Introduction

Education is a simple word which encompasses the complexities behind the attainment of knowledge. In today world education has
become an issue of grave importance. In all conscious societies of the world it has become mandatory that each and every person
should be provided with basic education. Yet illiteracy still plays a major role in our social hierarchy. Numerous individuals are forced
with grate endeavors simply because of a lack of education. Education helps individuals to build up their character. Over the years
human being has been taught that education is a necessity for operationalization and manipulation of nature which provides sources
of his survival. Every single person is born with a talent. Education is the only tool which helps in bringing out that
talent(UNESCO;2000).

Girls Education Importance

Education is a vital to ensuring a better quality of life for all children and a better world for all people.But if girls are left behind
those goals can never be achived.In country after country education girls yield spectacular social benefits for the current generation
and those to come.An education girl has the capability to make2 decision on her own for playing her marital role willfully.The children
she does have will be more likely to survive ;they will be better nourished and better educated.She will be more produtive at home
and better paid in the workeplace. She will be better able to protect herself aginst the communicative diseases and to assume a more
active role in social economic and political decision making throughtout her life(villalobose2006)
In the male domenated society of pakistan women have always remined coinfiedto the boundries of home in northren built of
pakistan.The female education in north west of pakistan is consider to be almost aginst the social and traditional norms while the
ongoing millitancy added injurious insult to depriving women of (KPK)and especially federally administrered trible area(FATA) for their
in born right of education as same to their male counterparts.The eductional facilities in FATA for the women are not up to the
standered through the successive government often made tall clams to educate the people of fata.Even in the last seven years when
FATA came to the foreforent in the national and intertional media still nothing has been done on ground 3 to promote eduction in
seven trible agenciese. The extent of the government inbility to develop the women education in the area could be easily gauged from
one example of bajaur agency where 106 schools were distoryed by the militants and forced stutents to sit idle or to study under trees
or in open sky to carry on their education under inadequate circumstance(tmeline 2012)primary girls institutions in FATA andKPK as
part of their design to imbue the youth withmilitant values swat offers a classic exemple of the miscreants application of their
destructive vision(2012)
The wind of terrisom entered into pakistan with the invison of russia on afghanstan in 1979.The mushrooming of religious extremism
and terrisom got strength after the the descision of wetren countries against soviet Union (in afghanistan) in the name of holy jihad
and and pakistani nation which is more objective to relgion gave favor to this wind to have a long survival in the region.When militants
came into power the world encircled with the news of terrorisom and its horror speeded to every corener of the world. The tragedy of

9/11/2001 opened a new avenue for naturing terrorism in both Afghanistan and Pakistan. Population (Pakhtoons) of Pakistan which is
living on close to border with Afghanistan is more affected from terrorism. Terrorism has affected all aspects of life in Pakistan
including education. As we have weakness and drawbacks in this sector already due to lack of policy making and unsustainable
governance. But since the afermath of 9/11 the ongoing train of education has been slow downed, particularly female education. The
females literacy rate is 32 percent compare to males, which is 58 percent which is not remarkable (Hathaway, 2005). But currently the
situation is worse than past, many schools are derstroyed and other are partially demaed due millitancy and millitary operation against
militants in FATA. Female are worried to go to educational institution like they were used to go before (Ahmed, 2008).
The increasinly worrying aspect of the militants activities continues to be targeted bombing girls schools. According to
estimated in the Swat region between 2007 and March 2009 alone a total of 188 girls, schools were targeted and destroyed by the
militants. Apart from Swat suspected militants have razed to the ground 377 schools, many of them girls, school in other areas in KPK
and FATA, such as Frontier Regions (F.R) Kohat, Peshawar, district Charsadda, and other tribal agencies since early 2007. This has
not only serverely distrupted girls education, but has largely dissuaded the female staff associated with the education system from
returning to their work, worsening their economic dependence (United Nations, 2010).
Militancy and conflict have also seriously undermined education in FATA. Large-scale displacement, as in Malakand district,
has left tens of thousands children without schools. By the end of 2011, there were 457 government (govt.) primary schools including
127 govt. Girls primary schools in bajauar agency with the students to teacher ratio actually is 32332 and 1120 which is less than the
othere parts of the country (EMIS, 2012). FATAs public education sector, as elsewhere in Pakistan is notoriously corrupt, underresourced and ineffective. More than half of all children who enroll in FATAs primary schools drop out before completing class five,
Lack of transparency and monitoring due to insecurity allows teachers to draw salaries but avoid showing up to teach; as elsewhere
ghost schools are common. Given the threat by militants to school in the tribal belt, teaching can indeed be regarded as a hardship
post, and female instructors in particular should be properly compensated for the risks for they take (Asia, 2009).

Bajaur agency is one of these tribal belts where female education has suffered to a great extent. There are 127 govt. primary
schools, 12 middle school, 2 high schools and 1 Degree college for the total female population i.e. 459162 (KPK bureau. 2011) All
these institutions were working normally till 2000 but when the militants activities started in the area female education faced with
dramtic fear and horror. After United Starte of America (U.S.A) drone attack on religious center (Madrassa) Damadola on 30th October
2006, the religious extremists started propaganda against female education, in the result many female educational institution were
destroyed and several other were damaged (Mahsud, 2011).

Statement of the Problem

Education which is measured the aim and destiny of human beings to bifurcate them from beast; it is considered the tool of
manipulating nature and making it apanel with living signatures. Education is the ladder to development, on this ladder of
development oth the sexes have equal step positions. If one step left unnoticed the rest of the ladder is seemed to be meaningless.
Everywhere in the world the importance of the second step (Female) is considered eligible for the same right (to education) for which
male strives. But unfortunately in our country this situation is vice versa, here big bang runs everywhere just for the verbal support
female education but no impact what ought to be done. The current scnerario of terrorism smashed the ongoing efforts for female
education. Especially KPK and FATA are the most affected areas of Pakistan where female education has suffered to a great extent
due to terrorism.
Bajaur Agency is one of the federally administrated tribal areas where this criminal disease halted the rhythm of female education.
Though different government organizations and non-government organization have conducted in different areas, but the area of
terrorism and its impact on female primary education has not been covered to the desired extent. Therefore the reaserchers will
conduct this study to find out the impact of terrorism on female primary education in Bajaur Agency.
Purpose of the study
The researcher study mainly focuses on those factors made by terrorism which have been affecting education and created hurdles
for the females in the process of development in the trible belt of bajaur agency that has already kept them so far from the track of
development by the male dominated society.
Objectives of the study
1) To know the problems of female students caused by terrorism.
2) To know the problens of females teachers caused by terrorism
Scope of the study
The study has been conducted at Govt Primery schools khar bajauar agency fata using proportional allocation stratified random
sampling method.In proptional allocation stratified random sampling method the size of the sample in each stratum is takan in
proptional to the total size of the stratum. The content scope the impact of terrorism on female primary education .
Significance of the study
A lot of rearach has been done on the impact of terrisiom on social and economic structure in FATA but there is scarce of information
regrading the impact of terrorisom on female education in bajaur agencey.The study will enable the reseracher to find out the impacts
of terroriom on female education in the area it will present concerns of female stutents and teachers to government of islamic

Republicof pakistan about the current position of female education and will worke a
reserachers in embedding their creativity in the field.

sourceof inforamtion for the upcoming

Chapter - 2
Literature review
This chapter provide and exclusive amount of the reviewed literature on the impacts of terrorism on education especially on
female education. The purpose of this literature review is to explore the impacts of terrorism on female primary education. Numerous
studies indicate that female have been affected in all aspect of life including education due to terrorism (Annan, 2002).
Terrorism in the context of Sociology
In the concept of social closure Max webber stated that terrorism is the result of a process which social roups sought
to maintain and enhance their positions by excluding others from access to particular rewards or privileges. Certain social or
physical characteristics which other groups possessed, would be singled out as the basis for boundary closure. Virtually any
feature identifiable within a group could be chosen as the criterion fro exclusion, including race, religion and social origin
(Vertigans, 2009)
Terrorism in the context of Social Psychology
Terrorism are not crazed fanatics. Indeed, terrorist groups screen out emotionally unstable individuals. Rather it is
group, organizational, and social psychology, with particular emphasis on collective identity that motivates terrorist behavior.
There is a diverse spectrum of terrorist psychologies and motivations. In terms of generational provenance, nationalistseparatist terrorists are carrying on the mission of their parents they are loyal to families who have been demaged by the
regime. In contracst, social-revolutionary terrorists are disloyal to families who are loyal to regime. Religious fundamentalist
terrorist are killing in the name of God.
Suicide, proscribed by the Koran, has been reframed as martyrdom, which is highly valued. The new media, especial the
internet, have played an increasingly prominent role in radicalizing individuals, creating a virtual community of hatred.
Understanding terrorists psychology ius crucial to formulating effective counter-terrorists strategy. Key elements include
inhibiting potential terrorists from joining the group, creating tension within the group, facilitating exit from the group, reducing
support for the group, and delegitimizing its leader (Post, 2010).

Background of early Terrorism in Pakistan

According to Stephen P. Cohen (2010) Pakistna is undergoing a prolonged internal crisis, one of that has been compounded by
strained relations with its neighbors, and even with its allies. It is tempting to attribute its present difficulties to its involvement in
the cold War and particularly to its relations with the United States. Pakistan involvement in the Cold War brought this country
to military support from U.S.A but also gave it stinging pains of terrorism (Chari, 2010).
According to Dotani. A (2011) it is a common phenomenon that whenever a war erupts on a large scale in any
country, its fallout is felt in its immediate neighboring countries as well, same as the case with Pakistan, when Soviet Union
invaded Afghanistan the the unending influx of Afghan refugees started to Pakistan. The object oriented goals of America made
a way for weapons supply to the Afghan militants, who were are confront with soviet Unions army.
This lavish supply of arms created problems for Pakistan, after the defeat of Soviet Union the Afghan nationals turned to
smuggling of Russian left arms into Pakistan which caused of Terrorism upholding in the region (Doshisha, 2011)
Post 9/11 and Challenges to Pakistan
The events of 9/11 represented a critical threshold in Pakistans foreign policy. Kronstadt. K (2011( argued that post 9/11
scenario is by far the most serious threat to Pakistan so far because of its role as the front line state in war against terrorism.
With its own post independence political history replete with endemic crises and challenges that perhaps no other country in the
world had ever experience, Pakistan stood there aghast already burdened with a legacy of multiple challenges, both domestic
and external, when the tragedy of 9/11 presented it with new ominous realities, and also an opportunity to think anew and act
anew.
Paksitan has remained victim of terrorism since the start of war against terrorism. In 2014, internationals troops are due to
withdrawal from Afghanistan. After the withdrawal of foreign troops, nobody knows what the upcoming impacts of terrorism
would dive-in to a Pakistan. It could be a challenge for the general public to deal with as well as the state (Latschan, 2012).
Education in Pakistan
Pakistans poor education system has increasingly become a matter of international concer. Lack of access to basic
and quality education lead youngsters to the lap of extremism in Pakistan (Bajoria, 2009). Qadri (2011) urged that Pakistan is
falling significantly short of its constitutional obligation to provide universal primary education. And while the demand for
education remains high, poorer families will only send their children to a school system that is relevant to their everyday lives
and economic necessities.
Impact of Terrorism on Education in Pakistan

Terrorism overshadowed all the sectors especially education which was the worst hit by militancy. Hundreds of schools were
blown up in federally administrated tribal areas (FATA) and the kyber pakhtunkhwa (KPK) regions while most horrible incident
was twin suicide attacks on the international Islamic University, Islamabad, which claimed lives of six innocent people. Including
three female students, in October. The tragic incident spread a wave of panicn and subsequently educational institutions.
Including schools, colleges and universities, had to face closure across the country for over one week. It also led to a massive
exercise regarding impacts of maximum security arrangements at educational institutions and conrtovery also surfaced when
private schools demanded the government ensure security for institutions in private sector. The dertiorating law and order
situation also caused cancellation of various education-related events which, otherwise, were happeneing on a regular basis
(Ali, 2009).
According to Basit (2012) the abysmal sector of education has not remained immune to the precarious security
situation in Pakistan either. Education falls in the cross chairs of two distinctive conflicts in Pakistan i.e. nationalist insurgency
and islamist militancy. Teachers professors and school administrators have found their lives increasingly under threat in conflict
hit zone of the country.
The state of education in Pakistan has been grim ever since the nations inception, and with the onset of militancy
since 2001 the situation has become worse. With militants firmly holding the federally administered tribal areas. (FATA), the
already low literacy rate of 29 percent has nosedived to 17 percent in the region. Pakistan is being included in the list of
developing countries, but unlike its competitors it has an abysmally low literacy rate. Only one quarter of the adults in Pakistan
are literate (Yousaf, 2012)
Impacts of terrorism on Female Education
According to Fateh (2009) the destrictuion of more than 200 girls educational institutions has deprived 85000 girls
from getting education in valley swat and other northern areas of Pakistan. The literacy rate among women in northern areas
was already low and then the destruction of the girls educational institutions have take the women a century back regarding
education.
According to Iranian news channel Press TV (2010) militants have opposed female education in the northwest Pakistan valley
of Swat, deriving more than 40,000 girls of schooling. In the past several years, the militants have destroyed many schools,
especially in the areas of Swat valley and the North-West frontier province as part of their radical campaign that most Muslims
have censured as anti-islamic terrorism.
It is difficult to tell who in Swat devised this destructive strategy which has affected sosme one millions students in
Malakand division. Militancy impacted the education sector in the worst way possible in other conflict areas too. Subsequently,

attacks on schools went up and the figures touched 91 in Bajaur and 43 in Mohmand Agency. The tribal female students want
to get education b ut the militancy is forcing them to quit education or keep their lives on risk. The already low percentage of
school-aged females attending class in FATA last estimated at 1.3% droped further because of militancy and extremism.
Mlilitants bombing of schools compounds has slowed down the process of transformation of education to the female gender
which have already burdened by pre-existing cultural restrictions on female education unavailability of and constraint5s on
access to girls schools (Khan, 2011). Militants have attacked 96 schools in Pakistan this year alone. Most of these attacks took
place in KPK and FATA fourteen attacks were reported from Mohmand Agency and in other tribal areas. Dozen of attacks were
reported from various destricts of KPK. Thirteen schools were attacked in Swabi District, 12 in Charsadda district and 11 in
Mardan district. Schools have also been attacked in Balochistan and Sindh provinces (Hasan, 2012).
According to Yousfzai (2011) in terms of school destruction, ajaur Agency is second to Swat, where militants have
blown up 188 girls, schools and 97 boys schools.Across the country, 566 schools have been targeted since 2007.
Life Risks to students and Teachers
According to human rights wach (2012) Malala Yousafzai, a 15-year old student and outspoken advocate for
childrens right to education, was shot in the head and neck on October 9, 2012. Leaving her in critical condition. An alleged
militant organization claimed responsibility for the attack. The attack garnered condemnation from across the political spectrum
in Pakistan. Just three days later, at least three shia university students both male and female were cirtically hurt when
extremists threw acid at their faces while they were on their way home to Parachinar Kuram Agency, in FATA, after taking
exams in Kohat. According to a local nongovernemtal organization, this was the first such acid throwing case in FATA. Active
militant organization took the responsibility for this attack. In july, Farida Afridi, a womens rights activitst was murdered
apparently for her work on girls education womens empowerment in Khyber Agency, FATA. Many families in conservative
areas of the northwest and elsewhere in the country worry about sending their daughter to school because they might be
attacked on the way or when they arrive. Many also oppose their daughters having male teachers. The lack of bathrooms,
especially separate facilities for girls, dters many parents who dont want their daughters to have to relieve themselves in a field
(Santana, 2012).
According to Iranina news channel Press TV (2010) a group of unidentified armed militantants opened indiscriminate
fire on the tutors, identified armed militants opened indiscriminate fire on the tutors, identified as Sultan Zari, Razia Bibi and
Rawasi Bibi, on Thursday as they left for their homes after attending the school in Khar in the restive Bajaur tribal region. The
report said that 40-year old Razia Bibi succumbed to her wounds as she was being transported in critical condition to
Peshawar.
Role of Education in the Eradication of Terrorism

Terrorism is the biggest threat to Pakistan progress. It roots could be traced back from 1979, when there was an effort to kick
out Russia from Afghanistan. But the problem became servers after 9/11. And now in 2011, its become a menance for our
motherland. Education is very important way to eradicate the roots cause of terrorism. The first step should e to provide uniform
system eeducation to the masses. This system of education must be free from prejudices and sectarian violence. It also
includes both religious and modern education at equal ratios. This will help create citizen having a balanced approach towards
life. Although it is a very lengthy process but it is very important. Because education can propagate the minds of young
generation about the extreme designs of militants, and keep them on the positive track of serving society (Zeb, 2010).
Education is not only what is learned in schools, however education includes everything in ones life that affects how
he has turned out. This can include cultural, personal, or even societal happenings. When a person get educated he mere not
learn about injustices in his ow society. But perceive a real catch about other societies. The person comes to know about what
are the reasons of development and flaws are and often seeing that it lacks many of the things that othere countries have and
the missing thingsk, often in the form of a healthy enonomy, are things that could be affected by changes in education. The
prickle dilemma of Terorism could als be eradicated through awareness and education of the masses (United Nations G.A,
2010).
According to Branam. R (2002) scarcity of education produces empty space for satanic ideas of destruction and
bloodshed because militants have the way to manipulate uneducated minds. When the majority of citizens in a country cannot
even read and the best way to spread news is by recorded messages, the arms group with their destructive propagandas can
fill peoples minds with tall manner of demolishing stuffs. This lack of education contributes directly to their countrys stagnant
economy. The country does not has sufficient numbers of the skilled people necessary to build and run factories,k power plant,
and tourism industries etc.
According to Afridi (2012) women can play an active role in countering terrorism and militancy. By educating women,
we can prevent their sons from becoming militants and by educating children we can enable them to choose a better futute for
themselves. Throughout the world, there are many women and men working to promote human rights and to support the
marginalized and disadvantaged, in regions where such work is especially hazardous and dangerous.
We need a more holistic approach to comat this growing nenance and the only way which can rid our lives from
terrorism is through education. We need to make sure that we teach our children the values of ot toleranc, forgiveness and love
for thedir fellow men to keep them from embracing the ideologies of extremists. We need to take deep hard look at how we
educate our children and the values that we instill in them. That goes beyond merely producing brilliant in the minds that win
top award in physics, Olympics or mathematics competitions. That process starts in the home with families. A strong family
creates a livin home environment. It provides security and teaches children how to forgive and to tolerate differences. Parents
are an important source to confront in the war against terror because it is one of the most influencing sources who can put their

children on the path of goodness and forgivenessl. Beyond these steps, we must also instill in our children the discipline of
knowing right from wrong. Without discipline, children will not be alble to distinguish actions and words that are morally worong
or understand the value of goodness from when young, our children must be taught the right values if we are to defeat this
terrible enemy that has arisen from within us (Globe, 2008).
The tool which can help the world to come out from the dynamic cycle of violence and extremism is educationl.
Education not only point out why this is bad but rather education orientated towards showing the individual how to express his
aggressive instinct into a more intelligent non-violent way. A lot of thye education now is down in denial by using labels such as
bad or wrong things should not exist. Well, the reality is that all these things and are part of us. In many cases thay are in
balance that creates the dynamics of life, such is good and bad. We cannot take on away because the other will stop to exist as
well and everything will come to a standstill (Lart, 2002). Churkin. V (2012) urged that education is necessary along with other
measures to ensure world security and best strategy to tackle over the issue of terrorism.
Strenghtening peace measures and protecting human rights should be central part of our strategy of counterterrorism to resolve differences peacefully, provide education and job opportunites, promoting development and inter-cultural
dialogue, and addressing the grievances that terrorists exploit (Ki-moon, 2012).
According to United Nations declaration of human rights that 2007 article no.26 every individual has the right to education it
should be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and
professional education shall be made generally available and hiher education shall be equally accessible to all on the basis of
merit. Education shall be directed to the full development of the human personality and to the strengthening of respect for
human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or
religious groups, and shall further the activities of the united nations for the maintenance of peace. According to convention on
the elimination of all forms of discrimination against women regulated to private schools materialize in its true sense so that
private schools become instrumental in raising quality of public, schools.
Conclusion of the Reviewed Literature
Reviewing the related literature the researchers built a concept about the impact of terrorism on female primary
education. Their literature review provided the researchers with knowledge to conduct research study in the area which
remained spare from the previously conducted studies on terrorism and its impact.

Chapter-3
Research Methods
Research questions
Effects of states counter-terrorism policy on female education?
Research Design
The study was conducted using quantitave research design )(L.Shileds, A. Twycross, 2003) the study was focused
on the impact of terrorism on female primary education.l The study took the quantitiave approach because it was based on variables
measures with numbers and analyzed with statistical procedures (M.Balaves, P. Caputi, 2001).
Universe of the Study
The Government Girls Degree college (GGDC) admission office data 2011-2012 shows that there were 16 female teachers and 162
students involved in the educational activities (Admissions information desk GGDC Khar Bajaur) (Appendix A). It was difficult for the
researchers to target the total universe of 178 respondents and the sample size of 36% was very adequate for representing the total
population which was 178. The respondents in this study were female teachers and students from graduate/intermediate level
because the study was focused on the impacts of terrorism on female primary education in Bajaur Agency.
Sampling Technique
Selecting stratified random sample, one must first divide all of the universe elements into fcategories and the draw
independent random sample from each group or strata. When there is finer stratification thee will be accurate degree of accuracy or
representativeness. There are two basic types of stratified random sample in which one is proportional allocation stratified random
sampling. In drawing a proportional allocation stratified raondom sample one would draw the same percentage from eacth stratum
(Garson, 2012).
Sample size
The selected sample size was 36% which is 64 respondents (Teachers and students) selected from 178 respondents
at GGDC Khar Bajaur 2011-2012. The sample consisted of 6 teachers, 24 students from graduate level and 34 students from
intermediate level.
The samlple size is shown in table 1. The numbers of 64 respondents were chosen ased on proportion allocation
stratified random sampling technique (winkler, 2009). Random sampling was used in order to avoid biasness and to ensure that each
respondent (teacher and student) had an equal chance of being slected. The advantage of results obtained from random sampling is
that the findings have an increased likelihood of being generalized (Ross, 2012).

With proportionate stratified random sampling, the sample size of each stratum is proportionate to the population size
of the strtum. Strata sample sizes are determined byt the following equation:
nh=(Nh/N)*n..(1)
Where nh is the sample size for stratum h, Nh is the population size for stratum h, N is total population size, and n is total sample size
(Bowely, 1926) (Appendix B)

SAMPLE SIZE TABLE

No.

1.

Total
Grand
Total

Total numbers of girls

primary school in
Bajaur Agency

Government Primary
Schools Bhai Khan Shah
Khar Bajaur Agency

Total Number of Student and teachers

Sample Size

Students / Teacher
st

nd

Students
rd

th

st

Nursery

K.G

Class 1

Class 2

Class 3

Class 4

Nursery

K.G

Class 1

Class 2nd

Class 3rd

Class 4th

66/1

30/1

40/2

45/3

40/3

37/4

31

19

22

15

14

17

258/4

118

262

118

Research Tools
Questionnaire (Appendix C) was used as a tool for data collection because the univers was literate and large and
time for collecting dada was limited (Sarantakos, 2005). The researchers developed closed-ended questions eith one open-ended
question in aim of time budgeting and keep the respondents focused on the subject. All the questionnaires wee correctly filled and
returned.
Validity of Research tools
Validity of the questionnaire was obtained by presenting it to at least three professionals from social works, sociology
and gender studies disciplines, including the researchers supervisor. Quierstionnaire was developed. The reduces bias by detecting
ambiguities and misinterpretations which can then be minimized. The ambiguities when minimized. The ambiguities when minimized
then the instrument aims at high degree of specific objectivity (Sushil, Verma, 2010).
Data Analysis
Data from questionnaires was compiled, sorted, edited, classified and coded into a coding sheet and analyzed using
a computerized data analysis package known as Microsoft excel 2010.
Ethical Consideration
The researchers assured respondents that the study was strictly academic and that almost confidentiality would be overserved. The
data used in this study was anonymously coded and cannot therefore be traced back to individual students.
During the research study the researchers faced some problems as well. The researchers faced accessing problem
to the institute due to security reasons. The security staff created hurdle for the researchers to visit in the institution for data collection.

Chapter 4
Data analysis
Data anlaysis is a scientific method of examining raw data with the purpose of drawing conclusions about the
information available (Rouse, 2008). According to Persell and Hodges (1990) once the data are collected, they must be classified and
the proposed relationships should be analyzed, with a purpose to see what kind of change has occurred in the independent variable in
related to a change in the dependent variable.
Purpose of the statistical data analyze
The general purpose of statistical data analysis is to provide meaning to what otherwise would be a collection of
numbers and/or values. The meaningfulness of data derives from the clarity with which one specifies the problem or questions being
addressed and the precision with which pertinent information is gathered (Scanlan, 2001).

RESPONDENTS ON THE BASE OF AGE, POSITION, ACADEMIC LEVEL AND DISCIPLINE

Table No.1
Respondents

Frequency

Age
30--35

3640

41--45

4650

Total

50

10

12

20

%AGE

100%

20%

24%

16%

40%

RESPONDENTS DEMOGRAPHIC DATA ON THE BASE OF THEIR AGES

40.00%

24.00%
20.00%
16.00%

30-35

36-40

41-45

46-50

Explanation
The above table shows the age of the respondents. The age range of the respondents was from 30 to 50 years.
Majority of the respondents i.e. 20 (40%) age ranged from 46-50 years.12 (24%) respondents age group 36-40 years, 10(20%) 3035years. 8(16%) respondents were from 41-45 years. And 2 (4%) respondents were 46-50 years of age.

Finding
The majority of the respondents were age i.e. 20(40%) belong to age group from 46-50 years.

RESPONDENTS VIEWS ABOUT TERRORISM

Table - 2
Responses

F
11
Total

Total

Knowledge about terrorism

11

More
%age
17.19%
17.19%

F
35
35

Average
%age
54.68%
54.68%

F
12
12

Dont Know
F
%age

Lesss
%age
18.75%

F
58

6
6

18.75%

9.37%
9.37%

64

%age
90.62%
9.37%
100%

RESPONDENTS VIEWS ABOUT TERRORISM

54.68%

18.75%

17.19%

9.37%

More

Average

Less

Don't know

Explanation
The above table/graph No.2 show that out of 64 respondents 11(17.19%) know more about terrorism, 35(54.68%) respondents know average about
terrorism, 12(18.75%) respondents have a less knowledge about terrorism, while 6(9.37%) respondents have no knowledge about terrorism.

TERRORISM EFFECTS ON EDUCATION

Table 3
Responses

Terrorism effects on education

Total

Yes

F
61

%age
95.31%

F
61

%age
95.31%

No

03

4.69%

03

4.69%

Total

64

100%

64

100%

TERRORISM
EFFECTS ON
EDUCATION

100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%

Explanation

10.00%
0.00%

The above table/graph No.3 shows that 61(95.31%) respondents out of the total 64 respondents
were agree that terrorism has effected education while 3(4.68%) were disagree with the statement.

Yes

No

THREATS RECEIVED FROM TERRORISTS BY STUDENTS, TEACHERS AND FAMILY.

Table -4

Responses

Yes
No

22
42

Total

64

Threatened by terrorists
Students and Teachers
F
%age
F
34.37%
16
65.63%
48
100%

STUDENTS & TEACHERS

64

Family
%age
25%
75%
100%

FAMILY REVIEW

65.63%

75.00%

34.37%
25.00%

Yes

No

Yes

No

Explanation
The above table/graph No.4 shows that 22(34.37%) respondents out of the total 64 respondents accepted that they have threatened by the
terrorists while 42(65.63%) stated that they have not threatened by the terrorists. This table also shows that 16(25%) respondents recognized that
their families received threats from terrorists while 48(75%) stated that no threats has been received to their families by the terrorists.

EXPERIENCED UNWANTED SITUATIONS

Table 5
Responses

Experience of unwanted situation.

Total

Yes

F
48

%age
75%

F
48

%age
75%

No

16

25%

16

25%

Total

64

100%

64

100%

Explanation
The above table/graph No.5 shows that 48(75%) respondents out of total 64 respondents
accepted that they have faced unwanted situation while 16(25%) stated that they have not faced
unwanted situations.

EXPERIENCE OF
UNWANTED
SITUATION
75.00%

25.00%

Yes

No

REASONS OF FEMALE STUDENTS DROPOUT FROM SCHOOLS.

Table 6
Responses

Total

Reasons of Female Students Dropout from Schools

Terrorism
F

Yes
No

38

Total

38

Household
Activities
F
%age

%age
59.37%

7.81%

Other
F
15

No Observation

%age

23.43%
6

59.37%

7.81%

15

%age

9.37%

32.81%

%age

58
6

90.62%
9.37%

64

100%

TERRORISM

Explanation
The above table/graph No.6 shows that 38(59.37%) respondents out of total 64
accepted that they have observed the female students dropout due to terrorism,
5(7.81%) respondents recognized that they have observed female students dropouts
due to household activities, while another group of 15(23.43%) respondents accepted
that they have seen female students dropout but it is due to other reasons. Only
6(9.37%) respondents have not observed female students dropout.

59.37%

23.43%

9.37%

7.81%

Terrorism

Household
Activities

Other

No
observation

FEAR WHILE ATTENDING EDUCATIONAL INSTITUTIONS, DISCUSSION WITH

COLLEAGUES TO QUIT EDUCATIONAL ACTIVITIES.
Table - 7
Responses

Discussion to quit educational activities

Yes

Fear while attending educational

institution
F
%age
43
67.19%

F
13

%age
20.31%

No

21

32.81

51

79.69%

Total

64

100%

64

100%

Explanation
The above table/graph No.7 shows that 43(67.19%)
respondents out of the total 64 respondents accepted that they
have feel fear while attending the institution, while 21(32.81%)
respondents think that they do not feel fear to attend their
institution. The table also shows that 13(20.81%) respondents
that they have discussed with their colleagues to quit educational
activities. 51(79.69%) respondents have not discussed to quit
educational activities.

FEAR WHILE
ATTENDING

Discussion to quit
79.31%

67.19%

32.81%

20.31%

Yes

No

Yes

No

CHANGE IN ATTITUDE OF MASSES TOWARDS EDUCATION DUE TO TERRORISM

Table 8
Responses

Total

Change in attitude by masses towards education due to terrorism.

Positive
F

Negative
%age

No felt

%age

%age

%age

Yes

32

50.00%

19

29.69%

13

2.31%

64

79.69%

Total

32

50.00%

19

29.69%

13

20.31%

64

100%

Explanation
The above table/graph No.8 shows that 32(50%) respondents out of total 64
respondents accepted that they have observed positive change in attitude of masses
towards female education, 19(29.69%) respondents observed negative change in the
attitude of masses towards female education, 13(20.31%) respondents have not felt any
change in the attitude of masses towards female education.

CHANGE IN ATTITUDE BY MASSES

TOWARDS EDUCATION DUE TO
TERRORISM
50.00%

29.69%
20.31%

Positive

Negative

No Felt

CHANGE FELT IN THE ATTITUDE OF FAMILY MEMBERS TOWARDS FEMALE EDUCATION

Table 9
Responses

Positive
F
Yes

32

Negative
%age
50.00%

F
21

No observation

%age

F
11

32

50.00%

21

%age

32.81%

No
Total

Total

Change felt in the attitude of family members due to terrorism

17.19%

32.81%

Explanation
The above table/graph No.9 shows that 32(50%) respondents
out of total 64 respondents accepted that they have observed the
positive change in the attitude of family member towards female
education, 21(32.81%) respondents observed negative in the attitude of
family members toward female education 11(17.19%) respondents
have felt no change in attitude of family members.

%age

53

82.81%

11

17.19%

64

100%

CHANGE IN ATTITUDE BY MASSES

TOWARDS EDUCATION DUE TO TERRORISM
50.00%

29.69%
20.31%

Positive

Negative

No Felt

TERRORISM IN THE CAUSE OF DROPOUT AND INSECURITY

Table 10
Responses

Terrorism in the cause of dropout

Insecurity while attending institution

Yes

F
48

%age
75%

F
53

%age
82.81%

No

16

25%

11

17.19%

Total

64

100%

64

100%

TERRORISM IN THE CAUSE OF

DROPOUT

INSECURITY WHILE ATTENDING

INSTITUTION

75.00%
82.81%

25.00%
17.19%

Yes

No

Yes

No

Explanation
The above table/graph No.10 shows that 48(75%) respondents out of total 64 respondents accepted that terrorisms was the cause of female
students dropout other 16(25%) were found disagree with this statement. 53(82.81%) respondents accepted that they feel insecurity while attending
the institution, while 11(17.19%) respondents rejected this statement.

BODY SEARCH AFFECTED FEMALES TREND TOWARDS EDUCATION AGREE WITH BODY SEARCH
Table 11
Responses

Body search affects female trend towards

education

Agree with body search

Yes

F
29

%age
45.31%

F
47

%age
73.44%

No

35

54.69%

17

26.56%

Total

64

100%

64

100%

BODY SEARCH AFFECTS FEMALE

TREND TOWARDS EDUCATION

AGREE WITH BODY SEARCH

73.44%

54.69%
45.31%

26.56%

Yes

No

Yes

No

Explanation
The above table/graph No.11 shows that 29(45.31%) respondents out of total 64 respondents accepted that body search affected trend a
female towards education. While 35(54.69%) respondents were found disagree with this statement. 47(73.44%) respondents favor body search this
statement and 17(26.56%) respondents rejected this statement.

CHANGES IN THE ATTITUDE OF TEACHERS

Table 12
Responses
Cooperative
F
Yes
No
Total

Total

Changes in the attitude of Teachers

17
17

Un-cooperative
%age

26.56%
26.56%

F
40
40

No observation

%age

%age

62.50%
62.50%

7
7

F
57
7
64

10.93%
10.93%

%age
89.06%
10.93%
100%

CHANGE IN ATTITUDE OF TEACHERS

Explanation

62.50%

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

of the 64 respondents observed positive change in the attitude of teachers,
while 40(62.50%) respondents observed negative change in the attitude of
teachers while 7(10.93%) respondents have not observed any change in the
attitude of teachers.
26.56%

10.93%

COOPERATIVE

UN-COOPERATIVE

NO OBSERVATION

TERRORISM IS THE CAUSE OF LOW TEACHERS ATTENDANCE, EFFECTED CLASSES AND EXAMINATION SCHEDULE
Table 13
Responses

Yes

Terrorism
Terrorism is the cause of low teachers
attendance
F
%age
47
73.44

No

17

26.56%

23

35.94%

Total

64

100%

64

100%

TERRORISM IS THE CAUSE OF LOW

TEACHERS ATTENDANCE
37.44%

Effected classes and examination schedule

F
41

%age
64.06%

EFFECTED CLASSES AND

EXAMINATION SCHEDULE
64.06%

26.56%
35.94%

Yes

No

Yes

No

Explanation
The above table/graph No.13 shows that 47(73.44%) respondents out of total 64 respondents agreed that terrorism is the cause of teachers
low attendance, while 17(26.56%) respondents disagreed the statement. 41(64.06%) were found agree that terrorism effected the classes and
examination schedule which effect their educational activities while 23(35.94%) disagreed with this statement.

FAMILY DISCOURAGEMENT TO CONTINUE EDUCATIONAL ACTIVITIES, TRANSPORTATION PROBLEM.

Table 14
Responses

Faced transportation problems.

Yes

Family discouragement to continue

educational activities
F
%age
14
21.97%

F
50

%age
78.13%

No

50

78.13%

14

21.97%

Total

64

100%

64

100%

FAMILY DISCOURAGEMENT TO
CONTINUE EDUCATION
78.13%

FACED TRANSPORTATION
PROBLEMS
78.13%

21.97%

Yes

21.97%

No

Yes

No

Explanation
The above table/graph No.14 shows that 14(21.97) respondents out of total 64 respondents agreed that their families discouraged them to
continue their educational activities due to terrorism. While 50(78.13%) respondents disagreed the statement. 50(78.13%) respondents agreed that
they have faced transportation problems due to terrorism, while 14(21.97%) disagreed the statement.

TERRORISM IS THE CAUSE OF ACCOMMODATION PROBLEM, DESTRUCTION OF EDUCATIONAL

INSTITUTIONS AFFECTED FEMALE EDUCATION.
Table 15

Responses

Yes

Terrorism is the cause of accommodation

problem
F
%age
45
70.31%

Destruction of educational institutions affected

female education
F
%age
62
96.88%

No

19

29.69%

3.12%

Total

64

100%

64

100%

TERRORISM IN THE CAUSE OF

ACCOMMODATION PROBLEM
70.31%

DESTRUCTION OF EDUCATIONAL
INSTITUTIONS AFFECTED FEMALE
EDUCATION
96.88%

29.69%

3.12%
Yes

No

Yes

No

Explanation
The above table/graph No.15 shows that 45(70.31%) respondents out of total 64 respondents agreed that terrorism caused female (Students
and teachers) accommodation problems while 19(29.69%) respondents rejected the statement. 62(96.88%) respondents agreed that the destruction
educational institutions effected female education to a great extent, while 2(3.12%) has rejected the statement.

TERRORISM AFFECTED FAMILY ECONOMIC STATUS MAXIMUM, AVERAGE AND LESS LEVEL
Table 16
Responses

Maximum
F
%age
Yes
No
Total

Total

Terrorisms affected family economics status to level

13
13

20.31%
20.31%

F
35
35

Average
%age
54.69%
54.69%

F
2
2

Less
%age

No effected
F
%age

3.12%
14
14

3.12%

21.88%
21.88%

F
50
14
64

%age
78.12%
21.87%
100%

TERRORISMS AFFECTED FAMILY ECONOMICS STATUS TO LEVEL

54.69%

21.88%

20.31%

3.12%
Maximum

Average

Less

No effected

Explanation
The above table/graph No.16 shows that 13(20.31%) respondents out of total 64 respondents agreed that their families economic status
have been effected to maximum level due to terrorism, while 35(54.69%) respondents accepted the statement that families economic status has
been effected to average level . 2(3.12%) respondents agreed that their families economic status has been affected less due to terrorism; while
14(6.25%) respondents found disagree with the statement.

GOVERNMENT ROLE AND RESPONSIBILITIES FOR THE BETTERMENT AND CONTINUATION OF FEMALE EDUCATION
Table 17

Responses

Government supported to continue education

Yes

F
36

%age
56.25%

The responsibilities of Govt: only to improve

the female education
F
%age
21
32.81%

No

28

43.75%

43

68.19%

Total

64

100%

64

100%

GOVERNMENT SUPPORTED TO CONTINUE

EDUCATION

THE RESPONSIBILITIES OF GOVT: ONLY TO

IMPROVE FEMALE EDUCATION

56.25%
68.19%
43.75%

32.81%

Yes

No

Yes

No

Explanation
The above table/graph No.17 shows that 36(56.25%) respondents out of total 64 respondents agreed that government has supported them to
continue their educational activities, while 28(43.75%) respondents rejected the statement. 21(32.81%) respondents agreed that it is the
responsibilities of Govt: only to improve female education, while 43(68.19%) respondents disagreed with the statement.

MASSES CAN PLAY THEIR ROLE FOR THE IMPROVEMENT OF FEMALE EDUCATION.
Table 18

Responses

Masses role for the improvement of female education

Total

Yes

F
44

%age
68.75%

F
44

%age
68.75%

No

20

31.25%

20

31.25%

Total

64

100%

64

100%

MASSES ROLE FOR THE IMPROVEMENT OF FEMALE

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

No
31%

Yes
69%

MILITANTS TARGETING FEMALE EDUCATIONAL INSTITUTIONS IS AGAINST TO ISLAMIC AND CULTURAL VALUES
AND OR BOTH OF THEM

Table 19
Responses

Against
Total

Opinion

Militants targeting female educational institutions

Total

Islamic Values

F
43

%age
67.19%

F
43

%age
67.19%

Cultural Values

4.69%

4.69%

Both of them

18

28.12%

18

28.12%

64

100%

64

100%

Explanation
The above table/graph No.19 shows that 43(67.19%) respondents
out of total 64 respondents agreed that militants attacks on female
educational institutions are against Islamic values, 3(4.69%) respondents
are of the view that it is against cultural values, while 18(31.25%)
respondents are found agreed with both statements.

MILITANTS TARGETING FEMALE

EDUCATIONAL INSTITUTIONS
AGAINST

67.19%

28.12%

4.69%
Islamic values

Cultural values

Both of them

GOVERNMENT SHOULD PROVIDE SECURITY FOR THE IMPROVEMENT OF FEMALE EDUCATION

Table 20
Response

Govt: Should provide security

F

%age

Financial
Institutional
Transport
All of the above
Total

12
25
11
16
64

18.75%
39.06%
17.19%
25.00%
100%

GOVT: SHOULD PROVIDE SECURITY

45.00%
40.00%

Explanation
The above table/graphs No.12 shows that
12(18.75%) respondents out of total 64 respondents
suggested that government should provide financial
security for the improvement of female education,
25(39.06% ) respondents suggested that government
should provide institutional security for the
improvement of female education, 11(17.19%)
respondents suggested that government should
provide transportation security to females for the
improvement female education, while 16(25%) were
found agreed with early suggested demands.

35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
RESPONSE

Financial

Institutional

Transport

All of the above

18.75%

39.06%

17.19%

25.00%

22. we can attract more females towards education

The respondents considered the following strategies to attract more females toward education in Bajaur agency.
Teachers views
One of the teachers said:
We can attract more females towards education by providing them friendly environment and financial support, and should
encourage them in attaining education.
In this regard another teacher said:
We can attract more females towards education by realizing them the importance of education.
In this regard other two teachers said:
We can attract more females towards education by providing them security and also transportation and accommodation
facilities.
I think the transportation problem should be solved; only awareness is not the way to attract more females towards
education.
Majority of the teachers urged that awareness about female education and providing accommodation and transportation facilities can
attract more females towards education.
Students views
One of the students said:
I think the number of high schools should be increase, transportation problem should be resolved and awareness programs
regarding the importance of female education should be started for attracting more females towards education in Bajaur Agency.
Another student said:
I think security should be improved, number of educational institutions should be increased to attract more females towards
education.
In this regard two students said:

For the improvements of female education institutions and transportation facilities are very essential. This may attract more
females towards education.
We can attract more females towards education by giving them peaceful environment courage to get education. More facilities
should be given to females educational institutions.
Majority of the students urged that security of the current educational institutions should be tightened, number of educational
institutions should be increased and transportation facilities should be provided to females to attract them towards education.

Chapter 5
Findings and discussions
The researchers carried out conclusions and presented suggestion on the basis of the following finding collected from the
respondents.
Findings

Demographic data of the respondents

Most of the teachers were of age 23-30, most of the students were of age (19-22), most of the students were enrolled in arts
discipline.
Horna (1996) stated that there are gender-based dividing lines between young men and women with regard to
preferences for leisure activities. Young women seem to be more disposed to the arts than their male counterparts
(Dawson,Gravelle. F, 2008).
Views about terrorism & Effects of terrorism on education
Most of the respondents have average knowledge about terrorism, most of the respondents considered that terrorism has
effected female education to a great extent.
Terrorism as an evil for society, everybody should fight against it, because it is a big headache to peace in the world
(Oram, 2012). Terrorism has affected the education sector in Pakistan, where thousand of students have been deprived
from getting the light of Education (Bari, 2009).
Threats and unwanted situations.
Most of the respondents have not received threats, nor their families has been threatened by terrorists, But they have faced
unwanted situations due to terrorism.
Terrorists have threatened females in southern Afghanistan not to attend schools. Otherwise they will target those
who disobeyed their warning (Davidson, 2012). Terrorism is cause of provoking unwanted situations all over the world, the
rank of unwanted situations cover social, psychological and financial horizons of an individual or the of the whole hnation
(Lavanco.G,Romano.F,Milio.A, 2008).

Reasons of dropout from schools fear while attending the educational institution.
Most of the respondents were of the view that terrorism is the major cause of female students dropout as compare to
household activities and other cultural constraints from schooling. Most of the respondents felt fear due terrorism while
attending the educational institution.

Most of the females living in Uganda are fond of getting education, but due to socio-cultural and political obstacles
they remained stagnant in the field of education. These obstacles have a sound influence on the parents or guardians to
stop their daughters to get education, which as a result caused of female students dropout from schools. The political
instability brings conflict among the rival groups, which multiplies to fear of female to attend the institutions. The political
instability is the one which control all other barriers (Atkyerezai, 2001).
Change felt in the attitudes of masses and family members towards education
Most of the respondents felt positive change in the attitudes of masses and family members towards education.
The recent attack on Malala Yousafzai has changed positively the attitude of families and masses toward female
education. The cruel targeting incident of Malala provoked public rage against terrorism and militancy. The reaction from
families and masses is seemed to be furious as compare to past against terrorist activities and their stronger sympathy and
well for the promotion of education (Afzal, 2012).
Terrorism is the cause of female students dropout
Most of the respondents found agree that terrorism has caused female students dropout from schooling.
In war and conflict situations female students suffer more as compare to their male counterparts, where there is war
the female gender remains in secondary preference, the war and conflict effects female gender psychologically more as
compare to female students dropout, the main reason behind the former importance is its dominancy over the later one
(M.Wudu, Getahun.F, 2013)
Body search affected female trend towards education & agree with body search
Most of the respondents stated that body search has not affected female trend towards education. Most of the respondents
favored body search.
The demand of body search at schools and colleges has increased due the changing nature of crimes, students
body search has improved stats security in different part of the humiliation of students rights (Vacca, 2005).
Changes in the attitude of teachers and attendance, effects on classes and examinations schedule due to terrorism
Most of the respondents agreed that they have felt uncooperative change in the attitude of teachers. Most of the
respondents were found agree that terrorism has caused low teachers attendance. Most of the respondents agreed that
terrorisms has affected their classes and examinations schedule.
Whenever and wherever terrorism prevails it gets path for the social destruction as well as psychological destruction
of human beings, it can affect the attitudes of students and teachers both. The psychological impact of terrorism could be
occurred in two different dichotomies i.e. positive or cooperative or negative or uncooperative. In positive change the
teachers show sympathy while dealing students, while in negative change they look to be harsh and looking while dealing
students (A.Lehr, McComas.J, 2005). Muslims students studying in different schools, colleges the United Kingdom are on
closed watch of security agencies after the London train attack (7/7), this investigation sometimes take place during the
classes schedule, which is effecting students study schedule (Choudhury, Fenwick, 2011).

Family discouragement to continue educational activities

Most of the respondents were stated that their families have not discouraged theme to continue their educational activities.
Parents are encouraging their daughters to get education with an aim to keep their family economic status stable, to
provide their daughter with entrepreneurial skills and make them prepared to take the responsibility of social stake holding
for their family and country in future (Bhutto, Narejo, Butt, Shaikh, Virwani, 2009).
Terrorism cause transportation and accommodations problems
Most of the respondents were found agree that terrorism caused transportation and accommodation problems.
Terrorism has created transportation and accommodation problems across Pakistan, security personals and civilians
are targeted while travelling even in the metropolitan cities of Pakistan (State Department, 2012).
Destruction of educational institutions has affected female education
Most of the respondents agreed that the destruction of female educational institutions has severely affected female
education.
According BBC news (2012) Terrorists have destroyed 450 educational institutions in FATA, deprived 50,0000
students from education (Madni, 2012).
Terrorism has affected families economic status
Most of the respondents accepted that their families economic status has been affected to an average level due to
terrorism.
Pakistan involvement in war on terror has placed the country on the devastative peak of problems, including stats
financial, social and law and other situations, above all the prewar poor population has been in confront with economic
crises too (Javaid, 2011).
Government / Masses roles and responsibilities to improve female education
More of the respondents accepted that government has played its role for the improvement of female education. Most of the
respondents urged that is also the responsibility of masses to play their role for the improvement of female education.
According to ministry of education Pakistan report (2008) government is working for inclusion of female students who
are already enrolled and for those who are keen to get teaching staff, improving building capacities, increasing number of
institutions and providing security.
Education of women is an important aspect for boosting the social and economic development of the country.
Promotion of female education particularly at elementary level is to bring certain benefits for the society in the form of social
development and reconstruction. Masses can play their role on shoulder to the state (Koul, 2008).
Militants are targeting females educational institutions is it against Islamic and cultural values or both of them
Most of the respondents were of the view of the militants target on female educational institutions is against Islamic values.
Islam brought about liberation of women from bondage and gave her equal rights and recognized here individuality is
a women being. Islam provide the status of women instituting rights of property ownership, inheritance, education, marriage

(as a contract) and divorce (farooqi, 2011). Muslim clerics unanimously condemned the militants murdering attacks on 15
year old girl Malala Yousofzai, the clerics said it totally against the principles Islamic ideology, islam does not allow violence
against innocent individuals (Mahmood, 2012).
Government should provide financial, institutional, transportation or all of them
Most of the respondents demanded for institutional security from government.
According to Irfan, M(2003) there is interlinking between poverty and illiteracy poor parents cannot send their children
for education, the students who belong to poor families used to study up to primary or secondary level, but they cannot
efforts members died today when a heavily armed man invaded a Newtown, Conn, Elementary schools and sprayed staff
and students with bullets in United States of America (Esposito, 2012).
Students have been facing severe transport problems in Pakistan, is most educational institutional do not offer
transport facilities. Students also have to face inconvenience in packed public transport vehicles and maltreatment by
drivers and conductors (Pakistan today, 2012).

Conclusion
Thoroughly studying the above findings the researchers concluded the terrorisms has affected female education in
the tribal belt of Bajaur Agency to the devastating level. Terrorism cause the destruction of female educational institutions, dropout of
female students from educational institutions. Terrorism caused insecurity and fears to the teachers and students, which affected their
attendance and trend towards education. Terrorism has created accommodation and transportation problem for both the teachers and
the students. Terrorism is also bad impact on the attitude of teachers. In the interest area of delivering knowledge to the knowledge
seeking students of this tribal belt of Pakistan. It has also affected the family economic status of teachers and students, which
inversely affected their interest in the sector of education. Terrorists attacks on female educational institution made access of female
towards education very difficult, which is totally against Islamic values because Islam gives equal rights to both male and female. In
the context of getting education. Terrorism has also interrupted the ongoing efforts of the government educational sectors.
Suggestion
Suggestions forwarded by respondents

Government should increase the number of female educational institutions.

Security should be provided to female teachers and students.
Transportations facilities should be provided to the female teachers and students.
Adequate accommodation facility should be provided to the teachers.
Financial support should be provided to the students.

Suggestions forwarded by the researchers

The destructed female educational institutions should be reconstructed in all account.

New educational institutions should be constructed on population distribution base.
Local and qualified teachers should be appointed in all the educational institutions.
All the appointments should be done on the merit.
Every kind of security should be provided to teachers and students.
Students belonging to poor and deserving families should be financially compensated by the government to carry on their
education.