ZAN OVERVIEW OF EDUCATIONAL

INSTITUTIONS IN KURRAM AGENCY

0337-9200021 (zahrasultan10@yahoo.com)
ZAHRA
Roll No. 6134
M. Ed

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With
UNIVERSITY OF PESHAWAR,
SESSION 2015-16

AN OVERVIEW OF EDUCATIONAL
INSTITUTIONS IN KURRAM AGENCY

ZAHRA
Roll No. 6134
M. Ed

Submitted to the institute of education and research, university of

Peshawar in partial fulfillment of the requirements for the award of the
degree of Master in education

HORIZON INSTITUTE OF HIGHER STUDIES

Affiliated With
UNIVERSITY OF PESHAWAR,
SESSION 2015-16

CERTIFICATION

Certified that the Contents and form of thesis entitled An Overview of

Educational Institutions in Kurram Agency Submitted by Zahra have
been found satisfactory for the requirement of the degree.

Supervisor:

_____________________________

External Examiner:

__________________________

Director:

__________________________
Institute of Education & Research
University of Peshawar

Date:

___________________________

FORWARDING SHEET

The thesis entitled An overview of Educational Institutions in Kurram Agency

Submitted by Zahra in partial fulfillment of M.Ed Degree in Education had been
completed under my guidance and I am satisfied with the quality of her research
work.

Date: ___/____/2015

Supervisor

DEDICATION

I dedicate this
humble effort to
Almighty Allah who blessed
me with the ability
to achieve
my goals.

ACKNOWLEDGMENTS
First of all I am thankful to Almighty Allah who blessed me with the
ability to complete this research work successfully. My special thanks and
appreciations goes to my honorable research supervisor. Mr. _____________, who
was the pillar of strength and zeal behind me and helped me in every respect to
put forth this research and also to the______________.
I deeply extend my gratitude to my affectionate parents who were always a
source of strength and inspiration for me and whose blessings, guidance and
encouragement gave me confidence to achieve my goals.
I am also thankful to my brothers, my friends ___________,
______________, my colleague _______________ Afridi and my class fellows
who gave me company and precious suggestions for my research work.

Zahra

vi

TABLE OF CONTENTS
ACKNOWLEDGMENTS...................................................................................VI
ABSTRACT...........................................................................................................X
CHAPTER 1........................................................................................................1
INTRODUCTION..................................................................................................1
1.1

BACKGROUND OF THE STUDY.................................................................................1

1.2

STATEMENT OF THE PROBLEM:................................................................................2

1.3

OBJECTIVES OF THE STUDY:.....................................................................................2

1.4

SIGNIFICANCE OF THE STUDY:.................................................................................3

1.5

DELIMITATION OF THE STUDY:.................................................................................3

CHAPTER 2........................................................................................................4
LITRATURE REVIEW.........................................................................................4
2.1

HISTORY OF KURRAM AGENCY.........................................................................................4

2.2

POPULATION OF KURRAM AGENCY...................................................................................5

2.3

LITERACY RATE IN KURRAM AGENCY...............................................................................5

2.4

LEVEL OF EDUCATION IN KURRAM AGENCY....................................................................5

2.5

EDUCATION IN KURRAM....................................................................................................6

2.6

EDUCATIONAL INSTITUTION IN KURRAM AGENCY............................................................6

SCHOOL AND COLLEGES IN KURRAM AGENCY...............................................................7

2.6.1 Mosque Schools..............................................................................................................7
2.6.2 Primary Schools..............................................................................................................7
2.6.3 Middle Schools................................................................................................................7
2.6.4 High Schools...................................................................................................................7
2.6.5 Higher Secondary...........................................................................................................7
2.6.6 Colleges..........................................................................................................................8
The Holy Prophet says.............................................................................................................9
2.7

DIFFERENT STAGES OF EDUCATIONS...............................................................................10

2.7.1 Primary Education........................................................................................................11
2.7.2 Middle Education..........................................................................................................11
2.7.3 High Education.............................................................................................................11
2.7.5 Graduation and Post Graduate Level...........................................................................11
2.7.6 Higher Education..........................................................................................................11

vii

2.8

EDUCATION POLICIES.......................................................................................................11

2.9

THE 1ST NATIONAL EDUCATION CONFERENCE, 1947.......................................................12

2.10

NATIONAL PLAN OF EDUCATION DEVELOPMENT, 1951-57:............................................14

2.11

REPORT OF THE COMMISSION ON NATIONAL EDUCATION CONFERENCE 1959:..............15

2.12

THE EDUCATION POLICY 1970........................................................................................16

2.12.1 Aims:...........................................................................................................................16
2.13

NATIONAL EDUCATION CONFERENCE 1977:...................................................................17

2.13.1 The terms of conference included:..............................................................................17

2.14

THE EDUCATION POLICY, 1972-80:.................................................................................18

2.14.1 General Recommendations.........................................................................................18

2.15

NATIONAL EDUCATION POLICY 1979:.............................................................................19

2.15.1 Main Points:...............................................................................................................19

2.15.2 Objectives....................................................................................................................20
2.16

NATIONAL EDUCATION POLICY 1992:.............................................................................20

2.16.1 Objectives of the Policy:.............................................................................................20

2.17

NATIONAL EDUCATIONAL POLICY 1998-2010:...............................................................21

2.18

EDUCATION FOR ALL 2001-2015:....................................................................................21

RESEARCH METHODOLOGY.......................................................................23
3.1

NATURE OF THE RESEARCH....................................................................................23

3.2

POPULATION................................................................................................................23

3.3

SAMPLE.........................................................................................................................23

3.4

METHOD AND PROCEDURE.....................................................................................23

3.5

ANALYSIS OF THE DATA...........................................................................................24

CHAPTER 4.........................................................................................................25
4.1

DATA ANALYSIS..........................................................................................................25

CHAPTER-5.........................................................................................................50
FINDINGS, CONCLUSION AND RECOMMENDATION............................50
5.1

FINDINGS:........................................................................................................................50

5.2

CONCLUSION:..................................................................................................................52

5.3

RECOMMENDATIONS:.......................................................................................................53

BIBLIOGRAPHY................................................................................................55

viii

LIST OF TABLES
TABLE 1:

SHOWS THE TOTAL NUMBER OF GOVERNMENT PRIMARY SCHOOLS

IN
KURRAM AGENCY
26

TABLE 2:

SHOWS THE TOTAL NUMBER OF GOVERNMENT PRIMARY SCHOOL

TEACHERS IN KURRAM AGENCY.
27

TABLE 3:

SHOWS ENROLMENT IN GOVERNMENT PRIMARY SCHOOLS KURRAM

AGENCY.
28

TABLE 4:

SHOWS THE STUDENTS TEACHERS RATIO IN GOVERNMENT

PRIMARY
SCHOOLS KURRAM AGENCY.

29

TABLE 5:

SHOWS STUDENTS SCHOOLS RATIO IN GOVERNMENT PRIMARY

SCHOOL
KURRAM AGENCY.

30

TABLE 6:

SHOWS TEACHERS SCHOOLS RATIO IN GOVERNMENT PRIMARY

SCHOOL
KURRAM AGENCY.

31

TABLE 7:

SHOWS NUMBER OF GOVERNMENT MIDDLE SCHOOLS IN KURRAM

AGENCY.
32

TABLE 8:

SHOWS THE NUMBER OF GOVERNMENT MIDDLE SCHOOL

TEACHERS IN
KURRAM AGENCY.

TABLE 9:

SHOWS ENROLMENT IN GOVT. MIDDLE SCHOOLS KURRAM AGENCY.

34

33

TABLE 10: SHOWS THE STUDENTS TEACHERS RATIO IN GOVT. MIDDLE

SCHOOLS
KURRAM AGENCY.

35

TABLE 11: SHOWS STUDENTS SCHOOLS RATIO IN GOVT MIDDLE SCHOOLS

KURRAM AGENCY.

36

TABLE 12: SHOWS TEACHERS SCHOOLS RATIO IN GOVT. MIDDLE SCHOOLS

KURRAM AGENCY.
37
TABLE 13: SHOWS NO OF GOVERNMENT HIGH SCHOOLS IN KURRAM AGENCY
38
TABLE 14: SHOWS NO OF GOVT. HIGH SCHOOL TEACHERS IN KURRAM AGENCY
39
TABLE 15: SHOWS ENROLMENT IN GOVERNMENT HIGH SCHOOLS KURRAM
AGENCY.

40

TABLE 16: SHOWS STUDENTS TEACHERS RATIO IN GOVT. HIGH SCHOOLS

KURRAM AGENCY.

41

TABLE 17: SHOWS STUDENTS SCHOOLS RATIO IN GOVT. HIGH SCHOOLS

KURRAM AGENCY.

42

TABLE 18: SHOWS TEACHERS SCHOOLS RATIO IN GOVT. HIGH SCHOOLS

KURRAM AGENCY.

43

TABLE 19: SHOWS NUMBER OF GOVERNMENT HIGHER SECONDARY SCHOOLS

IN
KURRAM AGENCY.
44
TABLE 20: SHOWS THE TOTAL NUMBER OF GOVT. HIGHER SECONDARY
SCHOOL TEACHERS
IN KURRAM AGENCY.

45

ix

TABLE 21: SHOWS ENROLMENT IN GOVT. HIGHER SECONDARY SCHOOLS

KURRAM AGENCY.

46

TABLE 22: SHOWS STUDENTS TEACHERS RATIO IN HIGH SECONDARY

SCHOOLS
KURRAM AGENCY.

47

TABLE 23: SHOWS STUDENTS SCHOOLS RATIO IN GOVT HIGHER SECONDARY

SCHOOLS KURRAM AGENCY.
48
TABLE 24: SHOWS TEACHERS SCHOOLS RATIO IN HIGHER SECONDARY
SCHOOLS KURRAM AGENCY.

49

ABSTRACT
The present report contains the data of all government schools in
Kurram Agency. The main purpose of the study was to explore the
statistics of education in Kurram Agency.
It includes information with regard to the numbers of all
government primary, middle, high and higher secondary schools,
enrolment by gender, number of teachers by gender, student-school
ratio, student-teacher ratio and teacher-school ratio in Kurram
Agency. The data was collected from the office record and schools
attendance registers. The data was analyzed by using simple
percentage and ratio techniques.
This research shows that government primary schools for boys
were 64.14% while girls primary schools were 35.85%. Male
teachers at primary level were 65.65% while female teachers were
34.65%. Boys enrolment in primary schools was 61.64% while
girls enrolment was 38.36%. T4here were 69.23% boys middle
schools and 30.76% girls middle schools. In government middle
schools boys enrolment was 80.53% and girls enrolment was
19.46%. In government high schools boys enrolment was 81.47%
and girls enrolment was 18.52%. In higher secondary schools boys
enrolment was 0% and girls enrolment was 480.

xi

CHAPTER 1
INTRODUCTION
1.1

BACKGROUND OF THE STUDY

Education is a basic human need and Islam particularly lays great emphasis on
acquiring education. According to the Prophet (SAAW) The best form of worship
is the persuit of knowledge. It is essential for the people to acquire a broad base
of knowledge, attitudes, values and skills on which they can build a sound future
for their country. Education contributes a great deal in discovering and developing
human talent. Education does not mean just acquisition of a degree but it means
awareness which is essential for character building. This quality differentiates
human beings from other species.
Education is to develop the potentialities and talents of individuals and prepare
them for practical life. In other words education modifies the behavior of the
students positively and enables him to adjust him self with the environment.
Education is the mean of developing the entire personality of an individual. It
includes administration, examination, discipline method of teaching etc
(Numan,1998).
Education is a social function, that serves the society which maintains it the first
and foremost role is to conserve the existing culture by transmitting it from
generation to generation. Education is not only an instrument of social stability,
but also an agent of social change. Education is a process by which man and
woman, young and old are taught now to contribute to their own welfare and the
welfare of the society stability, but also an agent of social change. According to
the Islamic view point education is the process to develop attitudes of individuals
in harmony with Islamic values and keeping them to build a sound view of life.

In the world of today the status of nation in directly related to their quality and
level of education. Huge changes have evolved in fields like defense, agriculture,
economics etc because of scientific knowledge. When a child learn unconsciously
from parents and surroundings, it is informal type of education. And when a child
get education in a specific environment through a planned programmers, it is the
forma type of education.
As education is the back bone of a nations developments, so a child having no
educational background in unable to work for the bright future of nation. It is the
foremost duty of govt and educational institutions to develop the overall
personality of the child in such away hat he/she can make full use of his/her
potentialities (Shahid, 2000).
Keeping in view the importance of educational institutions I decided to write my
thesis on An overview of educational institution in Kurram Agency.
1.2

STATEMENT OF THE PROBLEM:

The topic selected for research was An overview of educational institutions in

Kurram Agency.
1.3

OBJECTIVES OF THE STUDY:

i.

To find out total number of educational institutions in Kurram Agency.

ii.

To analyse total number of teachers in educational institutions at Kurram

Agency.

iii.

To know about total enrolment of students in educational institutions of

Kurram Agency.

iv.

To analyse Student-teacher ratio in the educational institutions of Kurram

Agency.
2

v.

To know about schools-student ratio at educational institutions of Kurram

Agency.

vi.

To find out teacher-schools ratio in educational institutions of Kurram

Agency.
1.4

SIGNIFICANCE OF THE STUDY:

Kurram Agency is backward area. This study will enable us to analyze the
educational institutions in Kurram Agency.
Following are significance.
i.

The study will provide basis to the decision makers, planners, researchers
and administrators.

ii.

This study will provide clear picture of education in Kurram Agency.

iii.

This study will play key role in policy making and taking decisions at
various stages.

1.5

DELIMITATION OF THE STUDY:

Due to limited resources and time constraint the study was delimited to only
government educational institutions of Kurram Agency.

CHAPTER 2
LITERATURE REVIEW
This chapter is related to literature review which is collected from different
sources. As far as possible literature was collected from primary sources, but
where original / primary sources was not available secondary and tertiary sources
were used for collecting related literature.
2.1

HISTORY OF KURRAM AGENCY

Kurram Agency takes its name from the river Kurram which passes through it.
The Kurram Agency was declared Agency in 1892. Parachinar is the headquarter
of the Agency. The Kurram Agency is a Political Agency under overall charge of
the Political Agent.
Due to its geographical importance, it has a unique position in the line of tribal
areas. Its geographical, historical, political and cultural importance cannot be
ignored. Amongst the tribal areas, Kurram Agency is famous for its natural beauty.
The Agency has man y picturesque valleys including Parachinar, Sholozan, Zeran
and Kirman (Bigum, 2009).
The area was an independent tribal area before the English came to
India.According to local traditions Mehmood of Ghazana passed through this area.
Durning some of his inveesions on India.Before the British rules Tribal wars were
very common,when the people fedup with these fights,they invited British to rule
the area. The old name of Kurram Agency was Totkai.The area is very popular for
Chinar trees (Kazmi, 1977).

2.2

POPULATION OF KURRAM AGENCY.

The total population of kurram Agency was 448,310 (it has reached to 500,000
now) as enumerated in March, 1998. The male constitute 51 percent of the total
population and female 49% respectively. About 6% population lives in Urban
Areas while the rest 94% lives in rural areas. About 70% of population is involved
in farming cum livestock rearing, 5% in government services, 6% in small
business, and 19% in labor within the country and abroad. Overall average literacy
rate is 19.78% whereas in males it is 33.34% and in females it is 4.46%.
The total area of Agency is 3.380 square kilometers which give population density
of 133 persons per square kilometer as against 87 persons observed in 1981,
indicating a fast rise in growth rate of population of the Agency which could be
either due to over enumeration in 1998 or under enumeration in 1981 or both or
repatriation of Agency people.
2.3

LITERACY RATE IN KURRAM AGENCY.

A person was treated as literate in 1998 census if he could read newspaper a

journal of some standard and could write a simple letter in any language. The
literacy is measured as the ratio, in percentage, of literate population to
corresponding population aged to and over. The literacy ratio in the agency has
increased from 6.2 percent in 1981 to 19.8 percent in 1998. The literacy ratio for
males is 33.3 percent as against 4.5 percent for females.
2.4

LEVEL OF EDUCATION IN KURRAM AGENCY.

Out of the total educated persons 36.65% were below primary. 33.7% has passed
primary 24.2% middle, 15.1 percent matriculate, 5.1% intermediate, 2.1%
graduates, 0.8% post graduate while 0.3% were diploma / certificate holders.

Regarding sex differential males were educated and had higher education than
females.
2.5

EDUCATION IN KURRAM

Education in the tribal areas has made tremendous progress since the inception of
Pakistan. In the education sector Kurram Agency is enjoying a reasonable literacy
rate. In the present era Kurram Agency is on the top in FATA. A country cannot
develop economically unless the literacy rate is accelerated. According to the
NWFP development statistic census report 1981 the literacy rate of Pakistan is
26.17% and that of the NWFP is 16.70%. The census reports of FATA 1981 shows
the literacy rate was 6.38% with 10.93% for males and 0.79% for females.
The Kurram Agency overall literacy rate is concerned, it is 6.252% whereas
11.04% for males and 0.85% for females. The upper Kurram is leading with the
highest literacy rate 10.1% overall and 18% for males. It is followed by the lower
Kurram with a literacy rate of 8.23% whereas 15% for males. The overall literacy
Kurram with a literacy rate of 8.23% whereas 15% for males. The overall literacy
rate of Central Kurram is 1.66% with a rate of 2.5% for males and 0.71% for
females. Education rate is higher in upper Kurram with 2.5% as compared to
lower Kurram 2.2%. The only 0.3% Central Kurram population had completed the
primary level in 1980 (Bigum, 2009).
2.6

EDUCATIONAL INSTITUTION IN KURRAM AGENCY

According to information by the education office up to 2009-10 the following

institutions are existing in Kurram Agency.

SCHOOL AND COLLEGES IN KURRAM AGENCY

2.6.1 Mosque Schools

At present there are 31 mosque in Kurram Agency. 13 Mosque schools in upper, 6
in lower and 12 in central Kurram. The total enrolment in mosque schools are
1838, out of which 727 in upper, 303 in lower and 808 in central Kurram.

2.6.2 Primary Schools

The total strength of primary schools in Kurram Agency is 357. The number of
primary schools in upper 163, in lower 76 and in central Kurram are 108.
The total enrollment in primary schools of Kurram Agency are 31396, of which
14478 in upper Kurram, 6046 in upper and 10872 in central Kurram.

2.6.3 Middle Schools

The total number of middle schools in Kurram Agency 52, of which 21 in upper,
12 in lower and 19 in central Kurram. The total enrolment of middle schools are
11301, out of which 5446 in upper, 2354 in lower and 3501 in central Kurram.

2.6.4 High Schools

At present there are 43 high school in Kurram Agency. 26 High School in upper,
13 in lower and 4 in central Kurram. Total enrolment in High School 21613, out of
which 13795 in upper Kurram, 5544 in lower Kurram and 2244 in Central
Kurram.

2.6.5 Higher Secondary

The total number of Higher Secondary School in Kurram Agency is only 1, which
is a female school situated in upper Kurram. The total enrolment of school is 480.

2.6.6 Colleges
The total strength of colleges in Kurram Agency are 7, out of which 2 in upper, 4
in lower and 1 in Central Kurram. The total enrolment in these colleges is 2897,
out of which 2269 in upper and 628 in lower Kurram.(FATA Secteriate)
Through out the history of human civilization education has been consider the
most powerful factor behind human progress. The future of a society greatly
depends on what type of education is imparted to its children.
The education system has undergone many changes and has greatly improved
since the inception of integrated planning in the country. Science highlight the
culture of man depends on the level of education had mental attainment of a
particular society. The rate of literacy and quality of education being imparted to
the people have rightfully been considered a very pertain yardstick to judge the
social and cultural development of a nation.
The history of socio-economic development in the advanced countries provides an
example testimony to the fact that education played a very important role in its
progress. It is because of this reason the policy makers in the developed countries
are so keen to utilize all possible material, political and administrative resources in
order to expedite the educational uplift of their societies. The shortages of human
resources and lopsided conditions of human capital have compelled the statements
of new states to keep education among the top priorities of their plans.
If we look at the economic map of the world, one fact will catch our sight that
economic development and literacy rate of country goes hand in hand.
Without education progress and development in any walk of life is inconceivable.
Education is the only important element, which breaks the inertia to bring socioeconomic development in the society. It improves the decision-making power of
8

the people. It enables the people to protect their rights against any exploitation. It
brings the general awareness and courage in the masses and helps in establishing
the institution of public-hidden resources, thus it helps in establishing a welfare
state in the real sense.
Education is an instrument for developing the attitudes of individual in accordance
with certain value to hold them to build a sound view of life Education stands for
unity of creator and the crated, unity of spiritual and material world, unity of body
and soul, unity of thoughts and action, and unity of this world and the world
hereafter (Sarfaraz, 1998).
The education that is imported in any institution reflects the people of that society,
their thinking and their desires. Education according to idealists is a social
institution. Man is a social being by nature and is dependent for satisfaction of his
needs on other. Idealists and realists both believe that a school is responsible for
the social needs of individuals determine the nature of education of any
institution. The Islamic importance of education is that, Islam has greatly valued
knowledge more than any other religion. Several verses of Quran and saying of
Holy Prophet (S.A.W) highly emphasized learning and diffusion of knowledge.
For example Allah says in Holy Qurna 0, prophet ask them, can those who know
and those who do not know ever be equal. Again Allah says, Allah will raise in
rank those of you who believe and are given knowledge.

The Holy Prophet says

Seeking knowledge is the duty of every Muslim (man and woman) Thus our
religion Islam also emphasis upon the importance of knowledge with out any
discrimination of sex and status. As said by the prophet Muhammad (PBUH).
Seeking knowledge is equally incumbent on Muslim man and woman.

Despite this awareness, major challenge remain to increase access to education, to

improve equality, to improve quality, and to commit resources for economic
structure will most likely hinder Pakistans economic prosperity, conversely,
timely reforms can pay off in terms of economic growth and poverty Reduction,
as is evident from the experience of East Asian countries who have generally
invested heavily in basic human capital, both male and female (Farmanullah,
2008).
Education has a positive impact on individual earring and also yields substantial
externalities parents education and mothers literacy and education are associated
with low infant morality rates, higher enrollment and achievement rates of
children and less gender differences in enrollment of children. Pakistan is facing
the challenges of coverage and quality in education. The gender-gap has narrowed
slightly due party to decline in male enrollment at secondary level in public
options. There are also significant differences across provides with decline in
enrollment in Sindh and Balochistan in public sector education ( Shahid 2007).
Problems to ensure quality education are widespread; these are acknowledged at
all levels and encompass teachers shortage and absenteeism, minimal
supervision, poor infrastructure and shortage of teaching materials. While social
action program (SAP) succeeded in increasing the number of schools, inadequate
attention was given to quality education including teachers availability and
teachers accountability. This rendered many schools non functional. The growth
in private schooling estimated at 30% of total provision especially in rural areas,
suggests that theres considerable demand for quality education (Jaffer, 1990).
2.7

DIFFERENT STAGES OF EDUCATIONS

In Pakistan education is given in following stages.

10

2.7.1 Primary Education

The duration of Primary Education is five (5) years. Where as medium of
instruction is mother tongue.

2.7.2 Middle Education

The duration of middle education is three years. Where as medium of instruction
is mostly Urdu.

2.7.3 High Education

The duration is two (2) years. Medium of instruction is both Urdu and English.

2.7.5 Graduation and Post Graduate Level

The duration is four years two for graduation and two for post graduation.
Medium of instruction is only English.

2.7.6 Higher Education

Higher education is M.Phill or PhD which take at least five years (Farmanullah,
2008).
2.8

EDUCATION POLICIES

Pakistans educational system originates from the political, social and economic
realities that had existed in the sub continent before and during the British rule.
The educational system introduced by the Britishs in fact was an attempt to
alienate the Muslims, who saw the British hegemony with utmost hatred and
contempt. The British rule in India, which was erected on the debris of the Mughal
Empire gave a fetal blow to the system of education that distinguished the
Muslims from the rest of the communities of the Sub Continent.

11

As a result of political and educational legacy, the Muslim population in the Sub
Continent was in a very weak position to cope with demands of the mid twentieth
century.
At the time of independence Pakistan educational base was too narrow with 90%
illiteracy and handful of educational institutions.
An education policy is a statement a directive or a document issued time and again
by the government for the development of education of its country. The policy
plays a pivotal role in the system of education.
A policy on education reflects the countrys political options, its tradition, its
values, its culture and ideological aspirations, its social and economic needs, its
emerging trends and its conception on future. The policy is the result of long
strenuous deliberations, discussions and throughout. It comprises a close knit,
unified structure of all elements forming the personality of a nation arranged in
due priority in whose. Simultaneously, it embodies principles of action considered
most essential for the achievement of such goals( Shahid, 2007).
Educational policy views educational development a dynamic and a continuous
process and which by its very nature implies and evolutionary exercise and
provides appraisal of its goals, strategic objectives and programs. The interest of
the nation serves to warrant and policy with a flexible approach to the changing
and varying needs of the country.
2.9

THE 1ST NATIONAL EDUCATION CONFERENCE, 1947

When Pakistan came into existence in 1947, it was seriously felt that the
improvement of education was the need of the time. So Quaid-e-Azam put the
education programme in the priority list, for this purpose a national education
conference was arranged to convene after three months of the creation of the state.
12

This conference began in between 27th November to 1st December 1947.

In his message the father of the nation provided guidelines for the development
and improvement of education in future. He stressed the need of a system of
education with cultural and ideological aspirations and having regards to the
modern condition and vast development that had taken place around the world. He
was of the view that academic education was not only enough, there was
immediate and urgent need of scientific and technical education, so that the nation
in science, commerce, trade and well planned industries could complete with the
world which was moved fast in that direction.
The Quaid address extract the conclusion that progress and development has a
direct correspondence with education and with the way of education.
The vital aims of the conference were the following:
1.

The coincide the education with Islamic ideology

2.

To bring in mind the basic aspect of democracy

3.

To develop the personality and to improve the standard of life

4.

To improve the social democracy and to improve the social justice in the
community.

5.

To think about and to provide the economic betterment of the individual

6.

To prepare the best citizen for the community

7.

To arrange a compulsory primary education

8.

To arrange technical and vocational education and education for women

The conference also made the following recommendations:

13

a.

The advisory board of education

b.

The inter university board

c.

The council of technical education

d.

The promotion of scientific research

e.

Overseas scholarship scheme (Shahid, 2007).

2.10 NATIONAL PLAN OF EDUCATION DEVELOPMENT, 1951-57:

Due to some abnormal political situation in the country all the efforts in between
1947-1951 for the improvement and development of education were very slow
effective, particularly relating to quantities aspect of education. However there
was the great concern for the educationalist, the education minister of the
Government of Pakistan called a conference of the provincial ministers of
education, secretaries of education to determine the basis of National Plan of
education to determine the base of National Plan of educationist development for
Pakistan. In order to discuss and finalize the National Plan, it was also decided to
call a joint conference of advisory board and the council of technical education.
This joint conference was held in December, 1951, which finalized the six year
National Plan of education development (1951-57) for Pakistan(Shahid, 2007).
The major recommendations of the conference are given below:
1.

The primary course of education should be self contained of five years

education.

2.

With regard to the age of admission to the University it should be 18.

3.

The intermediate course should be merged in the secondary courses in

each province as and when circumstances permit.

14

4.

The duration f the undergraduate course should be three years. The

questions of considering to years, undergraduate course (Pass) to three
should be left to the inter university board for consideration.

5.

The course of study at secondary stage should be diversified in order to

suit the requirements of the students on the basis of their age, ability and
aptitude

6.

Technical, agricultural and commercial education should be an integral

part of the system of general education and the duration of the course of
technical, agriculture and commercial education at secondary stage should
correspond with those of general education at the secondary duration.

7.

Early steps should be taken by the central, provincial and state

governments fro the implementation of the six years national plan of
education development(Shahid, 2007).

2.11

REPORT OF THE COMMISSION ON NATIONAL EDUCATION

CONFERENCE 1959:

After 1st National Educational Conference 1947, it was hoped that education will
play the basic role in national development of the country but when Quiad-eAzam and Liaqat Ali Khan dies, the political crises stated among the leaders to
very large scale. So, the army felt better and correct to get the whole authority in
their hands. For this purpose the Chief of Army Field Martial M. Ayub Khan
imposed the Martial Law and began to take positive steps in various fields.
Education was decided to improve in priority base. So, a commission in the
supervision of Federal commission commenced with a harangue on the
undesirable attitude of the people towards public duty, government, nation

15

building, manual work and education. It called upon the people to revise their
Concept of Government and their relationship to it
Some major recommendations were made by Sharifs commission like.
1.

Compelling all parents to enroll their children and making it binding on

them to keep their children in school upto the age of 9/10 years.

2.

Introducing it progressively by making it compulsory for those who are

five years old,then for those who are six years old and so on.

3.

Introducing education on area basis i-e making it compulsory for certain

Districts and then imposing the compulsion on other areas(Akhtar, 2007).

2.12 THE EDUCATION POLICY 1970

The 2nd five years plan (1960-65), and the commission on students problems and
welfare 1966, these were the steps to improve the educational structure in
Pakistan. Further, these steps proved more useful to set up the New Education
Policy, 1970.
Accordingly, an intensive review of the entire system of education was undertaken
by a number of groups. As a result a set of proposals for a new education was
formulated, the proposals were then debated, reviewed and modified in a series of
meetings among the professional groups and agencies of the government. the
revised proposals were finally considered to be adopted by the cabinet on 26 th
March, 1970 as the New Education Policy by Government of Pakistan. This
policy was named by its initiative Noor Khan as Noor Khan Commission.

2.12.1 Aims:
The new Education Policy 1970 proposed the following aims of education:

16

i.

To impart and common set of cultural values based on the precepts of

Islam.

ii.

To create a literate society

iii.

To accord high priority to the development of analytical and technical

skills.

iv.

To attract some of the best talent of the society into the teaching profession

v.

To use education as a free of national unification(Jaffer,1990).

2.13 NATIONAL EDUCATION CONFERENCE 1977:

The Chief Martial Law Administrator and President of Pakistan General
Muhammad Zia-ul-Haq, soon after his assumption of the office, convened a
national conference at Islamabad during 1977 with the following specific
direction. The conference was not intended to be a routine measure or a means of
merely monitoring progress. It was conceived as with a view to exercise a national
choice of strategies within a given an relevant framework.

2.13.1 The terms of conference included:

i.

Redefinition of the aims of education

ii.

Choice of basic strategies

iii.

Special problems in education confronting the nation

iv.

Bringing education in line with our faith and ideology

The conference was attended by a number of cabinet members educationist,

scholars, layers, journalists, teachers and students. On the recommendations of the
conference, opinion and advice of various ministries, divisions and provincials

17

education department, salient features of the national educational policy where

announced by the minister of education in October, 1978 (Farmanullah,2007).
2.14 THE EDUCATION POLICY, 1972-80:
The policy 1972 was expected

to be subjected to continous review and

evaluation. In the past the president of Pakistan, further observed that an education
system an absolute idea of producing on educational class from among the
privileged few to constitute the elite in the country was pursued. Through out the
sixties, a disproportional high percentage of expenditure on education was
incurred on bricks and motors as compared to that on teachers and books.
Therefore, the government expressed its commitments to clear the jungle weed
out the complexities and pull the nation out of the sloth without losing the spirit of
religion, fine tradition and culture (Sarfaraz, 1998).

2.14.1 General Recommendations

i.

The revision and nationalization of merit scholarship at all levels of

education, the establishment of book banks, the provision of transport
facilities to students and the enforcement of school unions.

ii.

The establishment of National Book Foundations and well equipped

libraries educational institutions.

iii.

The creative of national service corps, the introduction of military training

progressively for all students from class X XII.

iv.

To keep compulsory the Islamic subject for Muslim students up to class X

and establish the national, provincial and district schools councils
(Sarfaraz,1998).

18

2.15 NATIONAL EDUCATION POLICY 1979:

Due to political crises between the government and the opposition partieis the
army took action and the Chief of Army Staff General Muhammad Zia-ul-Haq
impsed Martial Law. He stressed o bringing changes in the education system. For
this purpose a hug educational conference in Islamabad was convened on 4 th
October, 1977. This conference was arranged by the Education Minister Mr.
Muhammad Ali Khan. Distinguished educationist were participated. Later on
opinions about the reforms in education were demanded through, newspapers and
posters. In the light of the opinions of educationists and experts education policy
1979 was set up. In this policy many reforms were suggested to improve the
momentum of the education. Nine aims and goals were kept to get. For the 1 st time
the ideology of Pakistan and ideology of Islam was preferably considered which
was ignored in the past policies of education. In this policy so many steps were
taken in the favour of teachers and students to improve the education structure.

2.15.1 Main Points:

1.

In order to increase the literacy rate, Mosque and Mohallah school be

established.

2.

A council for adult education for decreasing the rate of illiteracy is to be

established which will be attached to AIOU Islamabad

3.

In order to develop scientific attitude in the people there will be a National

Center for Science Education.

4.

Islamiyat should be compulsory for all level, faculty of Shariya to be

established in Islamic University.

5.

The Training institutes for primary teachers should be upgraded top

elementary colleges.

19

6.

Interest free loan should be provided to the intelligent students and the
scholarship should be doubled.

2.15.2 Objectives
1.

To provide an opportunity to school drop outs and those not obtaining

admission in formal primary school, to make up for the loss of time.

2.

The drop out and others who could not get admission, shall be given two
years of condensed course curricular, with the help of specially trained
teachers in non-formal system of education.

3.

The project will cover 1.65 million children, preferably in the age group
10-14 years.

4.

The literacy percentage will rise by 5% improving the overall rate to 33

percent.

5.

The Nai Roshni will stimulate semi literates and illiterate population of a
age group to become literate and is likely to increase admission in formal
primary schools (Farmanullah, 2008).

2.16 NATIONAL EDUCATION POLICY 1992:

The main factor of this policy was that, primary education should be recognized as
the basic and fundamental right of every Pakistani and education should be made
free and compulsory.

2.16.1 Objectives of the Policy:

1.

265000 primary school teachers should be trained and recruited.

2.

107000 new primary and mosque schools shall be opened.

3.

2000 existing schools will be added on another room.

20

4.

24750 stateless schools will be provided (Agrawal, 2008).

2.17 NATIONAL EDUCATIONAL POLICY 1998-2010:

The secondary schools in 1947 were 2570 (2190 middle and 480 high) out of
which 217 (153 middle and 64 high) were for girls. Enrolment in classes VI to
VIII was 0.221 million out of which 0.021 million were girls, in Class IX to X it
was 0.058 million out of which 0.007 million were girls. At present, the total
number of high schools in public sector are 24403 with gender break up as 14595
(44% female) respectively. The enrolment is at secondary level (grade IX X). the
secondary level is 29.7% (male 36.3, female 22.3) (Zuhra,2007).
2.18 EDUCATION FOR ALL 2001-2015:
The total population of 15 years age group was 72.38 million (male 37.65 and
female 34.73 million) overall literacy rate was 43% (male 55.3%) (female 29%)
Islamabad capital territory NWFP, with a literacy rate of 35.4% is the second
lowest in literacy ranking. The province of Punjab and Sindh have slightly literacy
rates than the national average.
It has been realized that in infrastructure facilities and service for lower, secondary
and past secondary levels are insufficient to meet the high demand for the same.
At the present these are only 24000 middle schools, 13000 secondary schools. On
achieving the plan targets of universal enrolment and universal retention the influx
of student on lower secondary and secondary level will be almost doubled.
This demands that other sectors education should also grow considerably to cater
the needs of primary education graduates. (Zuhra, 2007).

21

CHAPTER 3

RESEARCH METHODOLOGY
This chapter is about nature of study, sample, methodology and process of data
collection. It was a survey type of study. It involves collecting of data keeping in
view. An overview of educational institutions in Kurram Agency. The data was
collected through official records and attendance registers.
3.1

NATURE OF THE RESEARCH

It was a senses survey and a descriptive type of research and involves a collection
of data to find out the general overview of education in Kurram Agency.The study
was designed to obtain pertinent and precise information concerning the current
status of the phenomena and draw general conclusion.
3.2

POPULATION

The population of this study was all the educational institutions in Kurram
Agency.
3.3

SAMPLE

As the study is design to find out the overview of education institutions, Hence all
Government Institutions in Kurram Agency wewe taken as a sample.
All the data of government schools for he year 2010 was taken. Total data of the
government primary schools, middle schools, high schools, higher secondary
schools was taken.
3.4

METHOD AND PROCEDURE

The data was collected through the office record, relevant documents and
attendance registers. The important data literature for he study were reviewed. The

22

various related studies and significant writings in this field were quoted. The data
collected were organized and tabulated collectively for male and female. The
following sorts of information were sought with the help of above cited record.
1.

Number of all schools primary, middle, high and higher secondary.

2.

Total number of teachers.

3.

Total enrollment.

4.

Students teachers ratio.

5.

Teachers school ratio.

6.

Schools students ratio.

3.5

ANALYSIS OF THE DATA

The data was interpreted and analyzed accordingly. The analysis were express in
simple percentage and in the form of ratio. Findings and conclusion were drawn
from the data analysis. Finally on bases of conclusions recommendations were
made.

23

CHAPTER 4
The purpose of this chapter is to arrange / tabulate the raw data according to its
nature. The data was arrange in simple percentage and ratio form in each table.
4.1

DATA ANALYSIS

The data was collected from the government record, attendance registers and
related documents for the year2009 - 2010. The data was analyzed for.
A.

Total number of government primary schools in kurram agency,total

number of primary school teachers, total enrolment, students teachers
ratio, students school ratio and teachers schools ratio.

B.

Total number of government middle schools in Kurram Agency,total

number of middle school teachers ,total enrolment , students teachers ratio,
students school ratio, teachers schools ratio.

C.

Total number of government high schools in kurram agency,total no of

high school teachers, total enrolment, students teachers ratio, students
school ratio and teachers schools ratio.

D.

Total number of government higher secondary schools in kurram

agency.Total number of higher secondary school teachers,

total

enrolment , students teacher ratio, students school ratio, teachers school

ratio.

24

A.

Statistical data at primary level in Kurram Agency

Table 1:
Gender

Shows the total number of government primary schools in

kurram agency
No of Govt. Primary
Schools

Percentage

Male

229

64.14%

Female

128

35.85%

Total

357

100%

Table 1 Indicates that total number of primary schools in Kurram Agency were
357. Out of 357 primary schools 64% was for boys and 35.8% were for girls.

25

Table 2:

Gender

Shows the total number of government primary school teachers

in kurram agency.

Sanctioned posts

Working

Male

621

604

Female

330

316

Total

651

920

Table 2: Indicates that out of 621 sanctioned posts , 604 are filled while the
remaining 17 posts are lying vacant. In case of female total no. of sanctioned posts
are 330 in which 316 are filled. As a whole 90% posts are filled.

26

Table 3:

Shows enrolment in government primary schools Kurram

agency.

Gender wise

Enrolment

%age

Boys

19353

61.64%

Girls

12043

38.36%

Total

31396

100%

Table 3: Indicates the total number of students in government primary schools

Kurram Agency. Out of 31396 students 61.64% were in boys schools and 38.36%
students were in girls schools.

27

Table 4:

Shows the students teachers ratio in government primary

schools Kurram Agency.

Schools

Enrolment

Teachers

Ratio

Boys schools

19353

604

32.4%

Girls schools

12043

316

38.4%

Table 4: indicates teachers students ratio in government primary schools Kurram

Agency.
There were 604 teachers for 19353 students in boys schools. On the other hand
316 teachers were there for 12043 students in girls schools. In boys schools
teachers students ratio was 1:32 while in girls schools teachers students was 1:38.

28

Table 5:

Shows students schools ratio in government primary school

Kurram Agency.

School

Enrolment

No of schools

Ratio

Boys

19353

229

84.51

Girls

12043

128

94.08

Table 5: indicates students schools ratio in government primary schools Kurram

Agency. Out of 357 primary schools there were 229 schools for boys and
enrollment was 19353, On the other hand 128 primary schools were for 12043
female students. Student school ratio for boys was 1:84 and for girls was 1:94.

29

Table 6:

Shows teachers schools ratio in government primary school

Kurram Agency.

Schools

Working teachers

No of schools

Ratio

Girl

604

229

2.63

Boys

316

128

2.46

Table 6: indicate teachers schools ratio in government primary schools Kurram

Agency. In 229 girls schools there were 604 teachers, on the other hand 316
teachers were in 128 boys schools.
Teachers schools ratio in boys schools was 1:3 and in girls schools was 1:2.

30

B:

Statistical data at middle level in kurram agency.

Table 7:

Shows Number of Government Middle Schools in Kurram

Agency.

Gender

No of Govt. Middle Schools

%age

Male

36

69.23%

Female

16

30.76%

Total

52

100%

Table 7: indicates that total no of government middle schools were 52, Out of
which 69.23% were for male and 30.76% were for female.

31

Table 8:

Shows the number of government middle school teachers in

Kurram Agency.

Sanctioned posts

Working

Male

333

317

Female

96

64

Total

429

411

Table 8: indicates that out of 429 sanctioned posts 411 are filled while the
remaining 18 posts are laying vacant. In case of male 333 are sanctioned while
317 posts are filled.
In case of female 96 posts are sanctioned while 94 posts are filled.

32

Table 9:

Shows Enrolment in Govt. Middle Schools Kurram Agency.

Genderwise

Enrolment

%age

Boys

9101

80.53 %

Girls

2200

19.46%

Total

11301

100%

Table 9: indicates enrolment in government middle schools Kurram Agency. Out

of 11301 students 9101 students were in boys schools while 2200 students were in
girls schools.

33

Table 10:

Shows the Students Teachers Ratio in Govt. Middle Schools

Kurram Agency.

Schools

Enrolment

teachers

Ratio

Boys

9101

317

28:70

girls

2200

94

32:40

Table 10: indicate teachers students ratio in govt. middle schools Kurram Agency.
Out of 11301 students 9101 were in boys schools and the no. of teachers in boys
schools were 317. On the other hand 2200 students were in girls school and the
no. of teachers in female schools were 94.
Students teachers ratio in boys schools was 1:28 while in girls schools was 1:32.

34

Table 11:

Shows students schools ratio in govt middle schools kurram

agency.

Schools

Enrolment

No of schools

Ratio

Male

9101

36

252:81

Female

2200

16

137:5

Table 11: indicates students schools ratio in govt. middle schools Kurram Agency.
Out of 11303 students 9101 students were in boys schools and total number of
male schools were 36. on the other hand 2200 students were there in 16 female
school. Student school ratio for boys schools were 1:252 and for girls was 1:137.

35

Table 12:

Shows Teachers Schools Ratio in Govt. Middle Schools Kurram

Agency.

Schools

Working teachers

No of schools

Ratio

Male

317

36

8.70

Female

94

16

5.80

Table 12: indicate that teachers schools ratio in government middle schools
kurram agency. In 36 male schools there were 317 teachers while on the other
hand in 94 female schools the number of teachers were 220.Teachers schools ratio
in boys schools was 1:8 and in girls schools was 1:5.

36

C:

Statistical Data at High Level in Kurram Agency:

Table 13:

Shows No of Government High Schools in Kurram Agency

Gender

No of high schools

% age

Male

35

18.13%

Female

18.65%

Total

43

100%

Table 13: indicates the number of govt high schools in kurram agency. Out of 43
schools 35 schools were for male and the remaining 5 were for female. The
percentage of boys schools was 83% and for female was 19%.

37

Table 14:

Shows No of Govt. High School Teachers in Kurram Agency

Sectioned

Working

Male

599

586

Female

131

130

Total

730

716

Table 14: indicates that out of 730 vacant posts 716 were working while the
remaining 17 posts are laying vacant.In case of female 599 posts are
sanctioned, out of which 586 are working while the remaining 13 are laying
vacant

38

Table 15:

Shows enrolment in government high schools kurram agency.

Gender

Enrolment

%age

Male

17610

81.47%

Female

4003

18.52%

Total

21613

100%

Table 15: indicates that out of 21613 students 17610 were in male schools while
the remaining 4003 students were in female high schools of kurram agency.

39

Table 16:

Shows Students Teachers Ratio in Govt. High Schools Kurram

Agency.

Schools

Enrolment

Teachers

Ratio

Male

17610

586

30.05

female

4003

130

30.79

Table 16: indicate that for 17610 students the number of teachers were 586 in
male high schools while 130 students where there for 4003 students in female
schools. Teachers students ratio in boys schools was 1:30 while in girls schools
was 1:30.

40

Table 17:

Shows Students Schools Ratio in Govt. High Schools Kurram

Agency.

Schools

enrolment

No of schools

Ratio

Male

17610

35

503.14

Female

4003

08

500.37

Table 17: indicates that there was 35 govt high schools for 17610 male students
while on the other hand 8 female high schools were there for 4003 students.
Students schools ratio for male was 1:503 while for female was 1:500.

41

Table 18:

Schools

Shows Teachers Schools Ratio in Govt. High Schools Kurram

Agency.

Teachers

No of schools

Ratio

Male

586

35

16.74

Female

130

08

16.25

Table 18: indicate that there were 586 teachers in 35 male high schools while on
the other hand 130 teachers were there in 08 girls high schools. Teachers schools
ratio in male schools was 1:17 while in female schools was 1:16.

42

D:

Statistical Data at Higher Secondary Level in Kurram Agency

Table 19:

Shows number of government higher secondary schools in

kurram agency.

Gender

No of higher secondary

%age

Male

0%

Female

100%

Total

100%

Table 19: indicates that there was only one government higher secondary schools
for female. While there is no higher secondary school for male in the agency.

43

Table 20:

Shows the Total Number of Govt. Higher Secondary School

Teachers in Kurram Agency.

Sectioned

Working

Male

Female

25

25

Total

25

25

Table 20: indicates that there were 25 sanctioned posts for female and all of them
are filled. Male teachers were 0% and female teachers were 100%.

44

Table 21:

Shows Enrolment in Govt. Higher Secondary Schools Kurram

Agency.

Gender

Enrolment

%age

Boys schools

0%

Girls schools

480

100%

Total

480

100%

Table 21; indicates that enrolment in girls higher secondary schools was
480.There is only one higher secondary schools in kurram agency.

45

Table 22:

Shows students teachers ratio in high secondary schools

kurram agency.

Schools

Enrolment

Teachers

Ratio

Male

Female

480

25

19.2

Total

480

25

19.2

Table 22: indicates that there were total 25 teachers for 480 students in govt higher
secondary schools of kurram agency. Teachers students ratio for male was 0 while
for female was 1:19.

46

Table 23:

Shows students schools ratio in govt higher secondary schools

kurram agency.

Schools

Enrolment

No of schools

Ratio

Male

Female

480

480

Table 23: indicates that there was only one higher secondary school for 480
students in kurram agency. School student ratio for male was 0 and for female was
1:480.

47

Table 24:

Schools

Shows teachers schools ratio in higher secondary schools

kurram agency.

Teachers

No of schools

Ratio

Male

Female

25

25

Table 24: indicates that there was only one higher secondary school for 25
teachers. Teachers students ratio for male was 0 and for female was 1:25.

48

CHAPTER-5
FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
The researches have been made the following findings after analyzing the data of
each table.
5.1

FINDINGS:
The data was collected through office record, relevant documents and

attendance registers. The important related data and relevant literature for the
study were reviewed. The previous related studies and significant writings in this
field were quoted. The data collected were organized and tabulated collectively
for male and female. The data was analyzed as mention in the previous chapter.
Following are the findings.
1.

There were total 357 Government primary schools, in which 64% schools
were for boys and 36% schools were for girls. Table 4.1.

2.

Total teachers in primary schools were 920, in which 65.7% were in male
schools while 36.3% were in female schools. (Table 4.2)

3.

Total enrolment in primary schools was 31396. Boys were 61.48% while
girls were 38.36% (Table 4.3)

4.

Students teacher ratio in boys primary schools was 1:32 while the same
ratio in girls primary schools was 1:38. (Table 4.4)

5.

School students ratio in boys primary schools was 1:85 while the same
ratio in the girls schools was 1:94. (Table 4.5)

6.

Teachers school ratio in boys primary schools was 3:1 while in girls
schools was 2:1 (Table 4.6)
49

7.

There were total 52 middle schools out of which 69% were for boys and
31%. Were for female (Table 4.7)

8.

Total enrolment in middle school was 11301, in which boys were 80.53%
and girls were 19.46% (Table 4.8)

9.

Total no of teachers in government middle schools were 41, in which male

teacher were 77.12% and female teachers were 22.87% (Table 4.9).

10.

Students teachers ratio in boys middle schools was 29:1 and girls middle
schools was 32%:1. (Table 4.10).

11.

Students school ratio in boys middle schools was 253.1% while in girls
schools was 137:1 (Table 4.11)

12.

Teachers schools ratio in boys middle schools was 8:1 while the same ratio
in girls schools was 5:1 (Table 4.12)

13.

There are 43 high schools, in which boys schools are 81.39% and girls
schools are 18.65% (Table 4.13).

14.

There are total 716 high schools teachers in which 81.84% were male and
female teachers were 18.15%. (Table 4.14)

15.

Total enrolment in high schools was 21613, in which boys were 81.47%
and girls were 18.52% (Table 4.15)

16.

Students teachers in boys high schools was 30:1 while in girls school was
30:1 (Table 4.16)

17.

Students schools ratio in boys high schools was 503:1 while in girls
schools was 500:1 (Table 4.17)

50

18.

Teachers schools ratio in boys high schools was 17:1 while in girls schools
was 16:1 (Table 4.18).

19.

There are only one high secondary school, which us for girls. (Table 4.19)

20.

Total no of teachers in government higher secondary schools are 25. All of

them are in female school. (Table 4.20).

21.

Total enrolment in higher secondary school was 480. (Table 4.21).

22.

Students teachers ratio in government higher secondary school in 19:1.

(Table 4.22).

23.

School student ratio in government higher secondary schools in 480:1

(Table 4.23).

24.
5.2

Teachers schools ratio in higher secondary school was 1:25. (Table 4.24).
CONCLUSION:

On the basis of data analysis following are the conditions.

All the government male primary, middle and secondary schools were more than
the government primary, middle and secondary schools for female.l There was
only one Higher Secondary school that was for female.
All the teachers in male primary, middle and high were more than the female
teachers in government girls primary middle and high schools. Enrolment in male
government primary, middle and high schools was more than the girls primary
middle and high schools.
Similarly students, teacher ratio in boys government primary, middle and high
schools was more than the female schools. On other hand schools students ratio in
boy, government primary, middle and high schools was more than the girls

51

schools. Similarly teacher-schools ratio in boys government primary, middle and

high schools was more than the girls schools.
5.3

RECOMMENDATIONS:
On the data analysis, following are recommendations

1.

There should be more schools in order to enhance the access of children to

schools, because children in different areas dont have access to the other
areas.

2.

All sanctioned posts should be filled in order to enhance quality education

because in most of the schools, three are not sufficient teachers.

3.

There must be high incentives for student, especially for female students in
order to attract than towards education.

4.

There must be appointment of more female teachers in order to overcome

the gap of students teacher ratio, because in more schools teachers are not
enough to teach the children.

5.

Institutions for girls should be increased in order to encourage female

education especially in rural areas, because they are so backward.

6.

Trained teachers should be hired in order to improve the quality learning

process, because in many schools teachers are less qualified.

7.

There should be provision of co-curricular activities for student in order to

provide them a balance growth.

8.

There must be control over the population growth rate in order to enhance
quality education because population effect the literacy rate.

52

9.

Public and private partnership should be encouraged in order to increase

the literacy rate.

10.

There should be provision of adequate provision of formative in order to

encourage the students, because most of the primary schools has tat system
still now.

11.

There should be communication between students and parents in order to

improve the performance of the students.

12.

Corporal punishment should be banned, because it has negative impact on

child personality.

13.

Education should be made free in order to increase the literacy rate,

because most of the people are poor.

14.

There should be proper implementation of the education policies in order

to achieve quality education.

15.

Outstanding teachers and students should be motivated in order to

motivate the others.

53

BIBLIOGRAPHY
1.

Khawaja, S. (1998). Basic Education for all Policies and Plans review.
(1947-89). Islamabad: Pan Graphic Ltd.

2.

Quddus, N.J. (1990). Problems of Education in Pakistan. Karachi: Royal

Company.

3.

Shah S.M. (2007). Educational Management and Supervision. Lahore: Z.A

Printers.

4.

Bigum, S. (2009). Female Education in Kurram Agency. M.A Thesis,

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