CONFLICT TREND ANALYSIS

CONFLICT TREND ANALYSIS

DRAFT REPORT - 2

SUBMITTED TO:

PREPARED BY:

October 18 , 2012

This report has beenfinanced and produced at therequest of Development ofInternational Development(DFID) in Pakistan. Thecomments contained herein

Table of Contents

EXECUTIVE SUMMARY..........................................1INTRODUCTION.............................................................1KEY FINDINGS AND CONCLUSIONS...............................................1RECOMMENDATIONS..........................................................2

1. INTRODUCTION AND STUDY BACKGROUND..........................41.1. BACKGROUND AND PROJECT INFORMATION.....................................41.2. OBJECTIVES OF THE STUDY..............................................5

2. METHODOLOGY.............................................72.1. SAMPLE DESIGN AND STUDY FRAMEWORK......................................72.2. LIMITATIONS OF THE STUDY.............................................8

3. KEY FINDINGS AND CONCLUSION..............................93.1. FREQUENCY OF TERRORISM RELATED INCIDENTS INCLUDING BOMB BLASTS.............93.2. STATE OF EDUCATION WITH REFERENCE TO INFRASTRUCTURE......................103.3. STATUS OF SCHOOL FUNCTIONALITY.......................................113.4. TEACHERS AVAILABILITY AND ATTENDANCE...................................133.5. ACADEMIC DEMOGRAPHY.................................................153.6. QUALITY OF TEACHING AND LEARNING......................................163.7. THE STATE AND ROLE OF PARENT TEACHERS ASSOCIATIONS (PTAS)...............183.8. PERCEPTIONS OF STUDENTS AND TEACHERS ON VIOLENCE AND EDUCATION............193.9. RESTRICTIONS TO THE MOBILITY OF TEACHER AND STUDENTS.....................193.10. MITIGATION STRATEGIES..............................................203.11. COMMUNITY PERCEPTION..............................................213.12. GOVERNMENT STRUCTURE AND MANAGEMENT OF EDUCATION IN CRISIS SITUATION......22

4. RECOMMENDATIONS........................................264.1. ESTABLISHMENT OF CONFLICT EFFECTED EDUCATION INFORMATION SYSTEM (CEEMIS)...264.2. RESULTS TRACKING, MONITORING AND MID-TERM EVALUATION PRIORITIES...........264.3. THEMATIC FOCUS ON LINKS BETWEEN EDUCATION AND EXTREMISM..................264.4. CAPACITY BUILDING FOR MANAGING EDUCATION IN CRISIS......................264.5. EDUCATION AS A RESILIENCE TOOL.......................................274.6. INCENTIVE FOR TEACHERS IN HARD AREAS..................................27

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4.7. FURTHER INVESTIGATION...............................................27

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LIST OF TABLES

Table 1: Number of Terrorist Activities in Sample Districts of KP.......4Table 2: Percentage of Schools Temporarily Closed in District Swat......5Table 3: Breakup of Thematic Areas and Research Tools...................7Table 4: Sample Framework...............................................8Table 5: District Sample Design for Schools, KIIs and FGD...............8Table 6: Status of Teacher Absenteeism from School due to Conflict.....12Table 7: Status of Principal Absenteeism due to Conflict...............13Table 8: Students Enrollment in April 2011 and May 2012 - Dropout Rate. 15Table 9: Tabular Summary of Findings...................................24

LIST OF FIGURES

Figure 1: Number of Terrorist Activities since April 2011...............9Figure 2: Numbers of Days School Remained Closed due to Terrorist

Activities..........................................................11Figure 3: Number of Days School Remained Closed due to Terrorist

Activities..........................................................12Figure 4: Status of Principal Absenteeism from School due to Conflict. .14Figure 5: The Children Involvement in Teaching Learning Process........17Figure 6: Contributions of PTAs in Controlling Terrorist Activities....18Figure 7: Types of Trainings Needed as Mitigation Strategies...........21Figure 8: Suggestions by Stakeholders to Control Terrorist Activities in

Schools.............................................................22

III

Acronyms, Abbreviations and Definition of Important Terms

APEX APEX Consulting PakistanA V Audio Video AidsBISE Board of Intermediate and Secondary EducationCEEMIS Conflict Effected Education Information System CORDAID Catholic Organization for Relief and Development AidDCO District Coordination OfficerDDMA District Disaster Management AuthorityDFID Department for International DevelopmentDGCM District Government’s Crises ManagementDPO District Police OfficerE&SE Elementary and Secondary EducationEDO Executive District OfficerEMIS Education Management Information SystemESRU Education Sector Reforms UnitFATA Federally Administered Tribal AreasFGD Focused Group DiscussionGDP Gross Domestic ProductGIZ GIZ is a German International Cooperation Enterprise forGoKP Govt. of Khyber PakhtunkhwaICT Islamabad Capital TerritoryINTERSO INTERSOS is a Non Profit Humanitarian Aid Organization KIIs Key Informants InterviewsKP Khyber PakhtunkhwaMDG Millennium Development GoalsNGO Non Profit OrganizationNPAE National Plan of Action for Education NPI National Policy InstrumentNWA North Waziristan AgencyP&D Planning and DevelopmentPaRRSA Provincial Reconstruction, Rehabilitation and SettlementPCNA Post Crises Need AssessmentPDMA Provincial Disaster Management AuthorityPRSP Poverty Reduction Strategy PaperPTA Parent Teachers AssociationPTC Parent Teacher CommitteeSF Security ForcesSPO Strenghting Pakistan OrganizationSPSS Statistical Package for the Social SciencesSRSP Sarhad Rural Support ProgammeSS Students StrengthSSC Secondary School CertificateSWA South Waziristan AgencyTBB Text Book BoardTOR Terms of ReferenceTS Teacher's Strength

IV

TTP Teacher Training ProjectUN United NationsUNESCO United Nations Educational, Scientific and Cultural UNICEF United Nation International Children Emergency FundUSAID United States Agency for International Development

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DFID-Conflict Trend Analysis

EXECUTIVE SUMMARYIntroductionThis study focuses upon exploring the trends of conflict and itsimpact on education service delivery in Khyber Pakhtunkhwa (KP)with specific focus on females in the 10 sample districts namelyBannu, Bunair, Charsadda, D.I.Khan, Hangu, Kohistan, LakkiMarwat,Shangla, Swat and Tank.

The major objectives of the study included: (i) undertaking atrend analysis of violent incidents during the past one year;(ii) assessing the state of education in the conflict affecteddistricts; and (iii) getting perceptions of students, teachersand community on the effects of violence on education.

The design of the study consisted of literature review and bothquantitative and qualitative primary research. The quantitativedata was obtained through questionnaires from male and femalestudents, teachers and principals. The qualitative methodincluded observations, school profiles, FGDs and KIIs.

The sample for the study comprised of 2 primary, 2 middle and 2high schools in each district evenly distributed amongst both thegenders. In all districts 1 FGD each was conducted with teachers,students, parents, clergy, government officers, politicians,media personnel and representatives of civil society. Interviewswere conducted with EDO Education, EDO Planning, EDO Finance,DCO, DDMA, DPO, as well as Director Education KP, Deputy DirectorEMIS, Director General PDMA, Chairman PaRSA and Chairman TextBook Board. Secondary data was obtained through government andindependent research reports.

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Key Findings and Conclusions

During the 14 months period (April 2011 to June 15, 2012) thereported number of bomb blasts were 15 in Charsadda, 7 in Swat, 4in Shangla and 2 each in Tank and D.I.Khan. Other terroristactivities (damage to school buildings, harassing, threats, etc.)were reported by 60% of the respondents in Lakki Marwat (schoolsdestructions and SF operations), 60% in Hangu (schoolsdestructions, target killings), 30% in Bannu (SF operations) and20% in Tank (drone attacks). No terrorist incident occurred inKohistan and Bunair.

Schools remained closed for an average of 14 days in Bannu andfor just 1 day in Lakki Marwatwhereas in Kohistan, Shangla, Swat,Bunair and Hangu schools did not remain close even for a singleday.

Due to terrorist activities the school principals often remainedabsent in Lakki Marwat (33.3%). Teachers remained absentoccasionally in Swat, Hangu (33.3% each), Tank (16.7%) and Bannu(14.3%) respectively, whereas principals never remained absent inKohistan, Shangla, Bunair andCharsadda. The data reveals thatabsenteeism of female principals (10.2%) was higher than maleprincipals (5.1%).

During the study period no significant change was found inteacher students ratio in sample districts (1:24). A decline ofteacher students ratio was found in the districts of Hangu (1:36to 1:39) and Kohistan (1:8 to 1:10) while an uplift was found inLakki Marwat (1:26 to 1:24) and Charsadda (1:30 to 1:29). Withreference to gender aslight overall decline was observed inteacher students ratio for male (1:20 to 1:21) whereas no changewas found in the case of female students (1:29 each).

An increase of 4%was found in the student enrolment in thesurveyed districts. A significant variation was observed amongstthe districts. The highest rate of admission was in Kohistan(16.9%) followed by Swat (12%) and Bunair (10.4%). In gender-wisecomparison female admission rate (5.3%) was higher than male(3%). The highest reported increase in admission rate was in malestudents of Kohistan (16.9%) followed by Bunair (11%) andD.I.Khan (7.4%), while in femalestudents the highest reported

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increase was in Swat (15.8%), Bunair (9.4%) and Charsada (6.4%).

No significant drop-out occurred amongst the surveyed districts.The highest rate of drop-out was found in the male schools. Itwas reported at 4% in the male schools of Charsadda, 3.8% inLakki Marwat and 1.1% in Hangu. In female schools the significantdrop-out was found in D.I.Khan (1.8%) followed by Bannu (0.5%).

When asked about the contribution of PTA in countering terroristactivities Lakki Marwat reported cooperation in school security,D.I.Khan in creating awareness, Hangu in preparing for emergencyresponse while PTA inKohistan, Tank and Charsadda extended notcontribution.

In light of the above it can be concluded that schools indistricts that are close to North Waziristan Agency (NWA) andSouth Waziristan Agency (SWA) namely districts of Tank, D.I.Khan,LakkiMarwat, Charsadda and Hanguhave suffered the most bombblasts and from other terrorist activities.However no incident ofbomb blast, harassment and kidnapping occurred in the districtsof Kohistan, Shangla, Bunair and Swat during the study period.

Terrorist attacks on schools have not adversely affecteddrop-outrate of students as is commonly perceived. On the contrary,enrolment has increased in some of the districts. Similarly therehas not been any major adverse effect on teacher student ratioexcept in two districts (Lakki Marwat and Charsadda). The schoolsessions continued at alternate locationsafter terrorist attacks.

Terrorist attacks on schools have adversely affected student’sdiscipline, interest, motivation and teaching learningparticipation process particularly in the schools located in thedistricts of Tank, Bannu, Lakki Marwat and Shangla.

Teachers and students perceive that the terrorist attacks onschools have resulted in fear, deterioration in quality ofeducation, harassment and psychological problems and othernegative effects on personality like anxiety, tension,indecisiveness, etc.

Female teachers and girls students proved to be more vulnerablebecause of these terroristactivities on schools. The main impacton them was fear, harassment, psychological problems and losing

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confidence in seeking education. Girls have been particularlyharassed in districts of Bannu and Swat.

Recommendations

In view of the above findings the Consultants recommend that:

1.There should be fast track delivery system on education sectortargets namely Conflict Effected Education Information System(CEEMIS) in areas where terrorist attacks on schools arefrequent. This system may be established at provincial level aswell as at district levels in the EDO office. The system mustcontribute in data collection, community awareness, peaceeducation, improvement in school security, record keeping andmitigation strategies.

2.The provincial department of education in KP should establish atask force on permanent basis which should work together withthe army, police, PTAs, communities, NGOs, clerics, politicalfigures and prepare report to take measures for combatingterrorist attacks on schools and threats being given toteachers and students by militants.

3.There is a strong need of building thematic focus in schoolcurriculum and teacher training. Curriculum in KP from class 1to 10 may be specially designed so as to include peaceeducation, life skills, sectarianism elimination, first aid,civil defense, religious knowledge on tolerance, peacedialogue, etc. Clerics and the community may be linked to theschools as recourse persons to achieve this objective.

4.Education stakeholders including secretaries, principals,teachers, PTAs, DEOs, EDOs, etc. may be provided in-depth andcontinuous training in crises management, psychologicalrehabilitation, social psychology, civil defense, financialadministration, security management in crises, motivationalpsychology, peace dialogue, negotiation skill and conflictresolution. International organizations like DFID may comeforward for this huge humanitarian task.

5.Education may be used as local resilience tool againstterrorism. This may be done by in time reporting to lawenforcing agencies and by a planned strategy of providingemployment to the educated youth in terrorist hit areas.

6.A formal incentive based policy for teachers and other staff

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may be legislated at the provincial level. This may includespecial pays, hard area allowance, out of turn promotions,special quota for promotions, national awards, secureresidential accommodation particularly to female teachers andspecial security package at schools.

7.A full scale study may be designed for the entire KP on thesame subject so that a holistic picture may be reportedparticularly in Peshawar, Nowshera and Kohat.

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1. INTRODUCTION AND STUDY BACKGROUND1.1. Background and Project Information

Some of the policy documents that together define the developmentframework of the education sector of Pakistan include: (i)National Policy Instrument included in National Plan of Actionfor Education for All (2001-2015); (ii) Education Sector Reforms– ESR (2002-2006); (iii) National Education Policy 2009; (iv)Poverty Reduction Strategy Paper (PRSP); and (v) New GrowthStrategy 2011. These policy instruments together define thecomprehensive education development framework for the wholecountry.

On current indicators, Pakistan will not achieve the MillenniumDevelopment Goals (MDGs) 2 and 3 for education and thedevelopment indicators for education in KP lag behind the rest ofPakistan. Around half of the 17 million population of KP isilliterate. Amongst the 9 to 39 age group, about 7 million of thepeople are illiterate (and less than 30% of females in this agegroup are literate). Disparity exists in imparting education toboys and girls in KP. There are 14,770 schools for boys and only7,838 for girls. Of the almost three million children notenrolled in basic education nearly two million are girls.

KP has the most youthful population in Pakistan, with about 30%of the male population between the ages of 15 and 29. Thesepoorly educated young men are marginalized, have restrictedaccess to information, few employment options and are vulnerableto malign influences. Reflecting a vicious cycle of cause andeffect, the weak and outdated KP public education system has beenimpacted by successive crisis.

Over the last several years, multiple humanitarian and naturalcrises have severely damaged the already deficient basiceducation infrastructure and service delivery in KP. The 2005earthquake, followed by insurgency in Malakand in 2009,continuing militant attacks and bombs blasts in parts of KP andthe heavy monsoon floods of 2010; all this has damaged theeducation system and constrained the capacity for educationexpansion and efficient system wide functioning. Educationalinstitutions, particularly those of girls, have been among the

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major targets of terrorist attacks. Students and teachers, againparticularly girls and women, have been direct victims of theattacks on educational facilities.

Table 1: Number of Terrorist Activities in Sample Districts of KPTerroristActivities Ap

r-

May-

Jun-

Jul-

Aug-

Sep-

Oct-

Nov-

Dec-

Jan-

Feb-

Mar-

Apr-

May-

Total

Bomb Blasts 5 13 7 4 7 9 12 13 5 11 12 15 8 10 131

School Damage 5 3 4 3 5 1 2 3 11 1 3 6 4 3 54SF Operations 10 9 5 11 9 10 9 10 8 2 10 6 2 8 10

9Militant Attacks

15 6 19 15 20 7 10 4 11 14 12 8 5 4 150

Grand Total 35 31 35 34 41 27 33 30 35 28 37 35 19 25 444Source; (Khyber Pakhtunkhwa Timeline report 2011-12)1

According to the Education for All Global Monitoring Report- 2011by UNESCO the violent conflict can affect the provision of education in two important ways.

First, in areas where violent conflict occurs, schools are eitherclosed or damaged and the provision of education is suspended forsome period of time. Second, to the extent that population groupslocated in areas experiencing violence flee to more stable areas,one can expect to see a decline in the number of pupils in areasexperiencing violent conflicts, and a related increase in thenumber of pupils in adjacent areas not experiencing conflicts.

Table 2: Percentage of Schools Temporarily Closed in District Swat

PeriodBoy’s Schools Girl’s Schools

TotalSchools

% of whichclosed

TotalSchools

% of whichclosed

October 2006 842 0.59% 489 7.77%October 2007 842 0.12% 490 12.45%October 2008 842 0.36% 491 19.76%October 2009 842 1.66% 491 21.59%Source;(Paper commissioned for the EFA Global Monitoring Report 2011, The hidden crisis: Armed conflict and education)

Data available with the FATA Disaster and Management Authority(FDMA) and directorate education FATA reveals that 542 primaryschools for boys and 108 for girlsare dysfunctional in the tribalareas as the teachers deputed there are reluctant to performtheir duties for fear of either being kidnapped or killed by themilitants. According to the data, 440 schools, of which 130 weregirlschools, have been destroyed by the militants.

1http://www.satp.org/satporgtp/countries/pakistan/nwfp/timeline/index.html

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Surprisingly, only five schools have been blown up in NorthWaziristan Agency - the abode of hardcore militants - while 24are reported to have been targeted by militants in SouthWaziristan Agency. The number of educational institutionsdestroyed is high in Kurram Agency where it stands at 85. MohmandAgency, where 62 schools have been bombed comes second. Inaddition 32 schools each in Orakzai and Khyber agencies have beendestroyed along with 20 institutions in the Frontier Regions (FR)i.e. semi-tribal areas of Peshawar, Kohat, Bannu and LakkiMarwat.

A Human Rights Commission of Pakistan (HRCP) report on the plightof tribal women released in 2009-10 reveals that militants don’twant women to get education. It further says that not a singlegirl from Bajaur agency, FRKohat and Lakki Marwat took admissionin any college.There are press reports of about 50 primaryschools for girls being dysfunctional due to the unavailabilityof teachers in the rural areas of Peshawar including Matani,Badhber, Urmar, Garhi Atta Mohammad and Adezai.A source in theprovincial education department privy to this scribe said that600 male and 400 female teachers were required on an urgent basisto be appointed in the schools facing shortage of teachers in theperiphery of Peshawar. Shahid Ali, an educationist working oncollecting data on the destruction of schools in KP said that“militants now don’t care if they destroy girls, boys or privateschool. Still, girls are the ones suffering the most.”

1.2. Objectives of the StudyIn light of the above background the key objectives of the studyare:

1.To undertake a trend analysis of past one year of the frequencyof terrorism related violent incidents including bomb blasts in 10selected districts of KP

2.To assess the state of education in the 10 conflict effecteddistricts of KP covering the following: Infrastructure and the extent up to which schools are

functional/dysfunctional Teachers availability (male and female) and attendance levels

for primary, secondary and high schools

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Students enrolment, retention and dropout rates (both boys andgirls)

Gender disaggregated pupil teachers ratio at tehsil levels Teaching and learning that takes place inside the classrooms

through primaryresearch and participant observations includingthe use of teacher guides, availability of textbooks, schoollevel student assessments and classroom environment

The state and role of Parent Teachers Associations (PTAs) inselected districts

3.Perceptions of students and teachers on state of violence andits effects on their learning outcomes Focused Group Discussions on restrictions to the mobility of

teachers and students (especially females), incidents ofharassment against students and teachers

Select case studies of successful mitigation strategies atschool, district (management) level

4.Communities perceptions towards education, in particular girlseducation in light of the conflict through Focused GroupDiscussions and community meetings

5.District level Governance structures resilience andresponsiveness for managing education in crisis situation

6.Coping strategies to protect female teachers and students (ifany)

7.Map out local level non-traditional stakeholders includingclergy’s role for giving a community led push for qualityeducation

8.In line with the DFID education program for KP, give concretestrategic and operational level recommendations for: Fast track delivery on education sector targets in conflict-

affected districts, including preventive strategies (if any)for continuing education

Results tracking, monitoring and mid-term evaluationpriorities

Thematic focus on establishing potential links betweeneducation and extremism

Capacity building for Government of KP for managing educationin crisis

Capacitating communities for using education as a resiliencetool against conflictand extremism

Scope for an incentive based policy for teachers in hard areas

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2. METHODOLOGY

The methodology of the study consisted of literature review andexecution of primary quantitative and qualitative research. TheConsultants broke down the objectives of the study in specificthematic areas and investigated each area using various researchtools.

Table 3: Breakup of Thematic Areas andResearch ToolsThematic

Area Instrument Target Parameters

Access to Education

TeacherQuestionnaires. Annexure-A

Students Questionnaire. Annexure-B

Key Informant Interview Protocol. Annexure-C

School Profile. Annexure-D

The frequency of terrorism related violent incidents in thelast one year.

School infrastructures (functional / dysfunctional)

Students Enrolment (Gender wise) Teacher students ratio (Gender wise)

AssuringQualityEducation

Teacher Questionnaires. Annexure-A

Students Questionnaire. Annexure-B

School Profile. Annexure-D Classroom Observation Checklists. Annexure-E

Key Informant Interview. Annexure-C

Students retention & drop outs Status of teacher guides provided

Status of text books provided Students’ academic achievements

State of Governance in the District

School Profile. Annexure-D Classroom Observation Checklists. Annexure-E

Key Informant Interview Protocol. Annexure-C

Incidents of schools destructions

Reports of teacher/students harassment

Case studies of successful mitigation strategies

Government offices structures resilience & responsiveness

PublicOpinion /Perceptions

FGD Protocol. Annexure-F Status of PTAs (Exists or not) Teachers availability (Gender wise)

Role of civil society organizations

Impact of fiscal transfer on education

2.1. Sample Design and Study Framework

For the attainment of comprehensive view and to obtain genderdisaggregated data a sample was drawn from all the 10 districtsunder study. In quantitative research 600 questionnaireswere

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asked from students and 100 questionnaires from teachers.School profiles were made for six schools along with actual classroom teaching observation (3 each of male and female with abreakup of primary, middle and high school). In each districtand FGD was conducted.

The data through KII was collected from Director PDMA, DirectorGeneral PaRSA, DDMAs, DCOs, Director EMIS, Chairman TBB and fromthe Departments of Planning, Finance, Education, Policeand mediapersonnel in the districts.

The framework for the study and district wise distribution isas under:

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Table 4: Sample Framework

Sr. No.(Districts)

QuantitativeData Collection Qualitative Data Collection

Stud

ent

Ques

tionna

ires

Teac

her

Ques

tionna

ires

Scho

ol Pro

file

Prin

cipa

l

FGDs

Classr

oom

Obsr. Consultative meetings

Media(Field Investigation/ Check list)

Director

DDMA /

DCO

DPO

EDO

KP TBB EMIS E&SE P&D

KP (Province) – – – – – 1 1 1 1 - - - 0

Bannu 70 14 7 7 1 7 - - - 1 1 1 1 1 1Bunair 60 12 6 6 1 6 - - - 1 1 1 1 1 1Charsadda 60 12 6 6 1 6 - - - 1 1 1 1 0 1D.I.Khan 69 16 8 8 1 8 - - - 1 1 1 1 1 1Hangu 61 12 6 6 1 6 - - - 1 1 1 1 1 1Kohistan 71 12 6 2 1 0 - - - 1 0 1 1 1 1Lakki Marwat 59 12 6 6 1 5 - - - 1 1 1 1 1 1Shangla 58 12 6 6 1 5 - - - 1 1 1 1 1 1Swat 62 12 6 6 1 5 - - - 1 1 1 1 1 1Tank 58 12 6 6 1 4 - - - 1 1 1 1 1 1

Total 628

126

63

59

10

52 1 1 1 1

0 9 10 10 9 1

0

Table 5: District Sample Design for Schools, KIIs and FGDDistrict Wise Sampling

Data Collected from School Data Collected fromKIIs Participants of FGDs

Student Questionnaires 60 DPO and DCO 2 Govt and Political

Officers 2

Principal Questionnaires 6 DDMA 1 Local Notables and Clergies 2

School Profile 6 EDO Education, 1 Media 1

Teacher Questionnaire 12

EDO Finance & Planning 2 Teacher and Parents 2

Class RoomLesson Observation 6 Media 1 Male and Female

Students 2

2.2. Limitations of the Study

The study had the following limitations:

1. The EMIS report for the year 2012 could not be obtained forsome unknownofficial reasons which obviously became alimitation of the study especially in obtaining officialschool enrolment ratio and dropout rates in the sampledistricts.

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2. Most of the respondents especially the government officerswere reluctant in sharing their free views due to the fear ofmilitants.

3. While conducting KIIs the media representative at provinciallevel, whereasDCO in Kohistan and EDO finance inCharsaddacould not be interviewed due to their non-availability.

4. Some threats were received by the data collection team inKohistan district.

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3. KEY FINDINGS AND CONCLUSION3.1. Frequency of Terrorism Related Incidents including Bomb Blasts

The surveyed students, teachers and school principals reportedthe following number of terrorist activities in variousdistricts; Tank (µ = 3.2 i.e. mean of numbers cited by three typeof respondents), Hangu (µ=1.8), D.I.Khan (µ=1.3), andLakkiMarwat(µ=1) whereas in Kohistan, Shangla, Swat and Bunair no suchincident was reported. The bomb blasts and harassing/kidnappingcases have occurred in female schools of Lakki Marwat, Hangu andCharsadda(µ=1). The incidents of damages to schools are equal forboth genders whereas militants have made more attacks on maleschools than female schools.

Figure 1: Number of TerroristActivities since April 2011

The bomb blast reported were 15 in Charsadda, 7 in Swat, 4 inShangla and 2 each in Tank and D.I.Khan. The incidence of otherterrorist activities came to be 60% in Lakki Marwat (schoolsdestructions and SF operations), 60% in Hangu (schoolsdestructions, target killings), 30% in Bannu (SF operations) and20% in Tank (drone attacks). No terrorist incident occurred inKohistan and Bunair. The maximum number of reports regardingterrorist activities came from DPOs (70%), media representatives(60%) and DDMA (40%). The EDO finance remained silent on theissue.

Bomb blasts

Damaging schools' buildings

Attacks by Taliban

Harrasing &

Kidnapping T...

Any other0

0.2

0.4

0.6

0.8

1

MaleFemale

Mean

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However FGDs on the issue revealed that in the surveyed districtsterror related incidentsincluded 24 bomb blasts while about 20%of the violent incidents were related to government operations.Whereas no terrorist related incident occurred in Kohistan,Shangla andD.I.Khan.The main respondents in FGDs on thisparticular aspect consisted of students (10%), teachers (10%) andclerics (7.5%).

It may easily be concluded that schools of districts of Tank,D.I.Khan, LakkiMarwat, Charsadda and Hangu were hit by some sortof bomb blasts fully or partially and the range of blastsremained from 4-15. This might be because these districts are inthe vicinity of North Waziristan Agency (NWA) and SouthWaziristan Agency (SWA). Besides blast incidents, harassing andkidnapping of students and school personnel also occurred inthese districts, maximum being in Tank, Hangu and Lakki Marwat.However no incident of bomb blast, harassment and kidnappingoccurred in the districts of Kohistan, Shangla, Bunair and Swatduring April 2011 to April 2012. Astonishingly these happeningoccurred more in male schools than female schools. This may beprobably due to general and cultural respect for women in KP.

3.2. State of Education with Reference to Infrastructure

No significant change has been found in the covered and uncoveredareas of schools from April, 2011(1,096,956) till date due to theterrorist activities. The reason may be that the Government orsome donor agency has reconstructed/repaired the schools on thesame design as it was previously constructed. The data also showsno difference between the level of schools (primary, middle, andhigh and higher secondary) 34.9%, 30.2%, 23.8% respectively,types of schools’ building (Government, rented, in mosque, inhouse, in hujra, open field, others) were 96.8%, 3.2%, 0.0%,0.0%, 0.0%, 0.0%, 0.0% respectively, nature of school building(pakka, kacha, both, others) was 95.2%, 1.6%, 3.2%, and 0%respectively, outlook of school building (paint, main gate,boundary wall, others) was 88.9%,87.3%,85.7%,1.6% respectively,drinking water facility in schools, provision of science lab,computer lab and technical lab, availability of assembly ground,playground and canteen, availability of bathroom for principaland teachers (76.2%), lights in the classrooms (52.4%),

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availability and use of teacher’s Kit by the teacher (100%),availability of teaching aids (47.6%), provision and usage ofteaching aids (100%) has not changed much before and after April,2011 due to the terrorist activities. Also no difference has beenfound in the type of schools in any of the category male, female(50.8%, 46.0%) before and after April, 2011due to the terroristactivities.

A partial effect was evenly found on the quality of education inthe districts of Charsadda (100%), Hangu (100%), LakkiMarwat(100%) and D.I.Khan (100%). Schools in Kohistan and Shanglaremained unaffected by the terrorist activities from quality ofeducation point of view. Apart from teachers (22%), students(22%) and parents (22%) the local personalities (20%), clerics(22%) were of the same point of view. A significant improvementin school water drainage system in Hangu male (71.9% to 75%) wasobserved with no difference in any other district before andafter April, 2011 till date due to terrorist activities. Thismight be due to the re-construction of new school with animproved design by government or some donor agency.

Availability of bathrooms for students was affected by terroristactivities especially in female schools of D.I.Khan districtwhere it decreased from 100% to 67%.Status of clean drinkingwater has been affected in the female schools of D.I.Khan (100%to 66.7%) with a loss of 33.3%. No such difference has beenreported in the schools of any other surveyed districts. Thereason of this loss may be continuation of the schoolreconstruction/repair task in the district after the terroristactivities.

There occurred loss in the number of big shady trees of theschools in Tank female (4.0% to 2.3%) and Swat male (19.3% to16%) with no such loss in any other sample districts. This may bebecause of the terrorist activities and new plantation may taketime (5-6 years) to repair the damage.

A nominal decrease has been found regarding availability offurniture (chairs, stools, cot, jute tats, others) for teachersonly in D.I.Khan male schools where the number of chairs forteachers decreased from 100% to 80%. The remaining districts had

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no such difference. The reason mentioned by the principal was theterrorist activities during April, 2011.

There was a slight uplift regarding the availability of recordand registers in school with reference to admission withdrawalregister (98% to 98.4%), teachers attendance registers (97% to98.4%), examination and results register(94% to 95.2%), PTAregister (92.1% to 93.7%) and library registers (52.4% to 54%) inthe schools. The major increases with reference to recordavailability has been found in Swat male (67% to 100%) and Bannufemale (15% to 20%). Increasing trend of computerized recordkeeping (13% to 19%) in Tank male (0% to 33%), Bannu male (0% to50%), Swat female (0% to 33%) has also been found after terroristactivities.

A slight decline in the availability of school library (38.1% to36.5%) in D.I.Khan female schools(66.7% to 33.3%). Data analysisrevealed room for principal decreased (77.8% to 76.2%) inD.I.Khan female schools after terrorist activities.

A slight loss (42.9% to 41.3%) was observed in the tableregarding availability of teachers’ kit in the school due to theterrorist activities before and after April 2011. The loss wasreported in Hangu (100% to 66.7%)

Terrorist activities have either have not much affected theinfrastructure of schools in majority of the surveyed districtsor these damages have already been repaired within a year. Someparameters of infrastructure of schools particularly femaleschools in D.I.Khan and Hangu districts still needed attention.Condition of schools for covered area, condition and type ofschools, drinking water facility, assembly ground, playgrounds,canteen, bathrooms, library, laboratories, boundary wall, outlookof school, building, teachers’ kit, A.V Aids and lightning in theclassroom, etc. remained unchanged before and after terroristattacks. However status of drinking water, bathrooms, furniture,school library and laboratories declined in terrorist hit femaleschools of D.I.Khan, drainage system and availability of teachingkit was hit as a result of terrorist activities in schools ofHangu. D.I.Khan being at the border of Wana and Hangu at theborder of KurramAgencywerewas adversely affected.

19


3.3. Status of School FunctionalityDespite the terrorist activities the schools remained onlyrandomly closed in some of the districts like Charsadda (10%),Lakki Marwat (10%), Hangu (8.7%) and Tank (6.2%). In Kohistan andShangla they remainedfully open.

Schools remained closed for maximum number of days in Bannu andLakki Marwat whereas in Kohistan, Shangla, Swat, Bunair and Hanguthey did not remain close even for a single day.

Figure 2: Numbers of Days School Remained Closed due to TerroristActivities

Of the surveyed population, 63% respondents mentioned no closureof schools due to terrorist activities and only a nominalpercentage (1.47%) of the schools were found closed just for afew days in D.I.Khan. In addition 25.53% of the responded eitherdid not know or gave no response. Amongst the major respondentsto this question were EDO education (90%), DPO (80%), the DCO andEDO planning (67% each). The maximum number of (in days) schoolclosure has been reported in Bannu (µ=8.6), Charsadda (µ=5),Lakki Marwat (µ=4.5) and Hangu (µ=3.3) respectively while noschool closure is reported in Kohistan and Shangla and Bunair.Female schools remained closed for more days as compared to themale school (µ=3.2: 2.5) in the area due to the terroristactivities from April 2011 till date.Figure 3: Number of Days School Remained Closed due to Terrorist

Activities

AggregateD I Khan

TankLakki Marwat

HanguBannu

CharsaddaBunerSwat

ShanglaKohistan

0 2 4 6 8 10 12 14 16

Days School Closed

Days

Days School Closed0

1

2

3

4

MaleFemaleDa

ys

20


The major impacts of the terrorist activities filtered as fear(20%), harassment (8.8%), school closure (11.3%) and loss inquality of education (8.8%) according to the students (15.5%),teachers (13.6%), and parents (11.8%).

Due to the terrorist activities in the area from April, 2011 tilldate it was observed that school teachers remained 100% presentin Kohistan, Shangla, Bunair, and Charsadda, whereas teachersremained absent occasionally in Bannu (42.9%), and Swat, Hanguand Lakki Marwat (33.3% each). The data reflects less absenteeismof male teachers (6.8%) than female teachers (13.5%)

Table 6: Status of TeacherAbsenteeism from School due to Conflict

Gender

D I Kh

an

Tank

Lakki

Marwat

Hangu

Bannu

Char

sadda

Bunair

Swat

Shan

gla

Kohist

an

Aggr

egate

(n=8)

(n=6)

(n=6)

(n=6)

(n=7)

(n=6)

(n=6)

(n=6)

(n=6)

(n=2)

(n=59)M=5

F=3M=3 F=3

M=3 F=3

M=3 F=3

M=4 F=3

M=3 F=3

M=3 F=3

M=3 F=3

M=3 F=3

M=2 F=0

M=32 F=27

% % % % % % % % % % %

OftenM 0 0 0 0 0 0 0 0 0 0 0F 0 16.

70 0 0 0 0 0 0 0 1.7

T 0 16.7

0 0 0 0 0 0 0 0 1.7

Occasionally

M 12.5

0 0 16.7

28.6

0 0 0 0 0 6.8F 0 16.

733.3

16.7

14.3

0 0 33.3

0 0 11.9T 12.

516.7

33.3

33.3

42.9

0 0 33.3

0 0 18.6

NeverM 50 50 50 33.

328.6

50 50 50 50 100 47.5F 37.

516.7

16.7

33.3

28.6

50 50 16.7

50 0 32.2T 87.

566.7

66.7

66.7

57.1

100 100 66.7

100 100 79.7The major impacts of terrorist activities on administrativefunctioning of schools include terror and fear (61%), threats tolife and properties (49.2%), loosing parental cooperation (42.4%)and not having support from district management (32.2%). Gender-wise no significant difference was found in confronting theproblems while administering the official school affairs.

It may easily be concluded from the findings that terroristactivities resulted in closure of schools in districts ofCharsadda, Lakki Marwat, Hangu and Tank. Female schools remainedclosed for longer duration than males. These also resulted inteacher’s absenteeism in Bannu, Swat, Hangu and Lakki Marwat.Female teachers’ absenteeism was greater than male teachers.Overall school functionality was affected because of terroristattacks as these created terror, fear and threats to life and

21


property. Principals strongly feel that they did not get expectedsupport from the district management.

3.4. Teachers Availability and AttendanceDue to the terrorist activities the school principals oftenremained absent in Lakki Marwat (33.3%). Teachers remained absentoccasionally in Swat, Hangu (33.3% each), Tank (16.7%) and Bannu(14.3%) respectively, whereas principals never remained absent inKohistan, Shangla, Bunair andCharsadda. The data reveals thatabsenteeism of female principals was (10.16%) which is more thanmale principals (5.08%).

Table 7: Status of PrincipalAbsenteeism due to Conflict

Gender

D I

Khan

Tank

Lakki

Marwat

Hangu

Bannu

Charsadda

Bunair

Swat

Shan

gla

Kohi

stan

Aggregate

(n=8)

(n=6)

(n=6)

(n=6)

(n=7)

(n=6)

(n=6)

(n=6)

(n=6)

(n=2)

(n=59)

M=5F=3

M=3F=3

M=3F=3

M=3F=3

M=4F=3

M=3F=3

M=3F=3

M=3F=3

M=3F=3

M=2F=0

M=32F=27

% % % % % % % % % % %

OftenM 0 0 0 0 0 0 0 0 0 0 0F 0 0 33.3 0 0 0 0 0 0 0 3.4T 0 0 33.3 0 0 0 0 0 0 0 3.4

Occasionally

M 12.5 0 0 16.7 14.3 0 0 0 0 0 5.1F 0 16.7 0 16.7 0 0 0 33.3 0 0 6.8T 12.5 16.7 0 33.3 14.3 0 0 33.3 0 0 11.9

NeverM 50 50 50 33.3 42.9 50 50 50 50 100 49.2F 37.5 33.3 16.7 33.3 42.9 50 50 16.7 50 0 35.6T 87.5 83.3 66.7 66.7 85.7 100 100 66.7 100 100 84.7

However school teachers opined that school principals remainedpresent in Kohistan, Shangla, Swat, Bunair, CharsaddaandD.I.Khanrespectively. Whereas principals remained absent occasionally inBannu (50%), Tank (50%), and Lakki Marwat (25%) respectivelyaccording to the students. The table reflects that the femaleprincipals remain more absent as compare to the male principals(37.9:33.4%).

The districts of Hangu (100%), LakkiMarwat (100%) and D.I.Khan(100%) responded that the school staff remained mostly present,the districts of Kohistan and Charsadda mentioned them asrandomly present and only Shangla stated them as completely

22


present. The students (18.3%), teachers (18.3%) and parents(18.3%) were amongst the major respondents as they have a directinteraction with schools.

School clerks and ministerial staff remained 100% present inKohistan, Shangla, Bunair, and Charsadda, whereas clerks andministerial staff remained absent mostly in Bannu (42 %), Tank,Hangu and Lakki Marwat (33.3% each) andD.I.Khan (25%). The dataalso reflects a less absenteeism of clerks and ministerial staffin male schools (5.08%) than in female schools (15.25%) afterterrorist activities.

It was observed that school students remained 100% present inKohistan, Shangla and Bunair. Whereas students mostly remainedabsent in Bannu (71%), Hangu, Tank (50%) and Lakki Marwat (33.3%)due to terrorist activities in the area from April, 2011 tilldate. The data reflects less absenteeism of students in maleschools (10%) than in female schools (20%).

Figure 4: Status of PrincipalAbsenteeism from School due to Conflict

Despite the terrorist activities from April, 2011 till date inthe area a slight increase has been observed in the number ofschool teachers in the districts of Tank (17% to 18%), LakkiMarwat (11.8% to 12.8%) and Bannu (7.8% to 8.7%). At the sametime a minimal decrease in the number of school teachers has beenfound in Hangu (10.8% to 10.2). The overall increase in thenumber of school teachers is found more in male schools (13.3%)as compare to female schools (10.2%).

Terrorist attacks on schools did affect the availability ofstaff, teachers and principals of schools and attendance ofstudents. Principals were occasionally found absent from schools

Aggregate

Tank

Hangu

Charsadda

Swat

Kohistan

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

OftenOcaionallyNever

23


in Lakki Marwat, Tank, and Bannu, Teachers remained absent inSwat, Hangu, Tank and Bannu, clerks and ministerial staff inBannu, LakkiMarwat, Tank and D.I.Khan. Student’s absenteeism wasat peak in Bannu, Tank and D.I.KhanSchools. The absenteeism ofall these stakeholders was more in female schools as compare tomale schools. However one thing is positive in this regard thatnumber of teachers in terrorist hit districts has increased afterterrorist attacks except in Hangu district where it hasdecreased.

3.5. Academic DemographyWith reference to the terrorist activities from April, 2011 tilldate no change was found in overall teacher students ratio insurveyed districts (1:24). A decline of teacher student ratio wasfound in the districts of Hangu (1:36 to 1:39) and Kohistan (1:8t0 1:10) while an uplift was found in Lakki Marwat (1:26 to 1:24)and Charsadda (1:30 to 1:29). With reference to gender an overallslight decline was observed in teacher students ratio for male(1:20 to 1:21) whereas no change was found in case of female(1:29 each).

Terrorist activities from April, 2011 till date resulted in theincrease of enrolment in all the surveyed districts (4%). Asignificant variation occurred amongst the districts i.e. thehighest rate of admission was in Kohistan (16.9%) followed bySwat (12%) and Bunair (10.4%). In gender comparison femaleadmission rate (5.3%) was higher than male (3%). The maximumadmission rate reported regarding male was16.9% in Kohistan, 11%in Bunair and 7.4% in D.I.Khan, while in female it was 15.8% inSwat, 9.4% in Bunair and 6.4% in Charsadda.

Terrorist attacks on schools from April, 2011 till date caused nosignificant drop-out amongst the surveyed districts. The highestrate of drop-out was found in the male schools. It was reported4% in the male schools of Charsadda, 3.8% in Lakki Marwat and1.1% in Hangu male schools. In female schools the significantdrop-out was found in D.I.Khan (1.8%) followed by (0.5%) inBannu.

Table 8: Students Enrollment in April 2011 and May 2012-Dropout RateDistric Gender N Apr-11 May-12 Dropout

24


t rate

D.I.KhanM 4 1,305 1,402F 3 1,645 1,616 1.8T 7 2,950 3,018

TankM 3 870 897F 1 206 206T 4 1,076 1,103

Lakki Marwat

M 3 1,079 1,038 3.8F 3 773 812T 6 1,852 1,850 0.1

HanguM 3 1,770 1751 1.1F 3 588 609T 6 2,358 2,360

BannuM 4 1,005 1,070F 3 375 373 0.5T 7 1,380 1,443

Charsadda

M 3 692 664 4.0F 3 1,044 1,111T 6 1,736 1,775

BunairM 3 952 1,057F 3 689 754T 6 1,641 1,811

SwatM 3 497 512F 3 1,190 1,378T 6 1,687 1,890

ShanglaM 2 129 137F 2 302 315T 4 431 452

Kohistan M 2 142 166T 2 142 166

Aggregate

M 30 8,441 8,694F 24 6,812 7,174T 54 15,253 15,868

Though there appeared to be many negative effects of terroristattacks on schools but astonishingly these did not result in anincrease in the drop-out rate of students to that extentexpected. On the contrary enrolment was increased in some of thedistricts. These could not shake the teacher student ratio tosignificant level except in one or two districts (Lakki Marwatand Charsadda).It was probably due to the continuation of schoolactivities at alternative venues after terrorist attacks.

3.6. Quality of Teaching and LearningData reveals that there is no significant difference between theavailability of Teacher Guide from the period before (50.8%) andafter April 2011(50.8%) hence no effect of the terroristactivists found on the indicator. Comparatively more femaleteachers have their guides than male teachers (19.2%: 15.4%).However terrorist attacks on schools caused decline in theavailability of course books for the students (92.1% to 88.9%).The decline has been identified in the Hangu male (66.7% to33.3%) and Shangla female (100% to 66.7%). Teachers in Hangu

25


(100%), Tank (75%) and in Bannu (71%) have their own textbooksfor teaching during teaching learning process however in swat 80%school teachers didn’t have their own textbooks. Comparativelymore male teachers have their own text books than that of female(34.6%:25%)

Of the surveyed population 83.3% teachers in Hangu, CharsaddaandBunair prepare lesson plan for their class room teaching whereasno lesson plan is being prepared by the teachers in Tank andSwat. Comparatively more female teachers prepare lesson plan fortheir classroom teaching than that of male (30.8%:25%)

It was observed that 100% classes in Bannu, 83% in Hangu andBunair, 80% in Swat and Shangla were more disciplined whereas theleast disciplined classes were found in Tank (25%). By genderthere is no significant difference between the status ofdiscipline in male and female classes (37%:38%).

The students found taking interest in their teaching learningprocess 100% in Charsadda, 83% in Bunair and 80% in Shangla. Thesituation of students’ interest in their teaching learningprocess was found to be unsatisfactoryin Bannu (29%) and Tank(20%). The female teachers were performing better than maleteachers (35%:26%).

The students were found actively involved in their teachinglearning process 83%in Hangu and Charsadda, 80% in Swat andShangla and 67% in Bunair. However in Bannu 29%, Tank 25% andLakki Marwat20% the situation of students’ active involvement intheir teaching learning process was found to be unsatisfactory.The female teachers were performing better than male teachers(35%:29%).

26


Figure 5: The Children Involvement in Teaching Learning Process

Excellent Good Satisfactory Bad0

5

10

15

20

25

MaleFemale

Perc

enta

ge

The percentage of teachers who were found assessing theirstudents’ learning at the end of the lesson was quite good inCharsadda and Bunair 84%, in Bannu 72%, in Swat 60% and in Hanguand D.I.Khan 50%. The teacher fared badly in this respect in Tank50%, in Hangu 33% and in Swat and Shangla 20% each. The maleteachers performed better than female teachers (31%:25%).

The maximum number of neat and clean classrooms wereobserved inBannu (86%), Hangu and Bunair (83%) and Lakki Marwat (80%). Thepoor conditions of classroom cleanliness wasconditions ofclassroom cleanliness wereobserved in D.I.Khan (75%) and Swat(60%) respectively. Overall male teachers (51%) were found neaterand cleaner than female teachers (42%). In addition 83% teachersin Bunair and 57% teachers in Bannu were found with friendlyattitude, 83% teacher in Hangu and 67% were found with a goodclassroom friendly attitude. Overall male teachers (46%) werefound friendlier than female teachers (40%) with reference totheir class room teaching.

When it comes to writing boards100% classes had this in Shangla,Bunair, Charsadda, Bannu, and Tank. In D.I.Khan (25%),LakkiMarwat and Swat (20%) and in Hangu 16.7% classes wereobserved with no writing board in them. By gender there is nosignificant difference regarding the availability of writingboard in male and female classes (46.2%:44.2%).

The teachers were found encouraging their students during theteaching learning process 83% in Bunair, 80% in Swat, 72% in

27


Bannu and 60-62% in Shangla and D.I.Khan. However, the situationwas found unsatisfactory in Tank (25%) and 17% in Bunair. Themale teachers performed better than female teachers. (31% and25%). Teachers were found rectifying their students’ work duringthe teaching learning process 100% in Charsadda, 83% in HanguandBunair, 80% in swat and Lakki Marwat. Only in Shangla (20%)the situation was found unsatisfactory. The female teachers wereperforming better than male teachers(38% : 31%).

A good time management was found being observed by the teachers(80%) in Swat, (72%) in Bannu, (67%) each in Charsadda andBunair. The poor time management found (20%) in Shangla and (17%)in Hangu. No significant difference observed in both male (33%)and female (31%) teacher’s performance.

Of the surveyed teachers 79% teachers were found assigning homework to their students. It was 100% in Hangu, 83% in Charsaddaand Bunair and 80% in Swat and Shangla. The teachers notassigning home work to their students were found to be 50% inTank, 40% in LakkiMarwat, 38% in D.I.Khan and 20 % each in Swatand Shangla.

The terrorist attacks on schools considerably affected thequality of teaching learning process in the classroom. There wasdecline in the availability of textbooks (course books) tostudents particularly to male students in Hangu and femalestudents in remote district of Shangla. These attacks alsoaffected the Students neat and clean classroom’s environment.However facilities like teacher’s guides and blackboards wereprovided by authorities.

Terrorist attacks on schools have adversely affected thestudent’s discipline, student’s interest, motivation and teachinglearning participation process particularly in the schoolslocated in the districts of Tank, Bannu, Lakki Marwat andShangla. Schools in these districts also presented a dismalpicture of teachers in connection with the formative assessmentof students at the end of each lesson. However female teachers inall schools were found better than male teachers on all of theseparameters of teaching learning process.

28


3.7. The State and Role of Parent Teachers Associations (PTAs)The 100% formation of Parent Teacher Councils was found in thedistricts of Kohistan, Swat, Bunair and D.I.Khan. However in Tankand Shangla 33.3% schools don’t have any PTCs. While making agender comparison male schools have formed proportionally morePTCs then female schools (47.5%: 39%).

After starting PTCs formation in 1994-96 (3.9%) The maximumnumber of school PTCs are formed in the years 2003-05 (35.3%),followed by 2000-02 (21.6%) and 2006-08 (19.6%). The trend ofPTCs formation remained high in male schools from 1994-2002 (24%)as compared to female schools (8%). However in 2003-05 theformation of PTCs in female schools was much higher than in maleschools (21.6%: 13.7%).

The PTA extended maximum cooperation for school security in LakkiMarwat (100%), creating public awareness in D.I.Khan (100%), andextended no contribution in Kohistan, Tank and Charsaddawith asignificant emergency response by PTA in Hangu (90%) withreference to the terrorist activities in the area from April,2011 till date. Among the major respondents were the teachers(11.1%), students (10%), parents (11.1%) and clergies (11.1%).

Figure 6: Contributions of PTAs in Controlling Terrorist Activities

Themain contributions of PTCs during last year was found in areas ofincreasing enrolment (78.2%), controlling drop-out (72.7%),school safety (51%) and assistance in financial matters (40%). Inmale schools PTCs extended proportionally more support than infemale schools in the areas of school safety (29.1%: 21.8%),increasing enrolment (40%: 38%) and controlling drop-outs (42%:31%) whereas the situation remained vice versa in the areas ofextending financial assistance (16.4%: 23.6%) and emergencyresponse (20%: 22%).

School SecurityEnrolment

financial AssistanceBuilding Construction

No Response

Students Teachers ParentsClergies Govt. Officers Local PersonalitiesPolitical Personalities

Media

29


PTA’s formation was completed in the name of PTCs (ParentsTeachers Committees) in male schools from 1994-2002, while infemale schools in 2003-2005. No PTAs (PTCs) exist in Tank andShangla districts. The PTAs extended their full support in schoolsecurity in Lakki Marwat, creating public awareness in D.I.Khan,providing emergency response in Hangu in case of terroristattacks on schools. Astonishingly no financial support wasfacilitated by PTAs (PTCs) at any place/district/school, exceptprobably at some places which has not been reported. The PTAsalso helped in controlling the drop-out rate and increasing theenrolment.

3.8. Perceptions of Students and Teachers on Violence and EducationThe major impacts expressed by teachers on their teaching due toterrorist/conflict activities included fear (61.1%), decline ofquality education (44.4%) and academic results deterioration(36.5%) along with some other impacts. Male teachers reportedthat they have more fear (33.3: 27.8%), whereas female teachers(15.9%) received more threats than male teachers (7.1%).According to the school principals the major impacts of theterrorist activities observed are fear (20%), harassment (8.8%),school closure (11.3%) and loss in quality of education (8.8%).

The negative effects on personality in Lakki Marwat (100%) andBunair (62.5%), psychic problems in Bannu (100%) and Hangu (90%)and fear in Tank (50%) and Swat (25%) has been found due to theterrorist activities in the area from April, 2011 till date. InKohistan no such impact was found. Among the major respondentswere the Media (12.5%), teachers (11.3%), students (11.3%), andclerics (8.8%).

Teachers and students perceive that the terrorist attacks onschools resulted in fear deterioration in quality education,schools closure and harassment along with psychological problemsand negative effects on personality like anxiety tension,indecisiveness, etc.

3.9. Restrictions to the Mobility of Teacher and StudentsThe female teachers and students opined fear as the major impactof terrorist activities in D.I.Khan (100%), Charsadda (100%),

30


Lakki Marwat (100%), Hangu (90%) accompanied by losing confidencein D.I.Khan (100%) and Charsadda (100%) and also with asignificant amount of psychic problems in Charsadda (100%) andBunair (62.5%). Among the major respondents were the teachers(8.6%), students (8.6%), parents (8.6%) and clerics (5.7%).

No harassing of females was found in D.I.Khan, Tank, Kohistan,Shangla and Bunair. However in Lakki Marwat (100%), Bannu (100%),Charsadda (100%) and Hangu (90%) they were harassed by sendingthem with the threatening letters. In Bannu (100%) and Swat (50%)they have been harassed by the visits of personal messengers ofmilitants. Among the major respondents were the teachers (24%),students (24%), parents (24%) and Media (16%).

Overall 63% respondents highlighted the impacts of terroristactivities upon the personality of females, whereas 32%respondents quoted that there exist no impacts. Only 5%respondents gave no response to the question. The major impactshighlighted were 50% fear, 4.41% psychic problems and socialmisbehave. The districts affected maximally are Lakki Marwat,Bannu and Swat (70%) and 60% Hangu and Tank. The districts ofTohistan, Shangla and Bunair showed zero impact of terroristactivities upon the personalities of females. The question wasresponded 100% by the DPO, Media representative, EDO Education,EDO Finance & DDMA, 90% by EDO Finance and 78% by the DCO.

Female teachers and girls students proved to be most vulnerablefor these terrorist/conflict activities on schools. The mainimpact on them was fear, harassment, psyche problems and losingconfidence in seeking education. They got threatening letterswith a sense of insecurity. They had been harassed by specialmessages of militants. This happened especially with the femalestudents and teachers of Bannu and Swat.

3.10. Mitigation StrategiesThe data reveals that major incentives like exceptional salaries(87.3%); accommodation facilities (84.9%) and special quota indepartmental promotions (86.5%) are recommended by teachers foreffective duty performance. An increase in pay is recommended inall the districts especially in Lakki Marwat 100%) and Swat (50%)for effective duty performance of teachers in terrorism affected

31


areas along with the free accommodation for teachers in LakkiMarwat 100%) and Swat (50%). Life insurance plus securityprovision is also asked for in Charsadda (37.5). Among the mainrespondents the teacher were (14.4%), students (12.2%), andparents (13.3%) the political figures (12%), and the clergy(11.1%). Overall 65% respondents suggested the incentives forteachers. Of the total 23% respondents declared the question asirrelevant for them whereas 12% respondents gave no response tothe question. Of the respondents 51% proposed un-attractive areaallowance followed by special promotions (8.8%) and conveyancefacility (3%). The maximum response for proposed incentives wasobserved in D.I.Khan andShangla (70% each) followed by (60%) inCharsaddaand Swat and 50% in Hangu.

The data expresses that emergency response training (92.9%),crisis management training (93.7%), children’s socio-psychorehabilitation (92.1%) and civil defense training (92.1%) ishighly desired by teachers. Comparing gender-wise the data showsthat emergency response training, crisis management training,children’s socio-psycho rehabilitation and civil defense trainingare highly craved by male teachers than female teachers. Trainingto guide the extremists is desired by both male and femaleteachers (38.1%). Of the total 93.2% demanded training regardingemergency response and crisis management. First aid training andspecial girls protection and safety training is suggested by91.5% of the respondents. The training regarding children’ssocio-psycho rehabilitation and special administration trainingis requested in proportion of 89.8% and 83.1%.

The data describes that major recommendations for concepts to beadded in curriculum to control terrorist activities includecrisis management education (93.7%), peace education (92.9%), andemergency response education (92.9%). Importance of femaleeducation (39.7%), peace education (39.7%), emergency responseeducation, crisis management education (40.5%), socio-psychorehabilitation of children topics (38.1%) are recommended by maleteachers to be added in curriculum.

Figure 7: Types of Trainings Neededas Mitigation Strategies

32


Incentive to teachers to working in conflict areas, provision ofsecure residential accommodation facilities particularly tofemale teachers, un-attractive/hard area allowance for staff andspecial quota for teachers working in conflict areas forpromotion may be some of workable mitigation strategies atdepartmental level.

Training in crisis management emergency response, peaceeducation, children socio-psycho rehabilitation, civil defense,first aid, girl’s protection and security may be arranged forteachers of terrorism affected schools. This may be done by somenational NGOs or international organizations like DFID, USAID,etc.

Curriculum interventions may be made in the secondary schoolcurriculum on the topics mentioned above in order to establish anin-built mechanism for training of students to cope with suchconflict situations.

3.11. Community PerceptionIn order to prevent schools from terrorist activities self-helpwas highlighted in Charsadda and Lakki Marwat (100%), Tank andSwat (50%) along with local resilience in Charsadda (100%) andBunair (25%). Reporting to Law enforcing agencies was mentionedin Charsadda (100%). To this question 15% students, teachers and

Peace Dialogue

Laws

Economic Aid

Not Available

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

StudentsTeachersParentsClergiesGovt. OfficersLocal Personalities

33


media representative each, 14% Government officers and 13.8%local personalities gave their responses.

All respondents (100%) in D.I.Khan and LakkiMarwat and 90% inShangla said that they can extend moral support on their ownwithout government support in case of terrorist activities. Therespondents in Lakki Marwat (100%) and Swat (50%) declared thefinancial assistance whereas in Tank (62.5%) security to schoolsis mentioned as the help on their own without government support.Main respondents included (16.2%) teachers, (16.3%) students,(16%) government officers and (15%) parents as well as mediarepresentative.

For respondents from LakkiMarwat (100%) and D.I.Khan (50%)terrorism can be overcome totally by peace dialogue, whereas noresponse was found from respondents of Shangla and Bunair.Suggestions about support from law enforcing agencies wasreceived from (90%) respondents of Lakki Marwat and (62.5%) ofBunair. It was according to the responses of (18.8%) clerics,(16.3%) of teacher and students and (15%) parents and politicalfingers. In the surveyed districts 100% opined that educationmust play the main role in controlling the terrorist activities.

Figure 8: Suggestions by Stakeholders to Control Terrorist Activities inSchools

Co

Emergency response training

Children's' socio-psycho rehabilitation

Civil defense training

Training to guide the extremists

0.0 10.0 20.0 30.0 40.0 50.0 60.0

FemaleMale

Percentage

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Community asserted that moral support was extended to schools tomake up the loss at their own end without government support incase of any terrorist activity in school. The community exhibitedlocal resilience and reported the incident to law reportingagencies. This is really encouraging as it shows the communityownership of school. Community strongly believes in peacedialogue. Community may prove a strong factor in controlling theterrorist attacks on schools.

3.12. Government Structure and Management of Education in Crisis SituationThe data expresses the major impacts on teacher’s personality dueto terrorist activities include resilience (62.7%), disliking theextremist (72.2%), peevishness and anger (29.4%) and anger alongwith some other impacts. Analyzing the data by gender maleteachers have more impacts due to terrorist activities includedisliking the extremist(39.7: 32.5%), resilience(35.7% :27.0%)whereas female teachers have more peevishness andanger as compared to male teachers(16.7: 12.7%).

No help was reported to be extended by district authorities tomitigate the harmful effects of terrorist activities in schoolsin the districts of D.I.Khan, Shangla and Hangu. However asignificant help was extended in Lakki Marwat (100%), Swat (50%)and Tank (50%). Among the major respondents were the teachers(30%), students (30%), parents (30%) and clerics (20%).

The data showed that moral support was provided in Lakki Marwat(62.5%), Charsadda(100%) and Bunair (50%), with financial supportin Swat and security help was provided in Tank by districtadministration of education department. Among the majorrespondents were the media (13.3%), clerics (13.3%) and politicalpersonalities (12%).

The main role of education department to overcome the terrorismwas played in D.I.Khan (100%), LakkiMarwat (100%), Charsadda(100%), Kohistan (100%), Shangla (90%), Bunair (62.5%), Tank(62.5%), Swat (50%) and Bannu (50%). However the respondents inHangu declared the role as partial (90%) in overcoming theterrorism in the area. Main respondents in this regard included

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the clerics (22%), teacher (20%), students (20%), and parents(20%) and media (18%).

District education authorities in D.I.Khan, Shangla, Hangu andLakki Marwat districts helped the schools to overcome the harmfuleffects of terrorist attacks on schools. Maximum help wasprovided in Lakki Marwat. The district authorities extended moralsupport and security to school staff and students inCharsaddaandBunair. Some financial support was also provided inSwat and Tank.

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Table 9: Tabular Summary of Findings

Effects of Terrorist Activities

D I Khan

Tank

Lakki

Hangu

Bannu

Charsadda

Bunair

Swat

Shangla

Kohistan

Bomb Blasts 2 2 15 7 4 Terrorist activities other than bomb blasts R M M O Changed in covered area Changed in uncovered area Change in level of Schools Change in type of schools Change in nature of school's building Change in outlook of school's building Change in drinking water facility Change in availability of science lab Change in availability of computer lab Change in availability of technical lab Change in availability of assembly ground Change in availability of play ground Change in availability of canteen Change in availability of bathroom for principal andteachers

Change in lightening in classroom Change in availability teaching aids Change in provision and use of teaching aids Deterioration of quality of education R R R R Change in condition of drainage system Students bathrooms affected R Clean drinking water affected O Loss of big shady trees R R Decrease in availability of furniture for teachers R Change in availability of schools recode registers/log books Decrease in availability of principal's room R Decrease in availability of teacher's kit R Decrease in availability of school library R Closure of schools during terrorist activities M M M M Teacher's absenteeism due to terrorist activities O O O O Principal's absenteeism due to terrorist activities O O O KEY:1-25% R 26-50% O 51-75% M 76-100% CRandomly R Occasionally O Mostly M Completely C

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Effects of Terrorist Activities

D I Khan

Tank

Lakki Marwat

Hangu

Bannu

Charsadda

Bunair

Swat

Shangla

Kohistan

School staff's absenteeism due to terrorist activities M MSchool clerk and ministerial staff absenteeismdue to terrorist activities M M M M M Student's absenteeism due to terrorist activities M M M M Decrease in availability of teacher's guides Decrease in availability of course books R R Teachers without own textbook during lesson delivery R C Lesson plan prepared by teacher R R R R C Discipline maintained in classroom R R R R C R Student's interest in teaching learning process R R R C R Students actively involved in teaching learning process R R R R C R Student's assessment by teachers R R R R R C Poor classroom condition M Friendly attitude of teachers with students C C C Availability of writing boards C C C C C Encouragement of students by teachers M M C C M Good time management by teachers M M M C Assigning homework to students by teachers C C C C C Drop out due to terrorist activates R R R R R Rate of Enrolment R R RRecommendation for Increase in pay O O O KEY:1-25% R 26-50% O 51-75% M 76-100% CRandomly R Occasionally O Mostly M Completely C

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4. RECOMMENDATIONSThe Consultants recommend the following in light of the analysisand key findings of the study.

4.1. Establishment of Conflict Effected Education Information System (CEEMIS)

It is recommended that there should be a fast track deliverysystem on education sector targets in areas where terroristattacks on schools are frequent. This system may be establishedat provincial level as well as at district levels in the EDOoffice. It may be named as Conflict Effected EducationInformation System (CEEMIS). It may have computerized control andinformation room and it may work for 24 hours.

This system may work for arranging awareness and peace seminars,work on improving the security system of the schools, may havethe record of the damages and the army actions and may arrangefor teachers insurances.

CEEMIS may also be helpful in identifying the safe places forestablishment of the schools to avoid the possible damages fromterrorist attacks.

4.2. Results Tracking, Monitoring andMid-term Evaluation PrioritiesIt is recommended that provincial department of education in KPshould established its cell with a task force on permanent basiswhich should work together with the army, police, PTAs ,communities, NGOs, clergies, political figures to take measuresfor preventing terrorist attacks on schools and threats beinggiven to the teachers and students by militants. This task forceshould track the results on monthly basis, monitor the progressdone in overcoming the attacks and threats and prepare a bi-monthly report. This report should be disseminated to allstakeholders. This task force should also be assigned the jobof establishing the priorities in order to achieve the resultsand conduct six monthly evaluations for achievements of thealready prioritized objectives.

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4.3. Thematic Focus on Links between Education andExtremismTerrorism and extremism have broken out in KP during the last tenyears. The phenomenon has not only damaged schools but has alsoaffected the environment for education, particularly for girls.There is a strong need that the phenomenon must be counteredthrough an in-built mechanism andthematic focus in curriculum andteaching practices. For this purpose curriculum interventions andteaching plugging is the best technique. Curriculum in KP fromclass one to ten may be specially designed so as to include peaceeducation, life skills, sectarianism elimination, first aid,civil defense, religious knowledge regarding tolerance, peacedialogue, etc. Teachers may be trained to teach differentsubjects in a way that these things are inculcated in theteaching automatically. Clergymen and the community may be linkedto the school as recourse persons to achieve this objective.

4.4. Capacity Building for Managing Education in CrisisCapacity building is the most important factor which can make adifference in managing crisis in education delivery as a resultof terrorist activities. All the education stakeholders of thegovernment of KP including secretaries, principals, teachers,PTAs, managers, DEOs, EDOs, etc. may be provided in-depth,continuous and cyclic training in crises management,psychological rehabilitation, social psychology, civil defense,financial administration, security management in crises,motivational psychology, peace dialogue, negotiation skill andintegrating the education with conflict resolution. They may alsobe provided training in finding the causes of terrorism,improving relation with the society arranging festivals forpeace, training to face difficult situation and identifying facesbehind the terrorism. International organizations like DFID maycome forward for this huge task for the rescue of government ofKP.

4.5. Education as a Resilience ToolEducation may be used as a local resilience tool as has beenopined by the community members of Charsadda and Bunair.

This may be done by timely reporting to law enforcing agencies bythe communities, media representative, government officers, local

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opinionleaders and the clergy. Another method would be to provideemployment to the educated youth of terrorist hit areas. This maybe put on the formal agenda of the PTAs (PTCs). If needed, schoolbased or district based resilience committees may be establishedin the EDO Education offices on permanent basis. Internationalagencies like UNICEF, UNESCO, USAID, DFID, GIZ, INTERSOS,CORDAID, and Save the Children, etc. may coordinate in theestablishment and functioning of such committees.

4.6. Incentive for Teachers in Hard AreasDuring the course of the study it was revealed that no specialtreatment is given to the principals, teachers and staff ofconflict affected schools by the education department or anyother agency/organization. It is therefore urgently needed that aformal incentive based policy for teachers and other staff may belegislated at provincial level. This may include special pays,hard area allowance, out of turn promotions, special quota forpromotions, national awards, secure residential accommodationparticularly to female teachers and special security packages.

4.7. Further InvestigationIt was not known on which basis the ten districts were selectedfor this project because survey revealed that three districts(Kohistan, Shangla and Bunair) had no terrorist incidentparticularly in case of schools. On the contrary there are threevulnerable districts (Peshawar, Nowshera and Kohat) which shouldhave been included in this study. It is therefore recommendedthat a full scale study be designed for all the districts of KPon the same subject so that a holistic picture may be reported.

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ANNEXURES

TERMSOFREFERENCES(TOR)

LATTER OF AUTHORIZATION FOR STUDY

TOOLS/INSTRUMENTS FOR DATA COLLECTION

SCHOOL PROFILE

STUDENTS QUESTIONIER

TEACHER QUESTIONIER

HEADMASTER QUESTIONIER

LESSON OBSERVATION

KEY INFORMATION INTERVIEW (KII)

FGD PROTOCOL

TABLES AND GRAPHS


TERMS OF REFERENCE

Trends analysis on conflict and education in selecteddistricts of Khyber Pakhtunkhwa

BackgroundThe indicators for education in KP lag behind the rest ofPakistan as access to education is hindered by poverty, lack ofopportunities, conflict and parental illiteracy. The lack ofstate and non-state out reach in the rural far flung areas hinderthe educational provision to those already at the lowest end ofthe socio-economic ladder, hence keeping a total of three millionchildren out of school. Out of those enrolled at the primarylevel in Government schools, 45% drop out owing to multiplereasons such as poor quality teaching, a grim learningenvironment, lack of teachers’ availability and a loss of faithin an unfair assessment system. The lack of public confidence inKP’s education system is owed to multiple crises humanitariancrisis: the catastrophic earthquake of 2005 followed byinsurgency in 2009, continuing militant attacks and bombs blastsin parts of KP and the heavy monsoon floods of 2010. This hasfurther damaged the education system and constrained the capacityfor education expansion and efficient system wide functioning.Over the last three years, the multiple humanitarian and naturalcrises have severely damaged the already deficient basiceducation infrastructure and service delivery in KP. Educationalinstitutions have been among the major targets of terroristattacks, in particular those for girls. Students and teachers,again particularly girls and women, have been direct victims ofthe attacks on educational facilities.

Scope of the StudyThe study will focus on estimating the trends of conflict and itsimpact on the Education service delivery in Khyber Pakhtunkhwawith the specific focus on the following 10 districts:

Hangu, Shangla, Charsadda. Tank, Kohistan, D.I.Khan, Bannu, Swat,LakkiMarwat and Bunair. An additional District may be added


The study will be forward looking in nature, in the sense thathistoric events are to be recorded but its impact on the futurewill be the key objective. The analysis will provide in-depthinformation on the ongoing situation and recommend the wayforward.

(i) To undertake a trend analysis of past one year of thefrequency of terrorism related violent incidents including bombblasts in 10 selected Districts of KP

(ii)To assess the state of education in the 10 conflict effectedDistricts of KP covering the following:- Infrastructure & the extent up to which schools are

functional/dysfunctional Teachers availability (Male & Female) & attendance levels

for primary, secondary & high school levels Students enrolment, retention & dropout rates (Both Boys

& Girls) Gender disaggregated Pupil Teachers Ratio at Tehsil

levels Teaching & Learning that takes place inside the

classrooms through primary research & participant observations:-

i. Use of teacher guides ii. Availability of textbooks

iii. School level student assessments iv. Classroom environment

The state & role of Parent Teachers Associations (PTAs) in target Districts

(iii) Perceptions of students and teachers on state of violenceand its effects on their learning outcomes Focused Group Discussions on restrictions to the mobility

of teachers and students (especially females), incidentsof harassment against students and teachers

Select case studies of successful mitigation strategiesat school, district (management) level

(iv)Communities perceptions towards education, in particulargirls education in light of the conflict through FocusedGroup Discussions & community meetings

(v) District level Governance structures resilience &responsiveness for managing education in crisis situation Coping strategies to protect female teachers and students

(if any)(vi)Map out local level non-traditional stakeholders including

Clergy’s role for giving a community led push for qualityeducation


(vii) In line with the DFID education programme for KP, giveconcrete strategic & operational level recommendationsfor Fast track Delivery on education sector targets in

conflict effected Districts, including preventivestrategies (if any) for continuing education

Results tracking, monitoring & mid-term evaluationpriorities

Thematic focus on establishing potential links betweeneducation & extremism

Capacity Building for Government of KP for managingeducation in crisis

Capacitating communities for using education as aresilience tool against conflict & extremism

Scope for an incentive based policy for Teachers in hardareas

Methodology

Both Primary & Secondary Research including desk review, fieldsurveys, focus group discussions, community level dialogues &consultative meetings with GoKP

The consultants will also be required to visit all districts andmeet the relevant government officials, teachers, community andlocal civil society organisations. The consultants will alsoneed to meet the Education Department, P&D, Home, PDMA, PCNAsecretariat (P&D), Civil society organisations, KhyberPakhtunkhwa Police and politicians (district and provincial).

Inputs

Detailed trends analysis of the conflict –with thespecific focus on the last one year.

Are schools still being targeted during the conflict(within last one year)? If so, give numbers of boys andgirls school damaged.

How District level education team is responding to thesituation?

What is the impact on Fiscal transfers during theconflict? An overview of the fiduciary issues due tothe conflict?

Is District government conflict sensitive in itsplanning and implementation?

What is the role of community in managing the postconflict situation? Does District government engage


with the community (School Management Committees)? Roleof Civil Society Organisations?

What are the challenges of monitoring and evaluation inthe Education Sector?

What is the role of provincial government? Does itperceive as facilitator?

Outputs of the study

A comprehensive Report meeting all aspects of the TORs & scopehighlighted above. The consultants will also make a Power pointPresentation to share their findings with the DFID team. Thestrategic focus of the exercise will be on way forward forimplementation of the DFID funded education programme. The reportshould clearly outline specific action points for the programmeteam to take forward during the implementation of programme.

Timeline: Four to Six weeks

CONFLICT TREND ANALYSIS

Documents

Transcript of CONFLICT TREND ANALYSIS