The Plight of Girls’ Education in Erstwhile FATA
“If you educate a man, you educate an individual. But if you educate a girl, you educate a nation.” This well-known African proverb has been motivating people around the globe to strive for education for all. Pakistan, like other countries, in its constitution has made early education compulsory for all. According to article 25A of the Constitution of Pakistan, 1973, every citizen of the country has the right to education. Despite such constitutional provision and efforts by both federal and provincial governments, the situation of girls’ education in former Federally Administered Tribal Areas (FATA) is not very promising.
According to the 2017th FATA Annual Education Census, it has been found that just 37 percent of girls were enrolled in primary school, dropping significantly to 5 percent at the secondary level, on the contrary, 49 percent of boys were attending primary school and 17 percent were enrolled in secondary education. Such unfortunate situation is not due to a single factor rather multiple concerns, ranging from socio-political and economic to religious and culture factors are contributing to the predicament.
The foremost impediment for girls attending school in former FATA is cultural taboos. In tribal societies, cultural values are strong forces which not only drive daily routine activities but also shape their psyches. These societies are absolutely patriarchal and have excluded women from decision-making processes. Second, in such societies, women are not allowed to come out of their home in the absence of any male family members.
Moreover, girls, in their early years, are expected to help their mothers in household chores. They take care of their elder siblings, work as shepherd and also perform household activates, beside their mothers. Consequently, they are left with no other option, but to remain at homes and take their mothers’ responsibilities, keeping them at the bay in educational and other professional arenas.
Girls’ education in erstwhile FATA is also not at par with the rest of the country due to lack of political interest. These areas have been neglected for decades by our power elites. Majority of region has either no functional girl public schools or if they have, their education standard is not up to the mark. The schools which are operating, provincial education department has so far failed to ensure teachers’ presence. Basic amenities are also missing in the schools. In the former case, there are thousands of ghost schools which are either using as hujras or animals’ shelter. Therefore, girls from former FATA have less opportunities of getting early education.
Early marriages of girls in tribal belt are another prevalent hindrance in the way of getting education. In tribal areas, females become bride when they just touch their puberty line. Before getting married, their mothers, and in case if mothers are not present, then their elder sisters, train them in doing household labour.
They spend majority of their time in kitchens. After getting married, they are bound to accept each and every command of their husbands, fathers and mothers-in-law and also brothers and sisters-in-law. They give birth to children as in tribal societies every male strives for giving birth to as many male children as their health allows them. Very soon after their marriages, the girls transform into mothers who throughout their lives take care of their children and do household chorus. Therefore, they are compelled by the prevailing circumstances to bury their dreams.
Last but not the least, militant organizations, operating in tribal areas, are also contributing to the unpleasant situation of girls’ education. Since USSR invasion to Afghanistan, militant outfits have been operating in the region. They restrict women to their homes through various measures. Not only this, the terrorist organizations have also targeted girls’ schools and damaged their infrastructure. Girls’ school teachers are intimidated through various coercive means. In the atmosphere of fear, parents and children, both, are not in favour to endanger their lives.
In conclusion, girls’ education in tribal areas is lagging behind due to numerous multifaceted factors. However, keeping in mind the significance of girls’ education, the issue needs immediate remedial measures. For this, first, the security landscape needs to be improved where all feel safe and secure while leaving their homes for acquiring knowledge. Similarly, the government must improve infrastructure of the region which will enable girls to reach their schools easily. Further, the government should incentivise sending female to schools. Lastly, prohibiting child marriage by enacting laws and obligations can also act as a panacea to the ill. Undoubtedly, the gravity of the issue cannot be denied, yet it is imperative to acknowledge that it can be resolved through careful and judicious measures.
The write is a Civil Servent.
A healthy piece of writing