WCO Baseline Survey
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Transcript of WCO Baseline Survey
BASELINE SURVEY
REPORT
LOWER ORAKZAI AGENCY
(FATA)
Conducted
By
Women’s Concerns Organization
Supported
By
UNICEF
Table of Contents
S. No Title Page No
Acknowledgement ……………………………………………………………….i
Term and Acronyms……………………………………………………………..ii
1. Introduction …………………………………………………………………….1
2. Background of the Area…………………………………………………………2
3. Purpose……………………………………………………………………………2
4. Methodology……………………………………………………………………...4
4.1 Data Collection…………………………………………………………….4
a. Primary Data ……………………………………………………..4
b. Secondary Data………………………………………...................4
c. Methods of Data Collection………………………………………..4
4.2 Universe of the Study………………………………………………………4
4.3 Sample Size………………………………………………………………...5
4.4 Data Processing………………………………………………………….....5
4.5 Data Analysis……………………………………………………………....5
5. Results and Discussions…………………………………………………………..6
5.1 Age of the Respondents…………………………………………………….6
5.2 Gender of the Respondents…………………………………………….......7
5.3 Respondents Attended School……………………………………………..........8
5.4 Highest Level of Education (drop out students) ………………………...........8
5.5 Type of School Attended (Drop out Students) …………………………..........9
5.6 Reasons of Dropout……………………………………………............................10
5.7 Reasons of Out of School……………………………………………..........11
5.8 Like to Attend School……………………………………………...............12
5.9 Reasons for Liking……………………………………………...................13
5.10 Distribution of Age by Gender…………………………………………......14
5.11 Reasons for Liking School by Gender Wise………………………………..15
5.12 Reasons for Drop out From School by Gender Wise…………………........16
5.13 Reasons for Out of School by Gender Wise………………………………...17
6. Recommendations………………………………………………………………….19
Annexure 1
Questionnaire
i
ACKNOWLEDGMENT
This report was compiled by Program Section following field visits to Lower Orakzai Agency
and discussions with stakeholders between 12th of March and 20th March 2013. Mr. Asad Ullah
khan and Mr. Muhammad Ishtiaq for WCO managed the survey. The field staffs of WCO
assisted in collecting the information from the field.
UNICEF education FATA team deserves a sincere note of appreciation, for their valuable
feedback and comment on assessment tools and methodology; Finally, The respondents of this
assessment deserve special recognition for agreeing to devote their time to supporting this
assessment. In addition, all those who were willing to be interviewed in focus-group discussions
and in key informant interviews deserve a special mention, as their input was invaluable. Special
thanks to the government official and Agency Administration for their valuable inputs and time
provided to WCO while conducting this baseline survey.
ii
TERMS AND ACRONYMS
FATA Federally Administered Tribal Areas
WCO Women’s Concerns Organization
FGD’s Focus Group Discussion
UNICEF United Nations Children’s Fund
Out-of-school children – children of official school age who are not attending school
School-age children – children of official school age, irrespective of whether or not they are
attending school
Enrolment – registration of a child on the general roll of school pupils that lists the actual
number of children attending school
School non-attendance – comprehensive term that includes two types of non-attendance:
1. Children who are not receiving school education
2. School drop outs
Dropout rate – percentage of pupils enrolled in a certain grade in any given school year that did
not move up to the next class in the next school year
Coverage – percentage of children of official school age attending school
1
1. Introduction
FATA has the lowest education indicators. The literacy rate for women is as low as 7%. The
three decades of fighting in neighboring Afghanistan and the ongoing conflict in FATA present a
sorry state of affairs for education in FATA. According to government reported figures, over 550
schools have been either partially or fully damaged in FATA. Schools are still blown up which
scare away children from resuming their education.
An official data shows that the militants had destroyed over 758 schools in different districts of
the KPK province, including 640 schools in Malakand Division from 2009 to 2011. Among these
schools, 166 were destroyed and 477 were partially damaged in the areas in the wake of military
operation. Before the military operation, militants had also occupied schools and turned the
buildings into hideouts. In addition to that, 40 schools in Peshawar, Hangu, Bannu, Laki Marwat,
Nowsehra, Kohat and other areas of the province (KPK) were completely destroyed by the
militants and 83 were partially damaged. Education for All Global Monitoring Report 2012
states that Pakistan has a total of 5.1 million children out of school, making it the nation with
second highest out-of-school children in the world. Being sixth largest populated country,
Pakistan is facing the education crises. In 2011, 250 children died in armed conflicts in different
parts of the country. Majority were killed in FATA and KPK. Apart from the life threats, the
harmful psychological impacts of prolonged conflicts affected thousands of students in the war-
torn region. Poor security situation in FATA and KPK presents a sorrowful picture of the
students’ future.
Militants’ hatred towards the modern education is one of the reasons behind militant campaign
against the educational institutions in the FATA region. The education crises is the result of over
a decade long militancy, which began when US led forces toppled the Taliban government in
Kabul, forcing militants to flee Afghanistan. The very first school was destroyed in South
Waziristan Agency. The campaign of pulverizing the schools across the region is still in progress
unabated. When Pakistani military was deployed in FATA, it had no infrastructure available to
station its troops. Specific areas were declared as war zones and troops were stationed in
available government buildings including educational institutions. Militants use this as an
argument to justify their attacks against schools.
The government has not allocated enough funds to reconstruct the destroyed schools. Pakistan
Army also rehabilitated some of the schools but majority of the schools still lack adequate
attention from the concerned quarters. Unfortunately, there are cases when the authorities rebuilt
a school, the militants destroyed it again, and underscoring the fact, the educational institutions
have no security. In FATA only 17 percent of the destroyed schools have been rebuilt as enough
funds were not available from international donors and annual development program. Ten
2
thousand additional paramilitary troops are also deployed to protect the schools from militant
attacks. However, these steps proved insufficient to protect the schools.
In Orakzai Agency, the operation against the militants forced families to leave their homes and
take refuge in IDP camps or with host families. The families started to come back to their homes
after the government announced lower parts of Orakzai as being cleared. The situation, however,
is still tense. The military operation against the militants intermittently continues in parts of
Orakzai. The over-all situation in the agency is tense. There are sporadic incidents of sectarian
violence also. The restoration of Education services is one of the priority interventions in areas of
return.
Thousands of the students have been deprived off from their basic right of education. These
uneducated students are potential recruits of militancy. Extremism in the society cannot be
transformed into moderate views until mass scale education facilities and access to these
facilities are not provided.
2. Background of the Area
Orakzai Agency takes its name from Orakzai Tribes inhabiting in the area, established as Agency
on 1st December, 1973.This is the second smallest in area after Bajaur Agency. It is bounded by
Kurram Agency in the West, Khyber in the North, District Kohat on the South and Peshawar in
the East. The whole of the territory of Orakzai Agency is a mountainous tract dissected by
numerous dry water courses. The two major streams are the Mastura and KhankiToi both of
which originate in the hills to the West and run to the East. There are two tribes Orakzai and
Doulatzai tribes in Orakzai Agency. The Agency has two main Islamic sects Sunni and Shia.
Lower Tehsil is mixture of both sects.
3. Purpose
WCO with the support of Unicef started “welcome to school initiative” that would result in
100% enrollment (before and after the operation) and would also achieve a 30% increase
additionally during the proposed project period. Moreover, a structured focus on capacity
building of school teachers and TIJs members would facilitate in creating a conducive
environment for imparting quality education to these children.
Education brings wide-ranging benefits to both individuals and societies. It is considered so
important to individual development that the right to primary education is legally guaranteed in
most countries of the world.
3
In the context of international goals and commitments, the number of out-of-school children is
one of the most frequently cited education statistics. It is therefore crucial that, not only to
identify the number of out of school children but also to find the reasons for it.
The study planned to:
• Establish the level of coverage of school-age children with education;
• Provide information on out-of-school children;
• Determine the numbers and ages of children dropping out of school;
• Classify out-of-school children by time and duration of school non-attendance (never
attended school, dropped out) and by basic characteristics;
• Establish the percentage of children in and out of school by basic characteristics;
• Study the reasons for Out of School
The complexity of measuring the number of out-of-school children and contradictions and
incomplete information on the issue, necessitated the use of various ways of measuring
nonattendance. In relation to the problem of the school damages due to conflict, a special section
of the study was dedicated to school information. The findings are presented in a separate report.
The sample survey of children was conducted in 40 villages of Lower Orakzai during October
2012, the study was carried out by the Program Section; its staff specializes in education-related
and childhood development studies and has experience of working on same assignments.
4
4. METHODOLOGY
Methodology means a set of methods and principles used to perform a particular activity. Survey
methodology therefore refers to concept, which is applicable and sound to fulfill anticipation of
the survey. The methodology for present study comprises of universe of the study, sampling and
sample size, methods of data collection and its analysis.
The multifaceted problem of out-of-school children must be reviewed from all dimensions
covering truants and children who are not covered by the school system (dropouts and working
children); that is why assessing the number of out-of-school children required the use of various
methods therefore three questionnaires were developed for this study:
i. Data Collection
a. Primary Data
The required data was collected with the help of an interview schedule, questionnaire, focus
group discussions and personal observations. The interview schedule was design, keeping in
view the objectives of the study. The interview schedule was pilot-tested in the proposed area.
After the necessary changes, it was finalized and used for data collection.
b. Secondary Data
Secondary data was also collected from Education Department, Political Agent office, journals
and newspapers.
c. Method of Data Collection
• Questionnaire – FGD with parents and teachers
• Questionnaire – School Head
• Questionnaire – Key informants. (Quantitative)
ii. Universe of the Study
The study covered the following target groups of children
• Those who had attended but later dropped out of school;
• Those who did not attended a school at all;
5
iii. Sample Size
For the present Base Line study 40 schools were selected and hence sample was selected from
the population dwelling near 4o schools. 65% of the total schools were of female and the rest
were of male. To complete this study proportionality rule were applied and 65% of the total
sample selected were female’s and 35% of sample were male. Total sample size of 300 was
taken to ensure the statistical accuracy of the data. The report covers children of age five, six and
above eight years of age group. Furthermore to test the reliability and accuracy of data; and get
the qualitative data 10 Focus Group Discussions were conducted in different part of Lower
Orakzai Agency.
Study Sample
S.No Respondents Group Method Number of
Respondents
1 Key Informants Questionaire 300
2 Parents, Teacher 10 FGD's (In depth
Interviews) 96
3 School Head Interview 20
iv. Data processing
The data was code and analyze by using Microsoft Excel and, statistical package for social
sciences (SPSS). The coding involved structuring the responses from the questionnaire and
assigning them nominal values for analytical purposes. The excel software was used to enter data
from the two forms filled out by key informants and school head and for answers to several
questions (reasons for out of school).
v. Data analysis
Data was analyzed by programme section. Statistical analysis included descriptive statistics –
checking data and summarizing it, measuring characteristics of location and dispersal, checking
variables for normal distribution, frequencies and cross tabulation. The confidence interval did
not exceed ±5% of 95% confidence level.
5. Results And Discussions
The current chapter deals with the results and discussion with admiration to the “
of out of School Children” in Lower Orakzai Agency
characteristics of the respondents.
area.
5.1 Age of the Respondents
Age is one of the foremost factors which vigorously contributed towards in developmen
community. The table 5.1 reveals that the 67 respondents out of total sample size fall in the age
group of 5-6 years which is 22% of the total sample size. The second age g
covering 148 respondents which is
respondents is above 8 years covering
Hence the major chunk falls in the age group of above 8 years.
Table-5.1: Age of the Respondents
S. No
1 5-6 Years
2 7-8 Years
3 Above 8 Years
Total
Figure-5.1: Age of the Respondents
5-6 Years
67
Bi-fircation Year wise dropout and Out of
Results And Discussions
with the results and discussion with admiration to the “
of out of School Children” in Lower Orakzai Agency. The chapter elaborates the
characteristics of the respondents. This chapter also reveals the hurdles face by children in the
Age is one of the foremost factors which vigorously contributed towards in developmen
The table 5.1 reveals that the 67 respondents out of total sample size fall in the age
6 years which is 22% of the total sample size. The second age group is of 7
respondents which is 49% of the total sample size. The age group having maximum
respondents is above 8 years covering 85 respondents which is 28% of the sample respondents.
in the age group of above 8 years.
5.1: Age of the Respondents
Age of the Respondents
Year Frequency Percent
6 Years 67 22
8 Years 148 49
Above 8 Years 85 28
Total 300 100
5.1: Age of the Respondents
7-8 Years Above 8 Years
148
85
fircation Year wise dropout and Out of
School Children
6
with the results and discussion with admiration to the “Base line Study
elaborates the demographic
hurdles face by children in the
Age is one of the foremost factors which vigorously contributed towards in development of any
The table 5.1 reveals that the 67 respondents out of total sample size fall in the age
roup is of 7-8 years
% of the total sample size. The age group having maximum
% of the sample respondents.
Percent
fircation Year wise dropout and Out of
5.2 Gender of the Respondents
The table 5.2 elaborates that 195
sample size and 105 respondents were male i.e. 35
were covered for this baseline survey among which 26 were of females which are 65% of total
education institutions selected for baseline survey and only 14 male schools i.e. 35% of total
selected school were selected. So, that’s why large portion of females were interviewed because
major chunk of schools were comprises of females.
Table – 5.2: Gender of the Respondents
S.No
1 Female
2 Male
Total
Table – 5.2: Gender of the Respondents
Female
195
Gender of the Respondents
Gender of the Respondents
The table 5.2 elaborates that 195 of the respondents were females which is 6
sample size and 105 respondents were male i.e. 35% of the total sample size is. Total 40 schools
were covered for this baseline survey among which 26 were of females which are 65% of total
n institutions selected for baseline survey and only 14 male schools i.e. 35% of total
selected school were selected. So, that’s why large portion of females were interviewed because
major chunk of schools were comprises of females.
the Respondents
Gender of the Respondents
Sex Frequency Percent
195 65
105 35
Total 300 100
5.2: Gender of the Respondents
Male
105
Gender of the Respondents
7
of the respondents were females which is 65% of the total
% of the total sample size is. Total 40 schools
were covered for this baseline survey among which 26 were of females which are 65% of total
n institutions selected for baseline survey and only 14 male schools i.e. 35% of total
selected school were selected. So, that’s why large portion of females were interviewed because
Percent
65
35
100
5.3 Respondents Attended School
During this study two categories of children were selected
study. One is of out of school children who never attended any school and
children, who attended school but due several reasons they were
The table 5.3 reveals that 247 children of the to
formal and informal schools. They were out of schools and involved in different activities. Some
of them were doing house chores while other comes under child labor category. The majority of
the population in the target area was poor and can’t afford education expenses. Only 18% of the
total selected sample attended the school which is 53 children out of 300.
Table – 5.3: Have you Ever Attended School
S.No Response of Children
1 No
2 Yes
Total
Table – 5.3: Have you Ever Attended School
5.4 Highest Level of Education (drop out students)
The table 5.4 explains that the maximum number of drop out children is of grade one. 91% of
children which is 48 children were drop out from school from grade one and only 9% of children
were drop out when they were in grade two of passed class two.
No
247
Have you Ever Attended School
Attended School
During this study two categories of children were selected keeping in view the objectives of the
study. One is of out of school children who never attended any school and other is of drop
children, who attended school but due several reasons they were dropout.
The table 5.3 reveals that 247 children of the total respondents i.e. 82% never attended any
formal and informal schools. They were out of schools and involved in different activities. Some
of them were doing house chores while other comes under child labor category. The majority of
target area was poor and can’t afford education expenses. Only 18% of the
total selected sample attended the school which is 53 children out of 300.
5.3: Have you Ever Attended School
Response of Children Frequency Percent
247 82
53 18
Total 300 100
5.3: Have you Ever Attended School
Highest Level of Education (drop out students)
The table 5.4 explains that the maximum number of drop out children is of grade one. 91% of
children which is 48 children were drop out from school from grade one and only 9% of children
were drop out when they were in grade two of passed class two.
Yes
247
53
Have you Ever Attended School
8
keeping in view the objectives of the
other is of dropout
tal respondents i.e. 82% never attended any
formal and informal schools. They were out of schools and involved in different activities. Some
of them were doing house chores while other comes under child labor category. The majority of
target area was poor and can’t afford education expenses. Only 18% of the
The table 5.4 explains that the maximum number of drop out children is of grade one. 91% of
children which is 48 children were drop out from school from grade one and only 9% of children
Table – 5.4: Highest Level of Education
S. No Highest Level of Education
1 Grade 1
2 Grade 2
Total
Table – 5.4: Highest Level of Education
5.5 Type of School Attended
The total number of children drop out from educational institution recorded are 53, among which
3 were drop out from female community school which is 6 % of the total drop out school. The
highest numbers of drop out children recorded during survey are
school which 17 in number contributing 32% of the total.
from the primary section which 13 children having percentage of 25.
Table – 5.5: Type of School Attended
S. No Type of School Attended
1 Female Community School
2 Government Girls Middle
3 Government Girls Primary
4 Government Middle Secondary
5 Government Primary Secondary
Total
Grade 1
48
Highest level of Education of Students
5.4: Highest Level of Education
Highest Level of Education Frequency Percent
48 91
5 9
Total 53 100
5.4: Highest Level of Education (Drop out Students)
Type of School Attended (Drop out Students)
The total number of children drop out from educational institution recorded are 53, among which
3 were drop out from female community school which is 6 % of the total drop out school. The
numbers of drop out children recorded during survey are from government
school which 17 in number contributing 32% of the total. The male drop out recorded highest
from the primary section which 13 children having percentage of 25.
Type of School Attended (Drop out Students)
of School Attended Frequency
Female Community School 3
Government Girls Middle 17
Government Girls Primary 11
Government Middle Secondary 9
Government Primary Secondary 13
53
Grade 2
48
5
Highest level of Education of Students
(Drop out Students)
9
Percent
91
9
100
The total number of children drop out from educational institution recorded are 53, among which
3 were drop out from female community school which is 6 % of the total drop out school. The
government girl’s middle
The male drop out recorded highest
Percent
6
32
21
17
25
100
Figure– 5.5: Type of School
5.6 Reasons of Dropout
The table 5.6 explains about the reasons of dropout. From the table it is revealed that maximum
children dropout due to financial constraints. According to global security organization and
understanding FATA 2010 about more than 60% of population is living below the poverty line.
The poverty rate in FATA area is high as compared to other part of the country. The financial
problem is outmost cost for the dropout of children. The table conclud
children are due to financial problem following by lack of interest which is 21%.
respond that they are dropout due to household work which is 6% of the total dropout children.
Table – 5.6: Reasons of Dropout
S. No Reasons
1 Child suffer from disability
2 Financial Problem
3 Household Work
4 Lack of interest
5 Parents not interested
6 School Location not suitable
Total
Female
Community
School
Government
Girls Middle
3
17
Type of School attended (Drop out
Type of School Attended (Drop out Students)
The table 5.6 explains about the reasons of dropout. From the table it is revealed that maximum
children dropout due to financial constraints. According to global security organization and
2010 about more than 60% of population is living below the poverty line.
The poverty rate in FATA area is high as compared to other part of the country. The financial
problem is outmost cost for the dropout of children. The table concludes that 45% of the dropout
due to financial problem following by lack of interest which is 21%.
that they are dropout due to household work which is 6% of the total dropout children.
of Dropout
s of Dropout Frequency Percent
Child suffer from disability
Financial Problem 24 45
Household Work 3
Lack of interest 11 21
Parents not interested 10 19
School Location not suitable 5
Total 53 100
Government
Girls MiddleGovernment
Girls Primary Government
Middle
Secondary
Government
Primary
Secondary
17
11
913
Type of School attended (Drop out
Students)
10
The table 5.6 explains about the reasons of dropout. From the table it is revealed that maximum
children dropout due to financial constraints. According to global security organization and
2010 about more than 60% of population is living below the poverty line.
The poverty rate in FATA area is high as compared to other part of the country. The financial
es that 45% of the dropout
due to financial problem following by lack of interest which is 21%. Only 3 children
that they are dropout due to household work which is 6% of the total dropout children.
Percent
45
6
21
19
9
100
Figure– 5.6: Reasons of Dropout
5.7 Reasons of Out of School
The table explains that major portion of out of school children is because of financial problems.
As discuss earlier that FATA is having high rate of poverty.
interviewed were out of school because of
send their children to school. They are
41 children among 247 are out of school due to
school children is because of parents not interested to send their children to school which are
in number contributing 41% of the total out of children school. There are schoo
far flung areas of Lower Orakzai agency and it is also one of the major cause o
going to school, 55 children responds yes to this option during interview which is about 22% of
the total respondents.
Table – 5.7: Reasons of Out of School
S. No Out of School Children
1 Child suffer from disability
2 Financial Problem
3 Household Work
4 Lack of interest
5 Parents not interested
6 School Location not
Total
Child suffer
from
disability
Financial
Problem
24
of Dropout
of Out of School
major portion of out of school children is because of financial problems.
As discuss earlier that FATA is having high rate of poverty. More than 16
interviewed were out of school because of financial problems. They haven’t many resources
school. They are clutch into viscous circle of poverty. The table explains
47 are out of school due to financial problems. The major portion of out of
parents not interested to send their children to school which are
% of the total out of children school. There are schoo
of Lower Orakzai agency and it is also one of the major cause o
children responds yes to this option during interview which is about 22% of
of Out of School
Reasons Out of School
Out of School Children
Response Frequency Percent
Child suffer from disability 1 0.4
Financial Problem 41 16.6
Household Work 19 7.7
Lack of interest 28 11.3
Parents not interested 103 41.7
School Location not suitable 55 22.3
Total 247 100.0
Household
WorkLack of
interestParents not
interestedSchool
Location
not suitable
311
10
5
Reasons of Dropout
11
major portion of out of school children is because of financial problems.
More than 16% of children
many resources to
The table explains
. The major portion of out of
parents not interested to send their children to school which are 103
% of the total out of children school. There are schools located in the
of Lower Orakzai agency and it is also one of the major cause of children not
children responds yes to this option during interview which is about 22% of
Percent
not suitable
Figure – 5.7: Reason
5.8 Like to Attend School
The table explains that out of 300 children 268 children wants to join school while 32 children
responds that they don’t want to enroll in school. The children want to enroll in school are 89%
while 11% of total respondents don’t want to enroll in school.
responds that we don’t want to enroll to school because of many
Early girls marriages is one of the major cause for females not getting education and male
children makes there priority busines
table explains that majority part of the respondents want to join school. The children having keen
interest in getting education but due several social and economic hurdles children are deprived
from their basic needs.
Table – 5.8: Like to Attend School
S. No Out of School Children
Response
1 No
2 Yes
Total
Child suffer
from
disability
Financial
Problem
1
Reasons of Out of School
The table explains that out of 300 children 268 children wants to join school while 32 children
responds that they don’t want to enroll in school. The children want to enroll in school are 89%
while 11% of total respondents don’t want to enroll in school. During in-depth interview children
responds that we don’t want to enroll to school because of many social and economic
Early girls marriages is one of the major cause for females not getting education and male
children makes there priority business over education for their better future.
table explains that majority part of the respondents want to join school. The children having keen
interest in getting education but due several social and economic hurdles children are deprived
5.8: Like to Attend School
Out of School Children
Response Frequency Percent
32 11
268 89
Total 300 100
Financial
ProblemHousehold
WorkLack of
interest Parents not
interestedLocation not
41
19 28
103
Reasons Out of School
Series1
12
The table explains that out of 300 children 268 children wants to join school while 32 children
responds that they don’t want to enroll in school. The children want to enroll in school are 89%
depth interview children
social and economic hurdles.
Early girls marriages is one of the major cause for females not getting education and male
Furthermore the
table explains that majority part of the respondents want to join school. The children having keen
interest in getting education but due several social and economic hurdles children are deprived
Percent
11
89
100
School
Location not
suitable
55
Figure– 5.8: Like to Attend School
5.9 Reasons for Liking
Different children have different point of view for their liking. The table 5.9 revealed that major
portion of the children liking to join school is to get education. 105 respondents of the total
respondents want to get education which is 39% of the total
of the respondents of the total wants to
of the respondents want to join school because of good teachers available in the schools.
Table – 5.9: Reasons for Liki
S. No Out of School Children
Response
1 Difficult to answer
2 Good friends at school
3 Good teachers
4 It was interesting at School
5 It was nice at school
6 Want to Get Education
7 Want to get an occupation
Total
No
Would you Like to Attend School
5.8: Like to Attend School
Different children have different point of view for their liking. The table 5.9 revealed that major
portion of the children liking to join school is to get education. 105 respondents of the total
respondents want to get education which is 39% of the total respondents. 69 respondents
of the respondents of the total wants to get occupation after completing their education. Only 4%
of the respondents want to join school because of good teachers available in the schools.
for Liking
Out of School Children
Response Frequency Percent
Difficult to answer 18 7
Good friends at school 30 11
Good teachers 12 4
It was interesting at School 16 6
It was nice at school 18 7
Want to Get Education 105 39
an occupation 69 26
Total 268 100
Yes
32
268
Would you Like to Attend School
13
Different children have different point of view for their liking. The table 5.9 revealed that major
portion of the children liking to join school is to get education. 105 respondents of the total
respondents. 69 respondents i.e. 26%
get occupation after completing their education. Only 4%
of the respondents want to join school because of good teachers available in the schools.
Percent
11
39
26
100
Figure – 5.9: Reasons for Liking
5.10 Distribution of Age by Gender
The age of the respondents were divided into three statistical groups. The age group comprising
of five to six years, seven to eight years and
of age and gender. The below table explains that total 67 children i.e. 22% covered under age
group of 5-6 years. Among 67 children 32 are
under the age group of 7-8 years.
only 21 were males. Total respondents above 8 years were 85 among which 52 were male and 33
females of this age group were interviewed.
Table – 5.10: Distribution of Age by
S. No Gender 5 - 6 Years
1 Male 32
2 Female 35
Total 67
18 30
Reasons for Liking School
for Liking
Distribution of Age by Gender
The age of the respondents were divided into three statistical groups. The age group comprising
of five to six years, seven to eight years and above eight years. The table 5.10 is cross tabulation
of age and gender. The below table explains that total 67 children i.e. 22% covered under age
7 children 32 are male and 35 are females. 148 respondents cover
8 years. The gender segregation of this age group is 127 females while
only 21 were males. Total respondents above 8 years were 85 among which 52 were male and 33
females of this age group were interviewed.
of Age by Gender
Age
% 7- 8 Years
% Above 8 Years
11 21 7 52
12 127 42 33
22 148 49 85
3012 16 18
105
69
Reasons for Liking School
14
The age of the respondents were divided into three statistical groups. The age group comprising
above eight years. The table 5.10 is cross tabulation
of age and gender. The below table explains that total 67 children i.e. 22% covered under age
148 respondents cover
gender segregation of this age group is 127 females while
only 21 were males. Total respondents above 8 years were 85 among which 52 were male and 33
% Total
17 105
11 195
28 300
Figure – 5.10: Distribution of Age by Gender
5.11 Reasons for Liking Schoo
The table 5.11 explains that 69 females and 36 males like school because they want to get
education. 45 females and 24 males want to get enroll in the school because they want to get an
occupation in future. The violent situation and rigid culture force fe
education institution but females of the area are determinant and want to get education.
Table – 5.11: Reasons for Liking Schoo
S. No Reasons for Liking School
1 Difficult to answer
2 Good friends at school
3 Good teachers
4 It was interesting at School
5 It was nice at school
6 Want to Get Education
7 Want to get an occupation
Total
5 - 6 Years
32
35
Distribution of Age By Gender Wise
Male
Distribution of Age by Gender
for Liking School by Gender Wise
The table 5.11 explains that 69 females and 36 males like school because they want to get
45 females and 24 males want to get enroll in the school because they want to get an
occupation in future. The violent situation and rigid culture force females to stay away from
education institution but females of the area are determinant and want to get education.
for Liking School by Gender Wise
for Liking School Gender
Female Male
Difficult to answer 11 7
Good friends at school 19 11
3 9
It was interesting at School 5 11
It was nice at school 7 11
Want to Get Education 69 36
Want to get an occupation 45 24
159 109
7- 8 Years Above 8 Years
2152
12733
Distribution of Age By Gender Wise
Female
15
The table 5.11 explains that 69 females and 36 males like school because they want to get
45 females and 24 males want to get enroll in the school because they want to get an
males to stay away from
education institution but females of the area are determinant and want to get education.
Total
18
30
12
16
18
105
69
268