female education fata

Female Education – A Catalyst for Development in Former FATA

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In his research paper, Dr. Sadaqat focuses on the challenges hindering female education in the former Federally Administered Tribal Areas (FATA) through a survey of community perceptions. Key barriers identified include patriarchal norms, religious conservatism, poverty, government neglect, poor school infrastructure, and transportation issues. A correlation analysis reveals the interconnection between these factors, particularly the strong link between patriarchal attitudes and religious conservatism.

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Abstract

This study investigates the hindrances and challenges to female education in former Federally Administered Tribal Areas (FATA) through a survey-based analysis of perceptions among respondents. Ten key factors affecting female education, including the patriarchal system, religious conservatism, poverty, government negligence, cultural norms, gender discrimination, transportation barriers, school infrastructure, community-based initiatives, and technological advancements, are explored. The study also conducts a correlation analysis to examine the relationships between these factors. The findings reveal diverse perceptions among respondents regarding the hindrances to female education, highlighting the complex socio-cultural and institutional dynamics at play. While patriarchal systems, poverty, and religious conservatism are recognized as significant barriers, opinions vary on their extent and impact. Government negligence and inadequate school infrastructure emerge as critical challenges, alongside transportation barriers and gender discrimination. Furthermore, community-based initiatives are perceived as insufficient in addressing the multifaceted challenges faced by girls in accessing education.

Correlation analysis uncovers important associations between different variables, emphasizing the interconnectedness of factors influencing female education. Notably, a strong positive correlation is observed between perceptions of patriarchal hindrances and religious conservatism, highlighting the need for comprehensive strategies to address gender-based barriers in education. This study underscores the urgent need for targeted interventions and policy initiatives aimed at promoting gender equality in education and overcoming the systemic challenges hindering female education in former FATA. It contributes valuable understandings to the discourse on female education in conflict-affected regions and calls for contextually relevant approaches to foster inclusive and equitable educational opportunities for girls.

Keywords: Female Education, FATA, correlation.

Introduction

Education is universally accepted as one of the critical enablers of development for societies through promoting development and fostering control within societies (Bengtsson et al., 2018). It is a very important system for determining the development of countries, supporting economic initiatives, and enhancing societal and gender equity (Buckler, & Creech, 2014). In developed countries especially those in the Western world, education especially that of the female sex has been universally accepted and accorded the highest priority (Bulbeck, 1998). 

It is in the advanced nations where education, particularly female education plays a crucial role. It provides a foundation for economic development by preparing people for the changing global economy by providing them with relevant knowledge, skills, and competencies as needed (Hayat et al. 2023). Education has a significant role in advancing civilization because it enables people to take an active part in social life, commence useful activities, as well as fight for changes in society. In addition, it plays a critical role in promoting gender equality by empowering girls and women and constructing gender equality by offering them the resources to change discriminatory social relations of gender in education processes.

Education is not just a prerogative to improve one’s standard in life but one of the basic human rights with the potential to transform the development of a nation (Edgerton, Roberts, and von Below, 2011). Education plays a role in human capital formation through training and improving human assets, increasing efficiency, innovation, opportunities, and entrepreneurship for economic development. In more than one way, education increases social justice since it reduces prejudice and encourages equality, cooperation, civil responsibilities, and tolerance for differences. In addition, health is enhanced by access to education to enable individuals as it enables them to make constructive decisions in matters concerning their lives and health.

Education, equality, and equality are recognized in South Asian countries including Pakistan; however, the discriminations based on gender and marginalized groups persist and raise great challenges. While the governments of the region have made laudable efforts to increase enrollment rates, especially at the first level, the region faces complex challenges that hinder the achievement of universal education for all. Gender inequalities are still a major issue, and girls are still much more deprived of education than boys (Anna Askari, AMMAD Javed & Salvat Askari, 2023).

The area of Khyber Pakhtunkhwa (KP) from the Former Federally Administered Tribal Areas (FATA) has different educational issues, especially for females. The former FATA region has been least developed and never received the deserved resources so literacy rates here are much lower than in KP and other provinces of the country. The enrollment rate for girls at the primary level of education is 37% while that of boys is 49%. At the secondary level, only 5% of girls are enrolled in comparison to 17% of boys. In the rest of the country, the literacy rate for females is 48% and for males, it is 70% (Pakistan Bureau of Statistics, 2017). This is a melancholic reality more so for females, who not only have multiple barriers that prevent them from pursuing education or getting promoted in their educational careers but also suffer from educational inefficiency. Cultural constraint becomes an enormous problem that remains a cultural imperative that continues to limit the educational opportunities for girls in FATA, Pakistan, and other similar regions while suggesting that boys should be given preference over girls when education is considered (Afridi, 2023). 

The FATA region suffers from bad infrastructural development such as the absence of schools and edifices which makes it quite difficult for female students to receive proper education (Khan, 2021). Additionally, due to some socioeconomic factors improved education literacy is very low for females which creates lower chances of socio-economic development in our country and former FATA region and keeps on reproducing a poverty-ridden culture for females (Durrani et al.,2017). Moreover, ineffective infrastructure and resources that are provided influence continued current educational inequity in the societies. 

Education plays a pivotal role in shaping the trajectory of nations by fostering economic growth, facilitating social advancement, and promoting gender equality (Buckler, & Creech, 2014). In developed nations, particularly those situated in the Western hemisphere, the paramount importance of education, with a specific emphasis on female education, has been unequivocally recognized and embraced (Bulbeck, 1998). Research and empirical evidence from reputable sources such as UNESCO (2020) underscore the transformative impact of education in driving sustainable development and fostering inclusive societies (Binagwaho, Bonciani, Burkins, Davies, Hessen, Mbow, 2022).

The significance of education, particularly female education, in advanced nations cannot be overstated. It serves as a cornerstone for economic growth by equipping individuals with the knowledge, skills, and competencies necessary to thrive in a rapidly evolving global economy (Hayat, Ahmad, Badshah, 2023). Moreover, education plays a pivotal role in promoting social progress by empowering individuals to actively engage in civic life, contribute to their communities, and advocate for positive change. Furthermore, education serves as a powerful tool for advancing gender equality by providing girls and women with opportunities for personal and professional development, thereby breaking down barriers and challenging discriminatory norms and practices.

Access to quality education is not merely a matter of individual advancement but also a fundamental determinant of a nation’s overall well-being and prosperity (Edgerton, Roberts, & von Below, 2011). Education contributes to human capital development by enhancing individual capabilities and productivity, thereby driving innovation, fostering entrepreneurship, and fueling economic growth. (Volkmann, Wilson, Mariotti, Rabuzzi, Vyakarnam, & Sepulveda, 2009). Additionally, education promotes social cohesion and inclusivity by fostering a sense of belonging, respect for diversity, and a shared commitment to democratic values and principles. Furthermore, education plays a crucial role in promoting health and well-being by empowering individuals to make informed choices about their health and lead healthy lifestyles.

In South Asian nations, including Pakistan, the significance of education is widely recognized, albeit persistent disparities in access and quality pose formidable challenges (Batra, 2019). Despite commendable efforts to bolster enrollment rates, particularly at the primary level, the region grapples with multifaceted obstacles that impede the realization of universal education for all. Gender disparities remain a prominent concern, with girls facing disproportionately limited access to educational opportunities compared to their male counterparts (Anna Askari, AMMAD Javed & Salvat Askari, 2023).

The Former Federally Administered Tribal Areas (FATA), now integrated with Khyber Pakhtunkhwa (KP), confront distinctive educational challenges, particularly concerning females. Historically marginalized and underserved, the Former FATA region exhibits markedly lower literacy rates compared to KP and the broader country. At the primary level of education, the enrollment rate for girls stands at 37%, whereas for boys it is 49%. Meanwhile, at the secondary level, only 5% of girls are enrolled compared to 17% of boys. In the rest of the country, the literacy rate for females is 48%, whereas for males it is 70% (Pakistan Bureau of Statistics, 2017). This educational disparity is particularly pronounced among females, who face a myriad of obstacles hindering their access to education and impeding their academic advancement. Cultural barriers pose a formidable challenge, as entrenched norms and traditional beliefs often prioritize male education over female education, perpetuating gender disparities in educational attainment in FATA, Pakistan (Afridi, 2023). Additionally, the FATA region grapples with inadequate infrastructure, including a shortage of schools and educational facilities, which further compounds the challenges faced by female students in accessing quality education (Khan, 2021). Moreover, limited educational opportunities, exacerbated by socio-economic factors, contribute to the marginalization of females in the educational landscape of the country and particularly former FATA, constraining their prospects for socio-economic advancement and perpetuating cycles of poverty and inequality (Durrani, Halai, Kadiwal, Rajput, Novelli & Sayed, 2017). The problem of low quality of education leads to the continuation of low results and prevents social advancement, which aggravates the situation with education in the region.

Traditionally, within the social structures of former FATA, girls are not given the same importance as boys, and neither is their education. Patriarchal and traditional cultural norms regarding women’s education act as important impediments, arising as unreasonable limitations for girls, resulting in high school dropout rates and low enrollment in school (Kefayat, Jan, Rani, Ahmad, Khan, 2021). Externally, the region’s insecurity issues especially in areas experiencing conflicts amplify these factors particularly for girls since schools become vulnerable to violence, causing families in FATA to live in constant fear.

Moreover, poverty and a lack of finance intensify the gender trap in education within the former FATA. Due to financial challenges, many families are forced to educate boys, which leads to girls’ exclusion and the cycle continues (Durrani et al., 2017). The following drawbacks exist: The region itself is underdeveloped, the schools and transport system in the region is also very weak and the problem of child abuse still prevails especially in former FATA regions when it comes to the education of the girl child (Naveed, 2018).

Solving these internal and external challenges can only be possible by coming up with an all-embracing strategy that seeks to solve the recurring problems and check the cultural confines. Gender equality in education is a process and requires following strategies such as ditching the traditional practices and beliefs about girls’ education, supporting and encouraging daughters to get schooling, and focusing on the targeted support and facilities that will improve the female students’ enrollment and retention rates. Specific efforts geared towards security and development in former FATA will greatly help in bringing lasting change to the area and help open up opportunities for girls from pre-school to university. By addressing these complex issues, the former FATA can ensure change and improvement of the educational system and consequently ensure that each citizen in the region is empowered.

Literature Review

Education of the female child is very crucial in the development of a nation. Unfortunately, women, especially those in the former Federally Administrated Tribal Area (FATA), face a lot of challenges in education. The educational facilities in the former FATA are considerably worse than the national average in terms of quality and availability. The education of both genders has remained neglected in the tribal areas. Women have been denied their basic and constitutional right to education which is provided to every citizen of Pakistan (Sajjida, 2012). Pirzado, P. (2006) observed that despite Pakistan being a signatory to the Education for All (EFA) Dakar Framework for Action (2000), which aims to provide education as a fundamental right, especially for girls, the literacy goals remain a pipe dream. Some of the key impediments include child labor, poverty, and lack of adequate school facilities. Pirzado has shown that these factors lead to a high dropout rate of 56% among children below the age of five years.

Several studies show that educated women in developing countries are in a better place to get employment and trigger economic changes within their families (Schultz, 1989; Bellew & King, 1991). Thomas (1996) also notes that there is a higher rate of return to primary education in  South Asian countries especially for females. However, the employment of children and women in the rural areas may cover up the perceived economic gains of education hence the low priority given to schooling. Different papers by commissions, development specialists, and researchers stress socio-economic factors as the main cause of high illiteracy levels among females (Desai, 1993).

According to Salik & Zhiyong (2014), gender inequality is rife in Pakistan, especially in the areas of child education, women’s participation in decision making and freedom of speech and in the rural areas of Khyber Pakhtunkhwa (KP), the Federally Administered Tribal Areas (FATA) and Balochistan. As a result, these areas are characterized by high levels of poverty and are therefore classified as being in the least developed economies. Culture and discrimination against the female gender keep many talented and intelligent girls away from university education. The study also reveals that the low education budget is one of the main causes of female educational inequality in rural Pakistan. Further, Shaukat and Pell (2015) reported that females experience discrimination depending on their gender, they attributed this problem to the socio-cultural environment in Pakistan. Male-headed rural families are usually unfriendly to female education.

Chaudhry M.A. (2005) pointed out that the literacy level is still very low in areas like former FATA, slum areas of cities, deserts of Sindh and Baluchistan, and rural KPK. This low literacy rate is a result of several factors. 

Firstly, the budget for adult literacy, 1%, is inadequate. Secondly, the unattractive policies because of elitism and feudalism affect literacy promotion, and the state policies are incongruous. Thirdly, a lack of trained instructors, defined curricula, and efficient research are also the causes of low literacy levels. Finally, poor monitoring and evaluation lead to poor literacy levels across the country. In addition, the literacy rates are very low among disadvantaged groups like the poor, ethnic minorities, nomadic, refugees, rural dwellers, the disabled, and the female.

Sarkar, Reza, and Hossain (2014) have found out that females are considered a liability while males are expected to be the breadwinners in traditional cultures. Women are reduced to childbearing and rearing machines within the four walls of their homes with little or no education and no voice. Such conservative beliefs do not allow women to be educated and be part of society. Jamal (2016) in his recent study has also pointed out that girls are not allowed to go to schools in financially secure Pashtun society because of tribal norms of Pashtunwali. The following factors were mentioned by Hashmi, N. et al. (2009) regarding the factors that influence female literacy in rural Pakistan. They pointed out that male-dominated rural areas make decisions on the mobility of their daughters, therefore the father’s education is relatively more important than the mother’s education. School location is one of the community factors that affect female literacy since families who live far from school are not motivated to educate themselves. However, families with little income are unable to support their daughters to continue with their education. Social class also plays a role in female education since affluent families ensure their girls get to college. The poor also do not have access to attractive job opportunities, which helps maintain low literacy levels among the poor.

In the merged districts of Khyber Pakhtunkhwa, there are 5,826 government schools of which 5,051 are working and 775 are non-working schools. Out of the operational schools, 3099 are for boys and 1952 for girls, and out of the non-functional schools, 366 are for boys and 409 for girls. Total enrolment in government schools in these districts is 609,826. The approved number of teaching posts in the government schools is 21,536 out of which boys’ schools have been sanctioned 14,647 and girls’ schools 6,889. The total head count of teachers in government schools is 17,049 out of which 11,873 are male teachers and 5176 are female teachers (Annual School Census Report 2020-21 for Newly Merged Districts of Khyber Pakhtunkhwa). The Annual Statistical Report (2018) reveals that the literacy ratio of the newly merged districts (NMDs) at the primary level is 57%, the male literacy rate is 73%, and the female literacy rate is 40%. Female education in district Khyber is particularly low as compared to male, the primary school enrollment ratio is 32% for girls and 83% for boys. At the post-primary level, the enrollment ratios of girls are much lower, 5% as compared to 37% of the boys.

Bari, F. (2010) opines that terrorism significantly affected education, especially female education in the affected regions. Her study in Rawalpindi, Swat, and FATA showed that 51% of women and 53% of men dropped out due to conflicts. Moreover, many schools were burnt down during the fighting in Swat. 72% of respondents said that the loss of education was the worst social effect. Although the majority of people surveyed are in favor of female education (93%), there are challenges.

Many development theorists and scholars have identified poverty as a major barrier to girls’ education in developing countries (Khan, 1991). In many rural and tribal regions of Pakistan, early marriage comes out as a major factor that hinders a girl’s education. According to the statistics, three-quarters of Pakistani girls are married before they are fifteen years old, rising to nine out of ten before they are twenty (Shaheed & Mumtaz, 1993). Most worrying is the situation among the Pashtun population living in the tribal regions where the average age of a girl’s marriage is about 14 years. Unfortunately, a survey conducted by UNHCR in 2003 revealed that some girls were married as young as seven or nine in some Northern tribes. This is usually justified by regarding daughters as mere commodities to be exchanged and turned into property at a later stage (Duncan et al., 1994). The women especially the Pashtun women in the Pakhtunkhwa Province face institutional barriers such as purdah which is the separation of women from men.

According to Alidins and Alidins (1993), purdah promotes seclusion and perpetuates gender inequalities in Pakistan, limiting women’s participation in economic activities and education. Such traditional and cultural norms could be a disaster to female education as the case of purdah might have affected school enrollment rates. In the context of education, compliance with the principle of purdah is expressed in various requirements. Parents’ willingness to send girls to school often depends on certain conditions like; female teachers, a secure compound to avoid contact with male strangers, girls being accompanied by a male relative when going to school, and girls and boys being separated during learning. If these conditions are not met, parents may deny their daughters the right to education beyond the primary level (Thomas, 1996).

Objectives

To examine the socio-cultural, economic, and institutional factors that limit female education in the former FATA region as a way of assessing the impact of female education on different socio-economic factors like poverty, economic development, health, and women’s status in society.

Research questions

  1. What are the barriers to female education in former FATA and how do they impact development outcomes?
  2. What are the socio-economic impacts of female education on development in former FATA?

Statement of Purpose

Education is one of the most critical determinants of development as it has variable impacts on individuals as well as broader community change. Investing in education, especially education for girls, acts as the key to tapping the desirable and unknown potential, creating open and inclusive societies for the generations to come.

Theoretical framework

The Structural and Cultural Constraint Theory by Johan Galtung becomes particularly useful in understanding the interconnection of women’s education in former FATA with the social and economic landscape of the region—the dominance of patriarchy, deserts and mountains which contribute to weak infrastructure and basic facilities, religious conservatism, and a lack of government attention. In this regard, structural constraints are defined as any limitations or prejudices that are inherent to a specific system, culture, tradition, and policy that affect women’s education including patriarchy and religious dogmas. 

Cultural factors refer to the cultural norms, beliefs, and practices that uphold such structural discriminations and limit women’s autonomy and education. About the former FATA, the gendered power dynamics argue that the patriarchal structures and religious conservatism both impeded women’s abilities to access education and perpetuated endurable gender norms in which male education was privileged. Moreover, other limitations such as a weak infrastructure and poor government concern about enhancing women’s education supplement the challenges since the limited education facilities and resources restrain women from realizing their desire to be educated. 

The aforementioned structural and cultural constraints that are deep-seated in our societies continue to remain a major challenge for female education in former FATA and underscore a need to extend focused intervention and policy reforms to create a better educational and socio-economic environment for women in the region.

Methodology

Study Design:

This research used a cross-sectional survey to collect quantitative data on the perceptions of factors affecting female education in the erstwhile FATA. 

Participants:

The participants were people living in former FATA with emphasis on those who had some information or experience regarding female education in the area. A convenience sampling technique was used to select the participants.

Data Collection:

Data were collected using a structured questionnaire containing multiple-choice questions. The questionnaire was comprised of items that were concerning the following aspects: 

  • Patriarchy
  • Religious Conservatism
  • Poverty
  • Lack of Government Support
  • Culture
  • Gender Discrimination
  • Transportation
  • School Facilities
  • Community
  • Technology
  • Recent changes in the education of females 

Participants were required to rate their perception or observation of each item by choosing the most appropriate response option.

Data Analysis:

A frequency and percentage distribution were calculated on the responses to each item in the survey. Furthermore, correlation coefficients of Pearson type were computed to determine the nature of the relationship between various factors associated with female education in former FATA. Statistical significance was set at p < 0.05.

Ethical Considerations:

The study was conducted ethically. The participants were not coerced into participation, they provided their consent, their information was kept confidential and the respondents’ identities were not revealed. The participants were informed of the details regarding the study, the procedures to be followed, and their rights. All data collected was kept confidential and was used for research purposes only. Before undertaking the study, permission from an institutional review board or an ethics committee was sought.

Limitations:

Some of the limitations of the study are the possibility of response bias because of self-reported data and the use of convenience sampling which may reduce the generalization of the results to all the former FATA inhabitants.

Result and discussion

Table No # 1: To what extent does the patriarchal system hinder female education in former FATA?
FrequencyPercent
significantly1616.0
Moderately88.0
Slightly4646.0
Rarely2525.0
Not at all55.0
Total100100.0

Table No. 1 shows that the respondents’ perception regarding the role of the patriarchal system in female education in the former FATA is not homogeneous. About half the respondents, 46 respondents (46%), opine that the patriarchal system somewhat negatively affects female education, and 25 respondents (25%) opine that it rarely does so. 16 respondents (16%) said it greatly hinders female education while 8 respondents (8%) said it moderately hinders female education. However, 5 respondents (5%) do not find any hindrance at all.

Table No # 2: Do you believe that religious conservatism in formerFATA poses obstacles to girls’ education?
FrequencyPercent
Agree816.0
Neutral488.0
Disagree4446.0
Total100100.0

Table No. 2 shows the respondents’ perception of the effect of religious conservatism on girl’s education in former FATA. A considerable number of respondents, 44, believed that religious conservatism is not a hindrance to girls’ education and therefore do not view it as a major barrier. On the other hand, 8 respondents strongly agree that religious conservatism does hinder girls’ education which shows that there is an understanding of its effect among a few. However, the largest percentage of 48 respondents were indifferent as they did not agree or disagree with the statement.

Table No # 3: How much does poverty contribute to the challengesfaced by girls seeking education in former FATA?
FrequencyPercent
Very Much4343.0
To some extent4040.0
A little1717.0
Total100100.0

Table No. 3 shows that poverty is recognized as a major barrier to education for girls in the former FATA. A significant number of the respondents, 43, think that poverty has a very much impact on the difficulties encountered by girls. Another 40 respondents (40%) believe that poverty plays a role that is “to some extent” hence showing that it is a factor that hinders access to health care. However, only 17 respondents (17%) believe that poverty has “little” impact on these challenges.

Table No # 4: How would you rate the existing educational infrastructure in former FATA in terms of meeting the needs offemale students?
FrequencyPercent
Fair2525.0
Poor3535.0
Very poor4040.0
Total100100.0

Table No. 4 shows the respondents’ views on the adequacy of the current educational facilities in the former FATA for female students. According to the respondents, 40 (40%) of them consider the current infrastructure as “very poor” which shows that the majority of the respondents have a perception that the current facilities are inadequate. Moreover, 35 respondents (35%) described the infrastructure as “poor” which also supports the mentioned dissatisfaction. A further 25 respondents (25%) consider the infrastructure as “fair.”

Table No # 5: Do you think that government negligence plays asignificant role in limiting educational opportunities for girls in former FATA?
FrequencyPercent
Strongly Agree3333.0
Agree5454.0
Neutral88.0
11.0055.0
Total100100.0

Table No. 5 shows the respondents’ views on the effects of government negligence on educational prospects for girls in former FATA. The results reveal that the majority of the respondents, 87 of them, either strongly or agree with the statement that government negligence plays a major role in reducing the educational chances of girls in the region. This shows that the majority of the respondents have a perception that the government or lack of support from the government is central to the denial of education to girls. On the other hand, 8 respondents (8%) are indifferent to this issue, and 5 respondents (5%) are not clear on this issue.

Table No # 6: Are there specific cultural or societal norms informer FATA that discourages girls from pursuing education?
FrequencyPercent
Yes, strongly88.0
Yes, somewhat5555.0
Neutral99.0
No, not at all2828.0
Total100100.0

Table No. 6 shows respondents’ perceptions about the existence of certain cultures or societies in the former FATA that do not allow girls to go to school. The findings show that 63 respondents (63%) either strongly agree (8%) or somewhat agree (55%) that such norms exist and put pressure on girls to drop out of school. This implies that most of the respondents had a social understanding that there are cultural and societal factors that limit girls’ education in the region. On the other hand, 28 respondents (28%) strongly believe that there are no such norms, meaning that while the majority of the respondents see cultural or societal barriers to girls’ education, there is a smaller but still significant portion of respondents who do not see any major barriers to girls’ education. Furthermore, 9 respondents (9%) are undecided whether these norms exist or not.

Table No # 7: Have you observed gender discrimination significantlyaffecting the educational prospects of girls in former FATA?
FrequencyPercent
Yes, to a very large extent99.0
Yes, to some extent88.0
Neutral1010.0
No, not really7373.0
Total100100.0

Table No. 7 shows respondents’ perceptions on the impact of gender discrimination on the education of girls in former FATA. The survey results reveal that 73 of the respondents, or 73%, do not think that gender discrimination plays a huge role in determining the educational fate of girls in the region. This implies that most of the respondents had a notion that gendered barriers to education might not be as severe as in other areas. On the other hand, 9 respondents (9%) report a very large extent of gender discrimination while 8 respondents (8%) report some extent of gender discrimination. On the other hand, 10 respondents (10%) are still undecided regarding the issue; they do not strongly agree or disagree on the existence of gender discrimination in the educational opportunities for girls.

Table No # 8: Do you believe that lack of access to safe transportation is a significant barrier for girls attending school informer FATA?
FrequencyPercent
Strongly Agree99.0
Agree7575.0
Neutral1616.0
Total100100.0

Table No. 8 shows respondents’ perception of the importance of the absence of safe transportation as a hindrance to girls’ school attendance in former FATA. The respondents’ data shows that 84 out of the 100 respondents strongly agree (9) or agree (75) with the statement that lack of safe transport is a barrier to girls going to school in the region. This indicates that most of the respondents had a clue about the difficulties that girls experience in getting to and from school safely. On the other hand, 16 respondents (16%) are indifferent to the issue, as they did not strongly agree or disagree with the statement that transportation hinders girl child education.

Table No # 9: Are there sufficient schools in former FATA to accommodate the educational needs of girls?
FrequencyPercent
Neutral1010.0
No, not enough6363.0
No, far for enough2727.0
Total100100.0

Table No. 9 shows respondents’ opinions about the adequacy of schools in former FATA to meet the educational needs of girls. The findings show that 90 respondents (90%) either agree that there are few schools (63%) or that the existing schools are insufficient (27%) to cater to the education needs of girls in the region. This shows that many of the respondents had the impression that the existing educational facilities were not enough to meet the educational needs of girls in former FATA. On the other hand, 10 respondents (10%) are indifferent to the issue and have not confirmed nor denied whether schools are adequate for girls’ education.

Table No # 10:  How effective do you think community-based initiatives are in addressing the challenges to female education informer FATA?
FrequencyPercent
Somewhat effective88.0
Neutral4747.0
Not very effective3737.0
Not effective at all88.0
Total100100.0

Table No. 10 shows the respondents’ opinion about the effectiveness of community-based interventions in tackling the challenges to female education in former FATA. The results of the survey indicate that respondents have different attitudes toward the subject. A third, which consists of 37 people (37%), do not think that community-based activities are very effective in tackling these issues, which shows doubt in the effectiveness of such activities. Likewise, 8 respondents (8%) consider community-based initiatives as being not effective at all. On the other hand, 8 respondents (8%) consider such efforts as somewhat effective. Nonetheless, the largest group, 47 respondents (47%) are indifferent to the effectiveness of community-based initiatives stating neither “yes” nor “no.”

Table No # 11: Do you believe that technological advancements cansignificantly help improve access to education for girls in former FATA?
FrequencyPercent
Agree55.0
Neutral2828.0
Disagree6767.0
Total100100.0

Table No. 11 The respondents’ perceptions on the possibility of technological enhancements to enhance the education for girls in former FATA are presented in Table No. 11. The results show that respondents are generally skeptical, as 67 people (67%) disagreed with the statement that technological developments can greatly contribute to increasing the level of education for girls in the region. On the other hand, only 5 respondents (5%) support this idea. Furthermore, 28 respondents (28%) are indifferent to the problem, neither agreeing nor disagreeing with the possibility of technological progress to improve girls’ education.

Table No # 12: Have you noticed any positive changes or improvements infemale education initiatives in former FATA in recent years?
FrequencyPercent
Yes, some improvement4343.0
Neutral2828.0
No, not many improvement2929.0
Total100100.0

Table No. 12 shows the respondents’ perceptions about new and emerging positive changes or improvements in female education in the former FATA in the recent past. The findings show that the respondents have a rather ambiguous attitude. A third, which is 43 participants (43%) state that there is some progress in female education programs, which shows that the participants are aware of the change for the better. On the other hand, 29 respondents (29%) said that they think that there has not been much change in this area. Moreover, 28 respondents (28%) are still undecided and do not confirm or negate the existence of positive changes in female education programs.

Correlation Analysis between Different Variables
Q1Q2Q3Q4Q5Q6Q7Q8Q9Q10Q11Q12
Q11
Q2.590**1
Q3-.296**-.540**1
Q4.219*-.028-.1751
Q5.255*.196-.233*.252*1
Q6.061.358**-.448**-.205*.458**1
Q7.279**-.294**-.433**.246*.052-.0871
Q8.592**-.372**-.420**.203*.063.130.305**1
Q9.013-.442**.338**.528**-.028-.543**.334**-.041
Q10.021.102.304**.004-.284**-.580**-.479**-.111-.1741
Q11.542**-.230*.287**.081-.447**.127-.357**.093.191-.250*1
Q12.479**.804**-.240*-.270**-.098.042-.422**  -.387**-.504**.560**-.357**1
Correlation is significant at the 0.01 level (2-tailed).**
Correlation is significant at the 0.05 level (2-tailed).*

The correlation analysis shows several significant correlations between different factors associated with female education in former FATA. First, the results reveal a significant and positive relationship between the degree to which the patriarchal system restricts female education and the perceived threat of religious conservatism to girls’ education (r=0.590, p < 0.01). This suggests that respondents who find the patriarchal system as a barrier to female education will also see religious conservatism as one. 

Secondly, poverty is inversely related to the perceived efficiency of community-based interventions in addressing issues of female education (r=-0.304, p < 0.01). This implies that respondents who agree that poverty plays a big role in the challenges that face girls in their quest for education are less likely to have faith in efforts made by the community to address these challenges. 

Thirdly, there is a negative relationship between the level of optimism about the role of technology in enhancing the education of the girl child and the level of perceived gender-based discrimination as a factor that greatly influences the education of the girl child (r=-0.357, p < 0.01). This means that respondents who expect that technological developments can enhance access to education are less likely to notice how gender discrimination hinders the educational opportunities of girls.

Conclusion

The findings of this study shed light on the complex processes regarding female education in the erstwhile FATA. In this paper, the results of survey responses and correlation coefficients reveal many significant observations and implications. First of all, it is possible to note that respondents’ opinions on the barriers to female education are different. Regarding the barriers to girls’ education, while a good number of them agree that factors such as patriarchal systems and poverty hinder girls’ education, there is a disagreement on the level of these barriers. Patriarchal religion, government apathy, and tradition also come to the fore as factors that affect female education, and there is no consensus on the effects of these factors.

Furthermore, the study reveals that girls face difficulties in education, such as poor school facilities and transportation problems. The perceived inefficiency of community-based efforts is the reason why systematic approaches tackle the root causes of the challenges that deny women education in the region. Also, the doubts concerning the possibility of the use of new technologies to enhance girls’ education point to the need for culturally appropriate solutions that will address the socio-cultural context of the former FATA region.

The correlation analysis shows how different factors are related to each other and highlights the interdependence of factors that determine female education. Most importantly, the positive significant relationship between perceived barriers due to patriarchy and religious conservatism supports the need to address gender barriers in education comprehensively. In conclusion, the study reveals that there are complex issues affecting female education in former FATA and therefore calls for more focused efforts to address the social cultural, economic, and institutional barriers to female education in the region and beyond.

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