected that household expenses, school fee, distance of school as well as the
mode of communication had about 42.4% predictable value on drop out of girls from school; while household expenses
and special conveyance had a significant effect. Detailed regression table can be seen in appendix 9.
When the household expense was more or the girl had to use special conveyance to go to school she was more likely to
drop out of school. Similar results were seen for out-of-school girls where household expenses, school fee, distance of
school as well as the mode of communication were predicted to be 62.3% of the reason why girls were never enrolled in
school. All the categories except girls traveling by rickshaw or vehicle had significant predictive value.
Correlation Analysis and Findings
Model Summary
** Correlation is significant at the 0.01 level (2 tailed).
* Correlation is significant at the 0.05 level (2 tailed).
a. Predictors: (Constant), mode of travel (walking, special conveyance, rickshaw, private, special conveyance paid, vehicle),
household expenditures, school fee, and distance of home from school.
Area
Enrolled
Drop out
Out of School
Level of education
Spouse`s level of education
Household expenses
Distance of school
Spouse`s level
of education
Household
expenses
Distance
of school
Enrolled Drop out
Out of
School
Level of
education
1 -.222**.49**
1 -.28**
-.513**
-.497**
1 -.496**
.168*
-0.73
-0.095
1
0.128
-0.003
-0.124
0.583** 0.033
1
0.082
-0.071
-0.012
0.155
0.066 -0.032
1 0.068
1
Model R R Square Adjusted R Square Std. Error of the Estimate
Drop Out
Enrolled
Out of School
0.424 0.18 0.125 0.438
0.461 0.212 0.16 0.434
0.623 0.388 0.347 0.385

Qualitative Findings
The qualitative analysis was conducted by developing a codebook that based themes on the findings of prior research
literature. The FGDs as well as the in-depth interviews were coded according to these themes by three separate coders.
The codebook then was revised by either adding or subtracting some of the themes insight of the data generated for the
study. The analysis was provided for 4 categories, the summary of the analysis of each category is provided below.
The FGDs with parents were mainly divided into three classes:
Parents of Dropout Girls
Parents of Enrolled Girls
Parents of Out-of-School Girls
The following themes were identified from the FGDs of all three classes of parents:
Educational Quality
School Facilities
Barriers
Parental and Community Attitude
Government Support
Solutions
The FGDs in Haripur and Charsadda revealed parents who were completely satisfied with the educational quality.
As the children of these parents were all attending private school, which are perceived to have better educational
standards. On the other hand the picture in the other districts was grim; teachers lacked training according to
parents.
A few teachers were permanently absent and some vacant seats had not been filled for a long time. Punctuality was
not often maintained and there was a lack of monitoring. Teachers often had personal work that they had the
students complete for them. Even in Charsadda those parents that sent their child to govt. schools were not satisfied
due to same reason.
The results of Charsadda show that parents were satisfied with the quality of education that their daughters
received. The teachers kept in touch with the parents and gave progress reports on a regular basis; the only thing
that seemed problematic was the lack of subject specialist teachers. On the other hand FDGs of other districts
revealed dissatisfaction from the parents in grades to the quality of education being provided. The staff was not well
qualified or properly trained. The teachers had inefficient teaching method where the child did not learn properly.
Parents reported use of corporal punishment. The teachers also brought their personal work with them that they
asked the children to do as well as frequently used the mobile while in class.
FGDs with Parents
n
n
n
n
n
n
n
n
n
Educational Quality:
1. Parents of Enrolled Girls:
2. Parents of Drop Out Girls:
“Yes we are completely satisfied. Because all the respondents in this group send their daughters to private institutes
due to the perception of better quality education at private schools as compared with government schools.”
“No, few teachers are permanently absent and all of them are less qualified. Teachers make students do their
(teachers) personal work off the record.”
“no one is recording the absentees of teaches.”
“No, the teachers are not well qualified nor punctual. The quality of teaching is very poor.”
“The quality of education is not good at school nor is the behavior of teachers with their students.”

“the teachers are not working hard with the children and do not concentrate on their education.”
“The teaching staff is untrained and thus were not providing quality education.”
“Not satisfied with the quality of teaching system because teachers are less qualified and the staff forces the
students to do their (teachers) personal work off the record teachers always busy in their mobile phones and they
bring their personal work to the school.”
“Corporal punishment and teachers behavior with the students also contributed in dropouts.”
“Though there is no school in the area but most of the respondents were of the opinion that schools are not providing
quality education. They were mainly pointing to the government schools.”
“We heard that Government schools are now providing quality education and also providing free books. We also
heard that teaching staff is well qualified now.”
“Yes there are some safety issues. The boundary wall of schools are not high enough, long
distance travelling to the school is also a concern of most of the parents. News related to rising number of children
kidnapping also worries the parents”
“Poor drinking water facilities, inadequate furniture, unclean toilets are the reasons of drop outs”.
“The facilities that were lacking at school are furniture, play ground, hygiene, clean drinking water and more
educated staff. Our daughter no more go to school because all these basics things are missing at the school. These
issue should be resolved.”
3. Parents of Out-of-School Girls:
In the Districts of Haripur and Buner the parents had not been to the school, their assessment of the quality was
based in what they had heard from others. Therefore amongst the two focused group in each district one resulted in
showing the quality of education to be poor, inadequate teaching, laid back and lazy teacher attitude. While the
other focused group of these two districts said that the quality of education was good, or that it had improved from
previous conditions. The parents had heard the regular checks were being kept on teachers and officials often
came for visits.
Parents of out of school girls at Charsadda and Kohat said that from what they have heard the quality of education is
poor. According to them the problems resulting in poor quality include; school environment was harsh, and out
dated teaching processes, teacher centered approach, lack of proper trained teachers, physiological and
psychological violence. Charsadda recently also faced a protest against the teachers.
The school facilities were almost similar in all districts in all schools. Safety concerns were felt by all parents due to
rising risk of kidnapping long distance travelling that their daughter had to do as well as inadequate boundary walls
throughout the districts.
. In the districts of Kohat and Buner the faculties were further poor requiring
even furniture drinking water, clean toilets, playgrounds, library as well as computer laboratories. Power shortage
was another mutual problem faced by all districts.
The District of Haripur showed the availability of basic facilities, which other districts lacked but the schools were still
in need of computer labs, playground, and friendly environment. Whereas the other districts were in need of clean
drinking water, hygiene, sanitation, toilets, play grounds and furniture in terms of school facilities. Parents of these
districts were satisfies with the school facilities that were being provided. Kohat and Charsadda districts even lack
classrooms and furniture due to overcrowding in schools.
School Facilities:

3. Parents of Out-of- School Girls:
The FGD in Buner reported that since there was not any school in the area that these people resided in, they did not
know how school facilities were but they had heard they went good. While in Haripur major problem with facilities
was lack of proper security system for the girls. The district of Kohat and Charsadda report numerous problems with
school facilities, leading to inadequate arrangement. The schools lacked proper furniture, clean water, toilets,
sanitation and adequate classrooms.
Early marriage comes up as a barrier in continuing education in the FDGs of all districts. While all districts saw
poverty as the common barrier to female education. The poverty effected education in two ways; one was the
inability to pay fee (in district where fee is taken), admission expenses, books, uniform and stationary. The other
reason is that these girls join the labor force young and if they study the parents lose an earning hand: These girls
work as maids in neighboring communities, of harvest crops as well as take care of cattle. “Stipend should be given
to poor students to avoid child labor and increase enrollment”. Long distance of school was another mutual barriers,
in Charsadda the schools were 1 km away from the town and the college was 20 km away from town. The long-
distance leads to security issues, leading to the parents being worried:
The Kohat district also depicted lack of school facilities as well as less educated staff and poor quality of education
as barrier that girls faced.
Poverty and long distance were common barriers that the FGD of all districts revealed. In Haripur the high school
was very far away and since people could not afford transport it acted as a barrier females to gain education. The
private schools in the district had very high fee that the people were unable to afford. People in all districts felt unsafe
sending their daughters o public transport. Safety and security was another common barrier. The concerns range
from traffic accidents, to harassment to fear of kidnapping
“Environment inside and outside the school is not fit to send our girls to school. Furthermore, poor condition of the
school building is also a state of concern for us. Mostly the schools are overcrowded and lack clean water and
sanitation facilities.”
“Schools facilities are not appropriate. Classrooms are overcrowded and there are only a few washrooms for
hundred of children.”
“Lack of furniture, load shedding, unclean toilets, unclean drinking water”
“School are located far from home. Most of
the schools are located about a kilometer while college is located about 20 kilometers far from our houses. Unless
they return home safely, we worried about our kids. There is no proper transport system they may be harassed in the
public transport but they might not say anything in home”.
“Long distance creates a wide range of issues such as harassment kidnapping and other similar accidents.”
“They don't feel their kids safe in public transport.”
“During the crunch time of war against terrorism, there were threat to our daughter's school. We were so much
worried about that.”
“Safety and security of our children are our biggest concern by sending our daughters to school. Girls can not travel
long distance to schools alone, there is a fear of harm to them by goons on the way to school and back home.”
“Long distance from home to the school raises serious concern about the safety and security of girls. Though it
never happened in the area but there is a fear that something wrong could happen to the girls of elder age travelling
long distance to the school alone.”
“Long distance and far away school has safety concerns on the way. The heavy traffic on roads can cause
accidents to the school children while crossing roads and travelling a long distance to the school.”
Barriers:

Poverty and long distance to school were the main problems faced in all four districts. People often did not have
enough money to afford transport for sending their daughter to school. Private schools were available in the town
but were expensive and Government schools were located to far away:
. Traveling long distances to school was also not seen as safe. Parents had a number of
concerns like rape, kidnapping, drug addicts and harassment.
The FGDs from all districts showed that there were not any special/disability schools leading to inability for disabled
girls to go to school.
The parents across all districts had very positive attitude towards education, they felt that girls were an assets and to
educate them would lead to a bright future. The girls would be able to help there spouse financially, while also
contributing to the community by teaching neighboring children. Educated women were also seen to be able to
better handle the responsibilities of the house.
They felt that education was equally
important for girls as well as boys. While some even went as far as o say it was more important.
All districts showed parents aspiring to get their girls educated up till graduation level so that could enter the
professional world. The father in all districts also felt that educated women were able to be better-educated spouse:
The community attitude in all districts was the same, many people did not comment on girls' education but then
there were some in the community in all districts that said degrading things, or discouraged education. While the
parents did not pay any heed to what was being said to them.
“There are private schools nearby but we
can not afford its fee”
“distance and security concerns are the main reason for not sending our daughters to school. We have the fear of
kidnapping and threat of wild animals on the way to school.”
“There are threats of wild animals and drug addicts on the way. There are also a growing threat of kidnapping of
minor children.”
“schools are long distant so male and female uses the same route for school.”
“the long distance can create a lot of safety concerns for example, someone can kidnap her or might attempt to rape
etc.”
“Public transport is so overcrowded that girls can't bear such disgrace.”
“Sometime boys in the street pass comments while the girls going to school.”
“We live in a joint family system where the family is hold together by
females and manage the household activities. If a girl is educated then she manages her home well like in case of
budget and household expenditures, she do it brilliantly. She better understand the prescriptions of doctors and
take care of patient's medication well. Furthermore, She is the best support and confidant in every aspect and could
be a good counselor. She lessens the burden of her spouse in many ways.”
“Yes it is of same importance for both. Getting education is the right of everyone and girls cannot be ruled out. If a an
educated boy can support the family so can an educated girl.”
“Girls education is more important than boys. An educated girl will be a mother tomorrow and will pass on the things
she learnt to her children. The educated women will contribute in a high literate society.”
“The parents of an educated daughter will have an educated and well settled groom.”
“yes there are people in the family who opposes girls' education but my reply to them was that I know what is right for
my child. They sometime pass sarcastic remarks but she ignores them.”
Parental and Community Attitude:

“some have been encountered with such comments, they believe it is because of their ignorance and unaware of
the importance of women education.”
“Yes there are some people in the rural areas who term it waste of money and time”
“The reason they tell is that education spoils them in many ways.”
“Their time is better spent at school instead of home. They get educated and learn something at school while at they
are just carrying out domestic activities.”
“Girl should go to school to learn and to become a teacher or something else rather than staying at homes, but the
basic needs are not provided to children in schools. Those needs should be fulfilled.”
“they are just wasting their time by not going to schools. In schools they will leans the basics of life and can get aims
for them and become something. Schools can teach them everything about their rights and better place in the
society.”
“the uncle of the girls was against the girls education and forced us to quit our
daughter education.”
“their daughter's time is better spent in doing other activities to help the family.”
“we are stressed when they cannot go to school. We then worry about their future.”
“We are under a lot of stress that our daughters are not going to school. We are concern about their future. If they
didn't get education they will end up marry a poor husband. We know all these but we can't afford that.”
“Yes there is a feeling of sorrow for our daughters that they are not getting education and will be left uneducated and
marginalized. They will not get married to an educated person and will live a life of doing household activities for the
rest of their lives.”
“Traditional division of labor in our society i.e. girls will only work in home and take care of the family,
is the main reason they don't feel the need of any girl sending to school”.
“Yes, all the boys go to schools regularly. Educating a boy means to make the family more stable. Boy earns money
so it is important for him to go to school and learn the basics of life.”
“Yes, because he will have the responsibility of support the whole family in future that is the reason it is important for
boys to go attend schools and get educated.”
“It is important for boys because they are the ones who are responsible for earning bread and butter for the family
and by getting high education they can serve better the family.”
There was a general consensus in all the districts that as the girls had dropped out of school they were wasting time
sitting at home doing domestic work. Going to school would be a better alternative for them.
While some of the community member still did not agree with female education, which was a reason for few girls to
drop out in the districts of Charsadda:
In all the districts the parents had a positive attitude towards education they felt sorrowed that they were unable to
send their daughters to school. They were worried about their future as illiterates.
But in Charsadda, a contrasting opinion was also present, where the opinion from the FGD was that girls do not need
to go to school:
It was also seen that education was as
important for girls as boys, but boys went to school in all district except Charsadda. The parents said it was more
important for the boys as they were the breadwinners of the family.

Government Support:
Solutions:
2. Parents of Drop Out School:
In Kohat and Buner stipend and free books that had been provided by the government were seem as incentive to
send their girls to schools. Parents in the FDG of Charsadda were sending their children to private schools and thus
did not receive any governmental support. Even though some private schools had financial assistance or
scholarship programs. In Buner the local government provide support by bringing the girls school near to the
village:
In Haripur
parents suggested that the government should add technical education to the curriculum to help the children as
well as start adult education programs:
Also parents in Kohat suggested,
Another area that needed governmental support that evolved from the data was
women university:
According to the FGD of Buner, government was providing a lot of support by bringing schools closer, giving free
books, and stipend:
While the other districts felt that
the government should provide free uniform and stationery as poverty was one of the reasons students were not
able to go to school. The government should also provide food provision:
The government should also develop schools locally or provide transport as a means of
increasing retention. Scholarships for deserving students should also be present in government policy.
The FGD in the district of Haripur observed that no participant had heard about government incentives, whereas the
other districts had heard about government support in terms of stipend and free books. In Kohat and Buner
government also provide girls with scholarship according to the FGD data. Overall government effort to enroll more
students was invisible, no one talked to them regarding female education:
The local mosque at Haripur announced about enrollment once a year. In Buner a lady
teacher did come to inform about enrollment:
No one had heard about the Child Protection Unit/ Child Protection
Bureau before except one FGD in Charsadda.
Load shedding was a common problem in all districts and parents in all districts felt that there was a dire need to add
other sources of power like solar or generators. The lack of electricity especially in summers resulted in lack of cold
drinking water:
Since the school conditions were different in each district solutions presented were also
different. Haripur only had problem with electrical power thus that was the only solution provided, while of Kohat
FGDs also provided solutions like special and free conveyance for children to go to school, stipend in primary
schools as well, and building proper sanitation systems in school toilets. Solution from Charsadda and Buner
included building libraries, computer labs as well as playgrounds. Other solutions included increase high schools
and bringing them nearer to towns; as well as conducting awareness campaigns:
“Yes there was a concern of safety of the girls due to long distance to the schools but the local member
parliament somehow managed to exchange the nearby boys school with the girls school building”.
“Education for adults should be started again. Technical education for
children will increase the efficiency of children”. “Government should allocate
more funds for educating girls”.
“There should be women University in each district with proper transport system. There should
be women colleges each five kilometers. And a high school in each union council.”
“Government should give more importance to the girls education, establish new primary schools, upgrade the
existing schools, monitoring of teaching staff should be strengthened, teaching staff should be hired on merit and a
Psychiatrist services for counseling of children.”
“Long distance from home to school was an issue once but recently the local member
parliament has resolved it by exchanging a nearby boys' school with a girls' school”.
“Food provision at school will also be an
aided advantage”.
“No, you are the first to visit our place
regarding girls education.”
“Yes once a lady teacher came to our village for convincing but again
there is the issue of long distance to the school”.
“There is also a problem of drinking water facility due to continuous power outage. A hand pump can
easily suffice the issue”.
“Awareness campaign by the
school administration can raise enrollment.”

Awareness campaigns to fight cultural barriers were presented by the FGD in Haripur as a possible solution. Other
solutions coming from data at Haripur were teachers training and capacity building at school, introduction of
stipend at primary level, upgrading existing schools and introducing technical skills:
While the suggestions evolving from the Charsadda FGD were free transport as well as free higher education that
was accessible. Suggestion from the district of Kohat focused more on school facilities and how to make them better
by adding washrooms, playgrounds, classrooms and furniture. Whereas suggestion from the FGD from Buner
especially that which was conducted with mothers suggested introduction of gender based education,
sensitization to health issues as well as improving the quality of education.
Parents in Buner and Kohat suggested an increase in the stipend, as well as including primary classes in the policy.
The suggestions reflected by the FGD in Haripur were: free transport, books, uniform and vocational training.
Disability schools were seen to be a necessity in the area.
Suggestions evolving from the FGD in Kohat are awareness campaigns; free uniform and books; school facilities
like water, furniture, toilet and better staff. Food provision also with other incentives was also provided:
FGD in
Charsadda presented school facilities like libraries, technical education, career counselor and strict monitoring
system as solutions.
The FGD was conducted in Kohat district with 4 girls that were enrolled in school. The ages of the girls ranged from 10 years to
15 years and were from grades ranging from 4 to 9 grade. The focused groups aimed to look at the perceptions of the
enrolled girls in terms of female education, barriers to their education, teaching quality as well as the community's
perception. The responses provided by the girls in the FGD showed the following themes:
Attitude of girls towards education and school
The future aspiration held by the girls
Community attitude
School facilities
Teaching style
The girls enjoy the time they spend in school, even though the school is missing some of the basic facilities. They find
delight in reading books and storybooks, the ability to meet and be with friends throughout the day. The social
connection is a huge incentive for the girls to go to school. The school playground, and swings are another motivation for
the girls that bring them towards the school. The results depicted that extra-curricular activities like Quaid day and
competitions were something that the girls looked forward to. The stipend provided on middle school level was seen to
important for the girls in terms of enrollment and retention.
Further analysis depicted that the opinion of the community did not matter to these girls rather they felt that education
was important for them and their future. With education they could help their husband in terms of finances joining the
work force. While also raising educated children; they believed that educated mother could educate and better groom
their children. The importance of education was the same in their eyes no matter the gender. Some example of what the
girls said in the FGD are:
“Capacity building training for
the teachers should be performed. Stipend should be on primary level. One of the major reasons for the drop out is
the poverty so stationery and uniform should be provided.”
“The schools should also provide skills training and gender based education/ awareness.”
“A school for children with disabilities, stipend at primary level and vocational training institutes are also demanded
by the participants.”
“500 rupees
as an intensive should be provided to each one of them and also some stationery, uniform and food.”
FGDs with Enrolled Girls
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Attitude of girls towards education and school:

“education is as important as a marriage because we will teach our children, tuition's and support our families.”
“We will teach our children in a better way and it will make this easy for children to learn from us.”
These girls come from a small rural district but they have big aspirations for their future; aspiring to become doctors or
teachers. They understand the importance of education and its role in improving their standard of living. They plan of
continuing education up till university level, since that is the pre-requisite of becoming doctors or lecturers, teachers.
Simultaneously while they have these big dreams they also conveyed an uncertainty by giving contradictory answers.
As, when asked what they wanted to do in the future they said they wanted to become a doctor or teacher. But when they
asked that will you help you husband in the household expenses they replied that they could tutor the kids in the village
and help with the household expenses. Which shows their uncertainty that they will be able to fulfill their dreams.
The analysis of the focused group indicated that the girls felt a pressured by the community. Some members of the
community and even some in their own families felt that education was not a necessity for females. While other people of
the community see education to be problematic due to poverty levels in the society, long distance that the girls have to
travel. They do not believe that it is safe for the girls to travel the long distance for their school. Also since they hold the
view that early marriage is the best time to marry of girls, they believe that education becomes redundant in that case.
While on the other hand the parents of these girls show a different point of view. They believe that it is very important for
their daughters to be educated as well as to be bold. In the responses of the FGD the girls express that their parents
appreciate them when they get good grades or that they win competitions in school. While the parents also feel that the
girls contribute and help in household work. After the school the girls are required to help in the kitchen and with their
younger siblings.
When asked about basic facilities the girls felt that the school had basic facilities like space at least till the primary level.
But due to high enrollment rate within primary school the space becomes stuffy and cramped. There is enough furniture
to accommodate all students but the lack of space makes it very congested. From the data generated from the FGD is
was observed that majority of schools lack basic facilities like functioning toilets as well as clean drinking water. These
lack of facilities make it difficult for girls to remain in school.
Inadequate preparations for changing weather are also another reason for absentees in school. The schools also do not
provide travel facilities and therefore the girls walk to school, which is about a 30 minute long walk. The walk has to be
made in all kinds of weather like hot summer days as well as rain.
“Yes, education is more important for girls as it for boys.”
“We want to study up-to graduation or University level because we want to become teachers' or lecturers'.”
“There are always some people in every family who oppose the girls education because of poverty, long distance issues,
security issues, cultural barriers and early marriages are the causes of their negative response towards girls education.”
“Yes, our parents encouraged us for attending school and become bold. Both our parents want us to educate and
become a teachers or instructors one day.”
“Our parents are happy about us attending school. They appreciate us when we get good marks in test.”
“Clean drinking water and proper washrooms are not available.”
“due to heavy strength there is a space problem on primary level. Furniture is enough but space in not enough. Security
is provided.”
“Long distance to schools makes it harder”
“It is difficult because it take about 30 minutes to reach to school by walk, sometimes in rain sometimes in the hot weather
by walk.”
The future aspiration held by the girls:
Community attitude:
School facilities:

Teaching style:
Quality of education
School Facilities
The teaching style in the school according to the FGD is very interactive. The teachers ask the girls many questions and
the girls feel that they are comfortable answering these questions. But they also feel that sometimes the teachers are
very strict. Even though the government has put a ban to corporal punishment, each girl has experienced such
punishment at least once in their time in school. The teachers are also absent from school at least 3 to 4 times a month
without prior notice leading to unplanned and free time within school time. This style of punishment and attendance
record sometimes deters students from enrolling or remaining in school.
The analysis was conducted with in-depth interviews of the head teachers in Chardsadda and Haripur and principals from
Kohat and Buner. The data from the 4 districts reflected that the problems and barriers faced by the females in these districts
were similar and hence the suggested solutions were also similar. Therefore the data from all four interviews was analyzed
collectively. The themes that were generated from the data on which the analysis is based are following:
School facilities
Incentives for girls
Parental involvement
Barriers
Presented Solutions
Quality of education was seen to be a problem not only by the principals but also by the head teachers during their in-
depth interviews. Each individual from whom the interview was conducted defined good quality in a different way but
they all felt that the teaching staff needed to be more trained and educated. In the already difficult environment where
girls had difficulty obtaining permission to go to school, when parents heard about incompetent teachers it further
reinforced their decision. In all the districts besides Buner it was reported that the class size ranged between 50 to 80.
Such large class sizes deteriorated educational quality.
Haripur and Charsadda seemed to have school with basic facilities like washroom, furniture, and water. The school in
Charsadda had a recent renovation of its washroom, and the Head Teacher was satisfied with it and thought it was in
good conditions. She said . While in the other two districts the Principals
reported a lack of even basic facilities like clean drinking water, washrooms, and furniture. The enrollment rates in these
districts could be improved when the girls are provided these facilities within their schools. When the other districts
report extremely bad conditions, where the bathroom were dirty and unhygienic. The doors were often broken and if the
door was not broken then the lock on the door did not work properly. The washroom often did not have any soap, water or
dustbin; the flush system was often malfunctioned. The Principal in Kohat said,
. The Principal in Buner reported bad conditions of the school
building as well as need for security. She further felt that the school also requires laboratories and libraries to improve
school facilities.
“Corporal punishment is given on not doing homework.”
“All of us have been physically punished for discipline at least one time.”
“Yes, teacher is often absent. at least 3 to 4 times a month.”
“Teacher's behavior and corporal punishment also disheartens us.”
“new washrooms built and condition are good”
“Washrooms here at schools are dirty
with no proper flush system. There is no concept of hygiene. Sanitation problem and broken doors, some of them without
locking system, also no soaps and no dustbins are seen”
In-depth Interviews with Head Teachers
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Incentives for Girls' Education
Parental involvement:
Barriers:
The government offers incentive of Rs. 2,000 for middle school girls, provided that they have 75% to 80% attendance in
classes. But no primary school in these areas offers stipend for enrollment of the girls. It was a suggestion from all
districts that such stipends should also be employed for enrollment of primary school girls. Charsadda and Haripur
provides school going girls with free books and free uniform while the Principals of the Kohat and Buner felts such
incentives should also be implemented in their districts to improve enrollment. The interviews of Kohat and Charsadda
revealed play grounds, swings, functions and competitions as another for of incentive fro the girls. The head teacher in
Haripur felt that summer camps, scholarships and cash awards for teachers were acting as incentive not only for the girls
but also the teachers. She said:
An increase was also observed in Buner when food aid was provided to
the girls. According to the Principal in Buner
All districts besides Haripur a lack of parental concern in their daughter's education was observed. The parents mostly
never visited school unless they required long leaves for the child, or the parents were asked to come in. They never
inquired about the educational status of the girl. They were mainly interested in the stipend they receive due to the
enrollment of their daughter. For most parents education is not the important part of the girl's experience.
Free books and uniforms especially in the schools that provided this facility were swamped with questions regarding this
facility. The parents showed a keen interest in these kinds of concerns as most people are coming from low-income
backgrounds and are not able to afford these themselves. But amongst the parents who did come to school to talk about
their concerns, security was a top problem. They did not feel that the school was safe or that the location of the school
was unsafe. They felt that their daughters had to travel long distances to come to school, which they often did alone.
Another pressing concern was the infrastructure of the school. According to the Principal in Buner parents were
concerned about the lack of furniture and hygiene facilities. The parents often expressed the concern about the cultural
barriers as well as early marriage issues that they face for their daughters.
Surprising the Head Teacher at Haripur reported as different picture, she said,
. The parents in Haripur were involved in the educational status of their
daughter unlike other districts.
The IDIs reflect a number of barriers towards female education, in terms of both retention rate as well as enrollment rates.
Poverty, long distance, and early marriage were seen to be the most prevalent indicators of low enrollment in all districts.
In many instances the households could not afford the expenses of educating their daughter while in other cases the
girls also contributes to the household by earning or looking after the sibling so that both parents can work. The school
does not provide any transportation service and is often out of the locality leading to inability to go.
“There's been recently introduced summer camps, stipend and scholarships for
students of higher classes and cash awards for best performing teachers in all the schools, making it easier and more
enjoyable for girls as well as the teaching staff”.
“By the time when food aid oil was provided to students, the strength was
1100, and when food aid oil was stopped, the strength dropped to 250.”
“They don't visit the schools. they are happy to get stipend but not interested in their children education.”
“Not enough because education is not that much important according to the parents of girls.”
“Long distances and security issues, no proper furniture, hygiene and poverty issues are mostly discussed.”
“Rarely they come to school and discuss admission fee and long distance issues.”
“Parents asks for stipends and issues regarding long distances, cultural barriers, free text books and free uniforms.”
“Some of the parents are usually
concerned about the result in examination”
“poverty look after siblings transport and long distance are the causes that contribute to low girls enrollment in schools.”
“Less educated staff. Bad condition of school buildings, long distances, cultural barriers, early marriages and poverty
are the main causes for the low girl's enrollment in schools.”
“Poverty and long distance to the schools are the main causes which prevent girl's enrollment in schools.”
“Lack of schools in the area and poverty are the main reasons that contribute in low girl's enrollment.”

They felt that the society did not look at female education kindly and often get the female married as soon as she enters
her teens. Most of the drop out happened in 6 or 8 grade as the society felt that the girls were of the age where they
have grown up and are now of marriage age. A less educated staff, poor education quality and lack of infrastructure were
other important barrier to female education. These lead to low enrollment within schools.
Same closing time of both girls and boys school make parents in the districts reluctant in sending their daughters to
school according to the Head teacher in Charsadda,
.
The suggested solutions to improving enrollment and retention rates in all 4 districts were very similar. Each of the IDIs
suggested better training of the staff and teachers, not only in terms of teaching, but also to deal with sensitive issues like
cultural barriers when presented by parents as concerns. Another suggestion was to introduce stipend in primary
school as well besides just pre-primary and middle school, followed by free books and uniforms. Scholarships for girls
achieving merit were another suggestion that was put forward. Since school facilities was one of the barrier to female
education it was also recommended that school be given proper facilities in term of space that was locally allocated, and
furnished. The school buildings also need to include functioning washroom, clean drinking water as well as a
playground. Playground was seen as an incentive for girls so it was suggested that a playground with swings be
included. The schools need to introduce more programs and competitions like debates, art and craft to interest
incoming girls. Beside all this it was also recommended that the government hold awareness campaigns and advocacy,
so that the cultural reservation towards female education can change, which include success stories of female
education.
Besides Haripur the PTCs were seen to be ineffective. e.g.
While in Haripur the opposite was observed
The principal in Haripur went a step ahead and also
recommended that everyone in the society had a role to play in improving the enrollment of females.
The principal in Kohat felt that mobilization was the keep to increase
enrollment and retention, she said:
In depth interviews were conducted with 2 Additional District Educational Officers (ADEO) in Kohat and Charsadda and with
one ADEO in Buner. Another interview was conducted with the District Educational Officers (DEO) in Haripur. The results
were mostly similar except the educational situation is better in Haripur, which is a more progressive district in terms of
education. On the other hand, the situation was worse for Buner, which used to be a part of FATA, but has recently been
separated. Due to the militancy occupancy the situation a couple years ago in Buner were deplorable but since the past 6
years they are on a mend. The major themes that were seem in the data while analysis are:
Quality of Education
School Facilities and Security
Incentives for girls
School Fee
Reason for Low Enrollment and Perceived Barriers
Effective Policies for Retention and Perceived Solutions
th th
“Girls drop out because of same opening and closing times of
schools (girls and boys)”
“Stipends should be provided on primary level, books, uniforms, clean drinking water, proper hygiene and security
should be provided.”
“Schools can take awareness sessions with the community and convince the parents with the qualities provided at
schools like play lands, swings, clean environment, proper furniture and quality educating system.”
“The role of PTC in this area of Buner is not efficient and
effective as all the PTC members are illiterate and are unaware of their role.”
“Yes it plays an important and effective role in girl's enrollment and retention. The PTC members are being informed
about the enrollment campaigns and they contribute a lot.”
“All can play their
role in girl's enrollment and promotion of girl's education. For example, the community can provide and strive for a safe
and secure environment for girl's education, the parents can insist on better and more education for girls, the teachers
can be nicer with their students and the education department can provide and facilitate girl's education by increasing
the number of schools and quality of education.”
“strong mobilization by the principal, when I joined in 2008 the enrollment was 220
but now its 1000 and I do mobilize and satisfy”.
Presented Solutions:
In-depth Interviews with District Education Officers
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Incentives for Girls' Education:
School Fee:
Reason for Low Enrollment and Perceived Barriers:
According to the educational officers the quality of education was improving since teachers were appointed through
NTS testing. The testing leads to more capable teachers being appointed. Later these teachers went through rigorous
teacher training that helps them when they join school in these areas. Furthermore they believed that the situation was
improving by Independent Monitoring Units (IMU). The IMUs enhance the performance of the teachers. Monthly visits
from the DEO also keep teachers on their toes and therefore there is an increase in the performance.
More primary schools in these districts are also being upgraded to middle schools providing more accessible higher
education. But situation was slightly different for Buner, where many seats in the education system are empty, including
the male DEO, head teachers and staff teachers. This adds burden on the available resources compromising the quality
of education. Buner also has a problem where the teachers are often late due to school locations, but the schools are
allotted large pieces of land. The ADEO Buner suggested adding residential building for teachers so that the number of
absentees and late arrivals can be reduced to improve quality of education.
School Facilities and Security
According to all Education officers there is an ongoing campaign to improve the facilities of the schools in these districts.
Even then there are still many schools which are not up to the standard on facilities, but new washrooms are being
installed. The boundary wall for many schools has been built to increase security. Security is being provided to each and
every school in these districts as a priority. More classrooms are being added to the school, while also upgrading many
primary schools to convert them into middle schools, thus they are able to accommodate more children. According to
the DEO in Buner
From then many schools have been rebuilt, but still facilities like clean drinking water, washrooms
and boundary walls are missing in the district. Hygiene is an issue in all schools of Kohat, Buner and Haripur according to
the IDI of the districts. The DEO of Haripur also felt that the environment of the schools in the district was harsh and that
led to low enrollment.
According to the educational officers of the districts, a stipend of Rs. 200 per month for each middle school girl (grade 6
to grade 10th) that has an 80% attendance was provided. This has been a huge incentive policy and increase in
enrollment has been observed in all 4 districts. The government schools all provides free books for children between the
grades of 1 to 12. Merit based scholarship are also been provided in Buner as well as reward systems for both the
teacher and the student to motivate both stakeholders. Playgrounds similar to private schools, which include swings,
were also motivators for the girls to enroll in school identified in the interviews.
The government schools do not have any special fee structure; the schools in Kohat, Haripur, and Buner are free. They
only charge the students money for exam fee, which in very nominal. Such policy of free education helps level of
enrollment especially from the portion of the community that suffers from poverty. While schools at Charsadda charge
Rs. 10 per student up till fifth grade and Rs. 105 for grades 6 to 8 and for students in 9 and 10 grade they charge
Rs.145 per year. As earlier it has been observed that fee is a barrier for education districts charging fee will look at
reduced enrollment and retention.
Haripur being the district with the highest district education ranking in KP did not face any of the barriers and problems
faced by other district. Except the rural areas faces social barriers where female education was not preferred and people
think that girls are better at home. According to the DEO of Haripur “The people in rural areas consider it a waste of time
and money and do not give importance to girls' education. The reason behind this is the lack of awareness and tribal
culture”. Early marriages are common in all districts except slight variation in Charsadda and therefore most girls do not
go to Middle/High School because their parents take them out of school to get them married.
“In 2008-09 when militancy was at peak, and a considerable number of girls schools were destroyed
but that too at nights.”
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Research Report_Identifying Impediments to Girls Education -KP (PDF)

Research Report_Identifying Impediments to Girls Education -KP (PDF)

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