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Abstract:
The titled study is concerned with the dropout of females from secondary schools in District Bajaur due to the economic impediments of the study population. A sample size of 169 respondents was taken purposively by using Sekaran criteria. A cross-sectional study design was developed for the collection of data according to the conceptual framework showing the dependent variable (Nature of Drop out) and independent variable (Economic Impediments). Furthermore, Univariate and Bi-variate analysis was conducted through the use of SPSS software. After the analysis of data at the Bi-variate level, a highly significant association (P=0.000) was found between the Nature of Drop out and economic indicators (statements) namely the most dominant cause of high dropout ratio was financial problems, money was considered a wastage when it’s spent on female education, money was well spent if sons are getting the education and parents prioritize boy’s education more as compared to their girl child, along with the cultural norms and beliefs constraining females education, as well as parents, believed that religious education is more important than formal education
Key Words:
Cross-Sectional Study, Education, Economic Impediments, Female Students, Bajaur
Introduction
Education is critical for the growth of an individual, a community, and a country (Jafar et al., 2021; Khan et al., 2019). Pakistan's constitution enables the state to provide basic education to all citizens in order to eliminate illiteracy. However, the dropout rate is increasing by the day, as defined by the National Center for Degree Statistics as leaving school without finishing a high school education or an equivalent credential such as a General Educational Development (GED) certificate. Students dropping out of school is a continuous process that begins with a little negative attitude and gradually grows until the student entirely drops out of school, and it is no longer disguised. The phrase "actual dropout" refers to a student's physical withdrawal from the educational system (Franklin et al., 1991; Dupper 1993). Previous studies suggested that dropouts of students from schools are involved in criminal cases and aberrant behavior (Beauvais 1996).
Different socio-cultural and economic issues, such as a child's conduct, family, friends, and schools, all contribute to children dropping out of school. Poverty and a lack of parental interest in monitoring their children's academic development also contribute to school dropout (Attaullah 2018). In most parts of the globe, girls have a higher dropout rate than boys. In forty-nine nations, according to a report issued by UNESCO in 2012, girls had a higher dropout rate than males. Boys and girls have the same number of enrolments, although male students continue to study more collaboratively than female students (Chimombo 1999). In comparison to Khyber Pukhtunkhwa (KPK) and the rest of Pakistan, FATA has an extremely poor educational status, particularly among females. According to KPK government records from 2005, the literacy rate is 17.42, with male and female proportions of 30 and 3, respectively. These are the stunning and distressing facts about the literacy rate, particularly among women. There are 0.1 million above-grade schools in Pakistan, including about 20,000 in KPK and 2425 in FATA. In schools, the male-to-female ratio is 1:2. Given the tribal area's anti-women education position, it's difficult to estimate how many of the 1600 schools for girls will be fully or partially functioning. The enrollment ratio in Pakistan is 20 million, while in KPK, it was 0.3 million (IHSN 2019). The current study, on the other hand, identified the sources of economic obstacles to female students dropping out.
Economic Impediments Poverty
Due to poverty and underdevelopment, tribal regions have been particularly receptive to this radicalization process (Rashid & Awan 2019). By comparison, Fata is very poor. Job opportunities are not available according to the desired ratio as most of the people are engaged with agricultural and livestock activities where enough land and water is available. However, some people are engaged in a business that is limited to the local area. According to the statistical data report, about 3.5 million people in FATA are engaged in agriculture and local business practices, which support about 40% of its population. Due to the non-availability of jobs and business activities, illegal activities such as Transboundary smuggling of various commodity items, weapons, and drugs are the only source of income for people. Compared to other region of the country poverty ratio is higher in FATA (Areas 2010).
The high poverty and unemployment ratio in FATA lead to joining various militant groups such as TTP and al-Qaida as they are offering high salaries to them. According to a report published by a local analyst, most people join militant groups due to poverty and political demotion. Just like the Afghan Taliban, the TTP leaders offer high salaries to the native people to join their groups (Shehzad 2011). FATA is considered a base for militant groups as most of the people join militant groups due to the unavailability of basic life facilities available to him (Alam 2012). Poverty is the main factor in FATA that inhibits students from schools both for boys and girls. However, it is perceived that unavailability of educational institutions and other facilities like roads and safety are the key factors that lead to a high dropout ratio from secondary schools. Female education suffers more severely due to poverty and unavailability of resources in the area; as a result, a small number of females get higher education (Understanding FATA. 2010).
In Pakistan, lack of educational opportunity is the key indicator of the need for human-Resources-Development (Chicago Public Schools). Only 17% of the total population is literate. However, the literacy rate of a female is only three percent. A few small schools are available in FATA with a total enrolment of 65 students per school with two or three average teaching staff. Official data, on the other hand, is suspicious because many school facilities are utilized for other reasons, such as running businesses, and many teachers are absent from their duties. The traditional way of teaching is established in FATA; however, corporal punishment is still exists in the region. Total enrollment from primary to secondary level is less than forty percent; however, in the case of females, it is just 21% at the high secondary level. The dropout ratio is high because more than half of children only complete the primary level (Understanding FATA. 2010).
Investment Of Parents On Children
Most of the parents do not invest equally for all in education. However, most the parents are humane to their child’s gender (Kingdon 2005; Glick & Sahn 2000). Most of the parents prefer to invest on male sons as they take care of his parents (Leung 2008). Gender-based investments are common in families with low income; most of the females leave school earlier as compared to boys with low family income. In South Africa, the main cause of the dropping out of female from schools are low family financial status (Grant & Hallman 2006; Fuller & Liang 1999).
Educational Expenses
Research indicates that direct and indirect educational expenses are the main factor that leads to dropping out of children from schooling. Direct expenses include school fees and stationery fees; however, indirect costs include transport and other fees. Twenty investigated that in rural areas of China, 47 percent female and 33 percent of male dropout from school at elementary level due to incapability to pay the school fee. The drop-out ratio in South Africa at the primary and secondary level was twenty-seven percent for males and 30 percent for female (Hunter & May 2003). In Kenya, the dropping out ratio for girls are higher due to high fee as compared to boys (Lloyed & Leslie 2000).
Materials and Methods
The current research was conducted out in the Bajaur district (previously known as the Bajaur agency). Furthermore, district Bajaur was made up of seven tehsils, three of which were purposefully chosen: Khar, Utmankhail, and Slarazi. According to a pilot survey conducted from March 20th to April 21st, there was 3381 total registered students, with 379 dropout pupils in classes 9th and 10th, respectively (see table 1). As a result, the 169 sample size was determined using the (Sekaran & Bougie 2003) criterion. The chosen sample size was then allotted proportionally to each stratum (Tehsils-based distribution) using (Chaudhry, S. M. 1970) formula. Furthermore, a structured questionnaire was utilized to gather data from possible sampled respondents, i.e., household heads, in order to get primary information on the research dynamics (militancy and type of school dropout). Finally, the information was entered into SPSS (version 25) for additional analysis, including descriptive and inferential statistics.
Table 1. Showing the name of schools along with their concerned Tehsils enrolled & Dropout with effect from 2015-2020
| Name of schools [Government Girls High Schools] width="96">Tehsil width="96">Enrolled students width="87">Dropout students | > Inayat kali width="96">Khar width="96">253 width="87">45 | > Raghgan width="96">Khar width="96">204 width="87">38 | > Khar width="96">Khar width="96">1424 width="87">88 | > Nagai width="96">Nagai width="96">36 width="87">09 | > Bandai width="96">Utama kheil width="96">621 width="87">83 | > Parshat width="96">Salarzi width="96">164 width="87">22 | > Nari tangi width="96">Salarzi width="96">59 width="87">17 | > Kamal dara width="96">Arang width="96">496 width="87">47 | > Sharbatai width="96">Arang width="96">124 width="87">34 | > Total width="96">3381 width="87">379 | |
Source: Pilot Survey, 2021
Table 2. Proportional allocation of Sample Size
| Tehsils width="192" valign="top">Schools Name of GGHS width="132" valign="top">Dropout Ratio width="118" valign="top">Sample Size | > Khar width="192" valign="top">Inayat Kali width="132" valign="top">45 width="118" valign="top">26 | > Raghgan width="132" valign="top">38 width="118" valign="top">22 | > Khar width="132" valign="top">88 width="118" valign="top">51 | > Utmankhel width="192" valign="top">Bandai width="132" valign="top">83 width="118" valign="top">48 | > Salarzi width="192" valign="top">Parshat width="132" valign="top">22 width="118" valign="top">12 | > Nari tangi width="132" valign="top">17 width="118" valign="top">10 | > Total width="132" valign="top">293 width="118" valign="top">169 | |
Source: Pilot Survey, 2021
Results and Discussion Descriptive Statistics Table 3. Demographic Profile of the Respondents
| Characteristics width="278" colspan="3" valign="top">Respondents response | > Marital status of the respondents width="89">Married width="89">Widow width="99">Divorced | > 160(94.7%) width="89">7(4.1%) width="99">2(1.2%) | > Family head of the respondents width="89">Male width="189" colspan="2">Female | > 169(100.0%) width="189" colspan="2">00(0.0%) | > Family types of the respondents width="89">Joint width="89">Extended width="99">Nuclear | > 133(78.7%) width="89">16(9.5%) width="99">20(11.8%) | > Any other family who daughters are dropped out from school width="89">Yes width="89">No width="99">Don’t know | > 102(60.4%) width="89">31(18.3%) width="99">36(21.3%) |
| Statement width="83">Yes width="75">No width="96">Don’t know | > Distance from school is the key factor of dropping out from school for female students. width="83">130(76.9%) width="75">29(17.2%) width="96">10(5.9%) | > Pregnancy is the significant cause of school dropout for girl. width="83">81(47.9%) width="75">68(40.2%) width="96">20(11.8%) | > Domestic work of girls at household level dysfunctional the school performance which resulted into dropout. width="83">93(55.0%) width="75">64(37.9%) width="96">12(7.1%) | > Parents’ illiteracy cause dropout of girls from school. width="83">110(65.1%) width="75">50(29.6%) width="96">9(5.3%) | > Fear of failure in exams enforces dropout of girls from school. width="83">56(33.1%) width="75">99(58.6%) width="96">14(8.3%) | > Peer pressure of course mates cause to drop out of girls from school. width="83">60(35.5%) width="75">91(53.8%) width="96">18(10.7%) | > Long-distance and unsafety on the way to girl's school encourages dropout. width="83">127(75.1%) width="75">32(18.9%) width="96">10(5.9%) | > Timely marriage for young girls is a priority as compared to schooling. width="83">110(65.1%) width="75">43(25.4%) width="96">16(9.5%) | > Lack of awareness regarding female education is also the reason for female school dropout. width="83">130(76.9%) width="75">29(17.2%) width="96">10(5.9%) |
| S.No width="102" rowspan="2">Economic Impediments width="210" colspan="3">Nature of Drop Out width="78" rowspan="2">Total width="76" rowspan="2">Chi-Square align="center">P=Value | > Yes width="72">No width="60">Don’t know | > 1. width="466" colspan="6">The most dominant cause of high dropout ratio is financial problems. | > Yes width="78">90(53.3%) width="72">16(9.5%) width="60">4(2.4%) width="78">110(65.1%) width="76" rowspan="3">X2=26.347 align="center">P= (0.000) | > No width="78">25(14.8%) width="72">11(6.5%) width="60">4(2.4%) width="78">40(23.7%) | > Don’t know width="78">5(3.0%) width="72">11(6.5%) width="60">3(1.8%) width="78">19(11.2%) | > 2. width="466" colspan="6">Female education suffers more severely due to poverty and unavailability of resources. | > Yes width="78">76(45.0%) width="72">20(11.8%) width="60">6(3.6%) width="78">102(60.4%) width="76" rowspan="3">X2=17.715 align="center">P=(0.001) | > No width="78">41(24.3%) width="72">17(10.1%) width="60">2(1.2%) width="78">60(35.5%) | > Don’t know width="78">3(1.8%) width="72">1(0.6%) width="60">3(1.8%) width="78">7(4.1%) | > 3. width="466" colspan="6">Sons are considered as economic resource while daughter as economic burden. | > Yes width="78">64(37.9%) width="72">25(14.8%) width="60">4(2.4%) width="78">93(55.0%) width="76" rowspan="3">X2=10.142 align="center">P=(0.038) | > No width="78">44(26.0%) width="72">11(6.5%) width="60">3(1.8%) width="78">58(34.3%) | > Don’t know width="78">12(7.1%) width="72">2(1.2%) width="60">4(2.4%) width="78">18(10.7%) | > 4. width="466" colspan="6">Poverty enforces the girl to dropout from school. | > Yes width="78">77(45.6%) width="72">22(13.0%) width="60">5(3.0%) width="78">104(61.5%) width="76" rowspan="3">X2=5.521 align="center">P=(0.238) | > No width="78">39(23.1%) width="72">13(7.7%) width="60">4(2.4%) width="78">56(33.1%) | > Don’t know width="78">4(2.4%) width="72">3(1.8%) width="60">2(1.2%) width="78">9(5.3%) | > 5. width="466" colspan="6">High cost on education of females lead to dropout. | > Yes width="78">66(39.1%) width="72">19(11.2%) width="60">4(2.4%) width="78">89(52.7%) width="76" rowspan="3">X2=20.648 align="center">P=(0.000) | > No width="78">48(28.4%) width="72">12(7.1%) width="60">2(1.2%) width="78">62(36.7%) | > Don’t know width="78">6(3.6%) width="72">7(4.1%) width="60">5(3.0%) width="78">18(10.7%) | > 6. width="466" colspan="6">Expensive educational expenditures on female education barbecued from further schooling. | > Yes width="78">72(42.6%) width="72">18(10.7%) width="60">8(4.7%) width="78">98(58.0%) width="76" rowspan="3">X2=14.829 align="center">P=(0.005) | > No width="78">43(25.4%) width="72">11(6.5%) width="60">2(1.2%) width="78">56(33.1%) | > Don’t know width="78">5(3.0%) width="72">9(5.3%) width="60">1(0.6%) width="78">15(8.9%) | > 7. width="466" colspan="6">Money is considered a wastage when it’s spent on female education. | > Yes width="78">42(24.9%) width="72">13(7.7%) width="60">3(1.8%) width="78">58(34.4%) width="76" rowspan="3">X2=23.905 align="center">P=(0.000) | > No width="78">72(42.6%) width="72">23(13.6%) width="60">3(1.8%) width="78">98(58.0%) | > Don’t know width="78">6(3.6%) width="72">2(1.2%) width="60">5(3.0%) width="78">13(7.7%) | > 8. width="466" colspan="6">Money is well spent if sons are getting the education. | > Yes width="78">102(60.4%) width="72">22(13.0%) width="60">3(1.8%) width="78">127(75.1%) width="76" rowspan="3">X2=43.058 align="center">P=(0.000) | > No width="78">16(9.5%) width="72">12(7.1%) width="60">3(1.8%) width="78">31(18.3%) | > Don’t know width="78">2(1.2%) width="72">4(2.4%) width="60">5(3.0%) width="78">11(6.5%) |