THE ROLE OF FRONTIER CORPS IN

DEVELOPMENT OF EDUCATION

SEEMA SABAH
Roll No. 1326
M.Ed

DISTANCE EDUCATIONS
UNIVERSITY OF PESHAWAR
Session: 2016-2017
THE ROLE OF FRONTIER CORPS IN
DEVELOPMENT OF EDUCATION

SEEMA SABAH
Roll No. 1327
M.Ed

DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session: 2016-17

ii
 APPROVAL SHEET

Certified that the Contents and form of thesis entitled “The Role of Frontier Corps
in Development of Education” Submitted by Seema Sabah have been found
satisfactory for the requirement of the degree of M.ed.

Internal Examiner: ______________________________

Dr. Arbab Khan Afridi

External Examiner: ___________________________

Dr. Arshad Ali

Director: __________________________
Prof. Dr. Taj Muharram
Institute of Education & Research
University of Peshawar

Date: ____/____/2017

iii
 ACKNOWLEDGEMENTS

The success and final outcome of this project required a lot of guidance and assistance
from many people and I am extremely privileged to have got this all along the
completion of my project. All that I have done is only due to such supervision and
assistance and I would not forget to thank them.

I respect and thank Ms. Aliya Sohail, Reigonal Coordinatpr FCPS School for
providing me an opportunity to do the work in and giving us all support and guidance
which made me complete the project duly. I am extremely thankful to her/him for
providing such a nice support and guidance despite busy schedule

I owe my deep gratitude to Miss Lubna, the Headmistress who took keen interest on
our project work and guided us all along, till the completion of our project work by
providing all the necessary information for developing a good system.

I would not forget to remember Dr. Arbab Khan Afridi for his encouragement and
more over for their timely support and guidance till the completion of this thesis and it
would not have been complete without his tireless support and much needed
guidance.

I heartily thank my family for their constant support particularly by my sister.

I am thankful to and fortunate enough to get constant encouragement, support and

guidance from my parents whose noble benedictions paved my ways towards success.

I am most grateful to the source of wisdom and strong pillar of my life God almighty

for making it possible for me to carry out this project.

S.S

iv
 TABLE OF CONTENTS

ACKNOWLEDGEMENTS .................................................................................................................... IV

TABLE OF CONTENTS ......................................................................................................................... V

LIST OF TABLE.................................................................................................................................. VII

ABSTRACT ...................................................................................................................................... VIII

CHAPTER-1 INTRODUCTION ........................................................................................................ 1

1.1 BACKGROUND ........................................................................................................................... 1
1.2 STATEMENT OF THE PROBLEM: ..................................................................................................... 4
1.3 OBJECTIVES ............................................................................................................................... 4
1.4 HYPOTHESIS: ............................................................................................................................. 4
1.5 SIGNIFICANCE: ........................................................................................................................... 4
1.6 LIMITATIONS: ............................................................................................................................ 4
1.8 SAMPLE:................................................................................................................................... 5

CHAPTER-2 LITERATURE REVIEW ................................................................................................ 6

2.1 HISTORY OF FRONTIER CORPS: ...................................................................................................... 6
2.2 THE ARRIVAL OF INDIAN VICEROY: ................................................................................................. 6
2.3 THE ROLE OF FRONTIER CORPS: .................................................................................................... 9
2.4 THE ROLE OF FRONTIER CORPS I THE FIELD OF EDUCATION: ............................................................. 10
2.5 CURRICULUM OF FCPS SCHOOLS: ............................................................................................... 11
2.6 FCPS SCHOOLS INTRODUCE CO-CURRICULAR ACTIVITIES: ................................................................ 11
2.7 THE FCPS SCHOOLS VOCATIONAL STAFF: ..................................................................................... 11
2.8 THE INSTITUTION RUN BY FRONTIER CORPS ................................................................................... 12

CHAPTER-3 METHOD AND PROCEDURE .................................................................................... 13

3.1 NATURE OF THE STUDY.............................................................................................................. 13
3.2 POPULATION OF THE STUDY ....................................................................................................... 13
3.3 SAMPLE SIZE AND SAMPLING ...................................................................................................... 13
3.4 DEVELOPMENT OF RESEARCH TOOL ............................................................................................. 14
3.5 VALIDATION AND RELIABILITY OF RESEARCH TOOL .......................................................................... 14
3.6 DATA ANALYSIS ........................................................................................................................ 14
3.7 DELIMITATION ......................................................................................................................... 14

CHAPTER-4 DATA ANALYSIS ...................................................................................................... 15

CHAPTER-5 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ............................................. 33

5.1 FINDINGS:............................................................................................................................... 33
5.2 CONCLUSIONS ......................................................................................................................... 34
5.3 RECOMMENDATIONS ................................................................................................................ 35

v
REFERENCE ....................................................................................................................................... 37

QUESTIONNAIRE .............................................................................................................................. 39
THE CONTRIBUTION OF FRONTIER CORPS PUBLIC SCHOOL HAYATABAD, PESHAWAR IN THE PROMOTION OF EDUCATION
39

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 LIST OF TABLE

S.No Title Page No.

Table 4.1: The education facilities provided by FC are satisfactory ............................... 15

Table 4.2: The teaching staffs are competent and have full subject
command........................................................................................................ 16

Table 4.3: It provide the supporting staff for the students help ...................................... 17

Table 4.4: FC schools provide you a well secure environment for learning ................... 18

Table 4.5: The staff members are regular and punctual .................................................. 19

Table 4.6: It provides quality education.......................................................................... 20

Table 4.7: The authority provided pick and drop facility ............................................... 21

Table 4.8: The school has well rules and regulation for the
maintenance of discipline .............................................................................. 22

Table 4.9: The FC servants have special concession in fees........................................... 23

Table 4.10: The school has well equipped lab and library ................................................ 24

Table 4.11: The fees are affordable for all the parents ..................................................... 25

Table 4.12: You would like to continue study at FC school ............................................. 26

Table 4.13: It facilitates the students with modern techniques ......................................... 27

Table 4.14: The Classes are well furnished and ventilated ............................................... 28

Table 4.15: The Students are provided with Activities Basic Learning
and Learning through Modern Techniques .................................................... 29

Table 4.16: The Students have lack of the Recreational Farcicalities

due to Security Reasons ................................................................................. 30

Table 4.17: The School Provided Pleasant and Conducive Environment

for Learning ................................................................................................... 31

Table 4.18: FC Schools took Initiative steps for the Promotion of Female Education ..... 32

vii
 ABSTRACT

The FC schools are constructed and developed by, for the employees and soldier’s

children. The objective of the study were to acknowledge the motivational steps taken

by FC in the expansion of education in common , to inspect the quality of education it

provide to the students and to observe the educational environment. It is significant to

mention that they are providing education to civilian too. The study reflects that they

have complete network in the province. They have their own headquarter in Peshawar

i.e. Fort Balahisar. Their institutions are providing quality education and possess basic

facilities/ amenities and proper security. Their teachers are professionally sound and

the students taking keen interest in the studies. The people are being encouraged to

take admission in FC schools due to well-equipped laboratory, library and the other

maximum facilities provided by them.

They also take interest in co-curricular activities i.e. sports competition, debates,

excursion and recreation activities. There schools celebrate of 14 August 6th

September 12 Rabi-ul-Awal and 31st April martyr day with full spirit zeal. They also

arrange sports gala, annual prize distribution and other inter house competition and

inter school competition. Even though their number is not so much but quality is

significant. The administration, teachers and students have cordial relation among

themselves.

The nature of the study was to examine the contribution and development of

education by Frontier Corps in the Warm Region in KP. This study will also attempt

to identify the factors that contribute to the quality education and for the promotion of

education among the students of different agencies. For this purpose a sample survey

was conducted and has tired best to present the real picture.

viii
CHAPTER-1 INTRODUCTION

1.1 BACKGROUND
Education is just polishing of the human personality, so that it reaches its full

development. It enables one to lead a better life physically and spiritually. Aristotle

define education as “a process necessary for the creation of a sound mind in a sound

body”. Aim of education can only be achieved if the students, teachers and parents

perform their duties to the best or their abilities. Primary education is a base for all

higher learning. It is obvious that a students who is weak in learning in the beginning

due to the lack of interest of teachers he will not do well in higher education.

Today, we cannot even survive without sound education. Moreover, without

education we cannot develop our national identity in this global world. Thus

education given in organized institutions must be sound, lasting and capable of

creating enlightened citizens (Mateen, H 2014).

Education runs through a triangle of teachers, students parents. Whereas the desirable

objective of education can only be achieved, if the triangle is working in harmony and

in accordance with the international standards. In this triangle, the teacher plays a role

of vital importance because he is the educator, he is the torch bearer and he is the

source which molds the personality and character of student.

The teacher is the pivot and central point of the whole educational system by virtue of

his creativity, imagination, attitudes, resourcefulness and behavior. The whole system

of education revolves around the teacher. An ideal teacher is a friend, philosopher and

a guide to his learner and a leader of his community.

In all ideological systems of education, especially in Islam teacher has given great

importance. The holy prophet (peace be upon him) enjoyed his position as teacher and

exerted an overwhelming influence on his surrounding people (Hoffivan, 1998).

1
He said:

“Learned men are the heirs of the Prophet”

In other place HE said:

 I was sent as a teacher.

The ink of the scholar is holier than the blood of the martyr

 He who leaves home in search of knowledge walks in the way of Allah.

From the above” holy sayings” it is clear that teaching is considered as the noblest

profession in Islam as the Holy prophet (peace be upon him) call himself a teacher.

Plato once said that if you want to judge the quality of civilization have a look at its

teacher in a society.

The teacher plays a role of much more importance at secondary level of education,

which is the base and foundation for all higher education.

Good secondary education is possible only, if the teacher is an embodiment of good

qualities and a living example before the students.

As secondary schools teacher plays a role of tremendous importance in the life of

young children, which is the destiny of nation. Here the personality of teacher is

something more than books form which the children learn. So he must be a man of

character and will. A part from this, there may be well-furnished room for

accommodations and sufficient furniture. There may be well-equipped laboratories,

teaching tools, and teacher-training programmers for effective and practical

education. Sufficient steps may be taken to satisfy the teacher's needs and remove his

worries and troubles. The teacher should be encouraged and motivated in the quality

of education is strongly correlated with quality of teaching in the classroom. The

teacher is considered the most crucial factor in the education system. In the context of

2
boy’s education, teachers play a pivotal role in ensuring enrolment and attendance,

and empirical evidence indicates that male teacher also exerts a positive influence on

the academicals performance of all student.

It is said that the teaching is a holy occupation and the teacher should perform his

duty honestly. That is all right but the matter is that the teacher can perform his duty

only when he will be satisfied, interested, mentally prepared. Only when the

government will free them from the worries of living and as well as better and

beneficial condition of services. In this way the fruitful results can be achieved.

Problems faced by teachers are low pay of teachers, lack of parental community

support, lack of public support, bureaucratic interference, violent and miserable nature

of schools, the pressures over them, lack of administrative support, lack of respect and

appreciation, no teaching reward. Lack of teachers rights, status, goals and work over

load etc. Teachers are the best tool of teaching. The standard of education can only be

raised by the solution of the problems of secondary school teachers. Until the teacher

is not satisfied, all the education conferences, re-orientation courses, costly books and

other educational seminars for the development of education are useless and wastage

of time.

Right from the ancient times the teacher is expected to possess specialized knowledge

in his area. Basically he is expected to posses’ competency to carry out the task of

educating his students successfully. In the words of “Robert Lado”

“The language teacher must be educated at least to the level of his peers. He must

have a general preparation of the teacher. He must know the target language well

enough to be imitated by his students

3
1.2 STATEMENT OF THE PROBLEM:
The Role of FC in Development of Education.

1.3 OBJECTIVES
1. An inquiry about the role of FC in the provision of education.

2. To find out the quality of education it provided.

3. To investigate the teachers skills and competence.

4. To measure the facilities it provide to the students and its faculty.

1.4 HYPOTHESIS:
1. The Frontier Corps has a major role in the promotion of education in KP.

1.5 SIGNIFICANCE:
The study will help to know how Frontier Corps is contributing to words in the

development of education for KP students and facilitating the civilian with education.

It has played a vital role in the provision of education since it has established small

institution in FATA. Although the schools were facilitating the FC students but

recently the institution have been extended for the civilian to make the literacy level

high in general.

1.6 LIMITATIONS:
Due to short of time and resources the study is limited to administration, teachers and

students and basic amenities.

4
1.8 SAMPLE:
Worm regions schools are selected as a sample for the study.

5
CHAPTER-2 LITERATURE REVIEW

2.1 HISTORY OF FRONTIER CORPS:

It is an historical fact that the tribes living in mountainous area West of River Indus

had preserved their independence against the forces of many invading forces/rulers.

When the Sikh Empire collapsed and Punjab was annexed by British on 29 June 1849,

the area comprising the present North West Frontier Province also came under their

way. It was a difficult task to subjugate the tribes even by the active help/support of

the British. However, within another fifty years, many expeditions were sent against

them and some sort of hold was established. The misadventure in Afghanistan by the

British in the Second Afghan War of 1878-80

Led to the demarcation of Durand line

The demarcation of Durand line increased the responsibilities of the British .By that

time, they had already established Khyber Agency in 1878. Kurram agency in 1892

and the Malakand, North and South Waziristan Agencies were established in 1895-96.

These administrative agencies in the area had their own units of Militia and Scouts,

namely, the Khyber Rifles (1878) Zhob Militia (1883) the Kurram Militia (1892),

Touchi Militia (1894) Chagai Militia (1896). South Waziristan Scouts (1900) and

Chitral Scouts (1903).Various Frontier Corps Force (PIFERS) units of the Frontier

Army Force also remained stationed at Dera Ghazi Khan ,Dera Ismail Khan, Bannu,

Kohat Mardanetc in support of scouts.

2.2 THE ARRIVAL OF INDIAN VICEROY:

After the arrival of India Lord Curzon as Viceroy and Governor General in 1899

brought at a change in the policy about the border tribes. He entrusted the job of

6
PIFFER to the Scouts and Militia Units. According to a unique tradition .the PIFFER

Units and scouts, used to accept LRC (Last Ration certificate) of each other’s

personnel despite different according system. These units had been raised in different

areas and organized according to local requirements. With the new role,

anorganization for coordination was felt necessary. As such separate Headquarters

was created in 1907. Therefore the Frontier Corps was created in 1907 by Lord

Curzon the viceroy of British India at that regime. Frontier Corps was organized in

order to arrange seven militia and scouts units in the tribal areas along the border with

Afghanistan. The new organism that was called the Frontier corps initially comprised

the mentioned seven unit included Khyber Rifles, the Zhob Militia, the Kurram

Militia ,the Tochi scouts ,the Chagai Militia ,the South Waziristan Scouts and the

Chitral Scouts . An inspecting officer with the rank of Lieutenant Colonel/Colonel

was appointed as head of the Frontier Corps.His job was to coordinate the activities of

the Militia and Scouts and also to reorganize these units in the light of new

responsibilities. The inspecting officers IGFC's used to have a building near the

present provincial Assembly Hall. These were later shifted to Bale Hisar Fort in 1949.

The first inspecting officer was Colonel W.C Barrett, So.

In 1943, the designation of inspecting officer Frontier Corps General and Secretary

Frontier Corps (KPK), with the rank of a Brigadier whose jurisdiction stretched from

Skardu in Northern Area KPK, Baluchistan and down to sea coast of Mekran .by then,

the first Mahsud Scouts raised in 1937,had also been includedin the Frontier corps. In

later years ,the Second Mahsud Scouts (1944) the Pishin Scouts (1948),the Northern

Scouts (1949) ,the Bajaur Scouts (1961),the karkurram Scouts(1965) and Dir Scouts

(1970) were also added .The Kohistan Scouts, were raised on 31st December 1977 at

Fort Milward by Major Abdul Qadir Khan but disbanded in 1981. When as a result of

one -unit, the province of West Pakistan was created in 1955, the word "Secretary"

was dropped.

7
By 1947 the Frontier Corps had further increased in strength and had become a very

big force looking after the area from the karakoram in the North to the Mekran Coast

in the South. The area of responsibility was well over 2500 miles in length .It were,

therefore, decided to bifurcate the Frontier Corps. The units stationed in Northern

Areas Skardu / Giilgit directly came under the Army, and Baluchistan province came

under Frontier Corps (Baluchistan) with Headquarters at Quetta and headed by IGFC.

These units included Zhob Militia, Sibi Scouts, Kala Scouts, Mekran Militia, Kurram

Rifiles, Pishin Scouts ,Chaghai militia and first Mahsud Scouts which were re-

named as maiwansrifiles, Ghazaband Scouts, Bhambore Rifles, Kharan Rifles and

Loralai Scouts were raised later on. .Mekran Militia which had ceased to exist in early

sixties was also re-raised. The units serving in the North West Frontier Province came

under Frontier Corpse (KPK) with headquarters at Peshawar .Second Mahsud Scouts

became Mahsud Scouts. Mohmand Rifle and Shawal Rifle were raised later on.

In 1950the corps was split into two major subdivision with Fc Balochistan

incorporating the Zhob, Militia, the Sibi Scouts, the Kalat Scouts the Makran Militia,

the Kharan Rifles, the Pishin scouts ,the Chaghai Militia and the First Mahsud scouts

.the Karakoram Scouts and the Northern scouts were emerged to forma new

paramilitary force called the Northern Light Infantry,which is now a full infantry

regiment of Pakistan Army.

In the mid -1970s, the Pakistani government used FC Balochistan to counter the

terrorists in Balochistan and the force is unpopular among some of the local

population who associate them with human rights violations and heavy -handed

operations. To improve the corps image, it has been involved in construction of

schools and hospitals, although as of late 2004, corps installation in province was

routinely attacked by terrorists.

8
In the late 1990s, the Frontier Corpse played an important role in eliminating opium

poppy cultivation from Dir District in Khyber Pakhtunkhwa.

In 2007, afterthe collapse of truce agreements between the Pakistani government and

local militants, the Frontier Corps, teamed with regular Pakistani military units,

conducted incursions into tribal areas controlled by the militants. The effort produced

a series of bloody and clumsy confrontations. On August 30, about 250 Pakistani

troops, surrendered to militants without a fight.

2.3 THE ROLE OF FRONTIER CORPS:

 FC performed Border Security duties.

 Assist Army /FCNA in the defense of the Country as and when required.

 Protect important Communication centers and Routes

 Undertake Counter Militancy /Criminal /Terrorism operations on orders

 Assist Law Enforcement Agencies in maintenance of Law and order.

 Safeguarded important sites and assets.

During times of difficulties ,the government occasionally gives the FC the power to

arrest and detain suspects such as in late 2012 and early 2013 when the Prime

Minister of Pakistan granted the FC policing powers .These temporary powers can

also be extended on the orders or consent of the provincial government or federal

government or both.

2.3.1 Organization:

The Frontier Corps in KP is headquartered in Bala Hisar Fort in Peshawar is led by

Inspector General Shaheen Mazhar Mehmood

9
The corps is divided into thirty local units -fourteen in the North -West Frontier

Province and sixteen in Balochistan and are as follow (with founding dates)

2.3.2 Khyber Pakhtunkhwa:

1. Chitral Scouts (1903)

2. Khyber Rifles (1878)

3. Kurram Militia (1892)

4. South Waziristan Scouts (1900)

5. Tochi Scouts (1894)

6. Mahsud Scouts (1944)

7. Mohmand Rifles

8. Shawal Rifles

9. Swat Scouts

10. Orakzai Scouts

11. Khattak Scouts

12. Dir Scouts (1970)

13. Bajaur Scouts (1961)

14. ThalScouts(1948)

2.4 THE ROLE OF FRONTIER CORPS I THE FIELD OF

EDUCATION:
Frontier Corps is not only maintaining law and order in FATA but it also plays an

important role in providing quality education to the students of KP in general, PATA

and FATA in particular.

10
First ever school under the Frontier Corps was established in 1964 as Khyber Rifle

school in Landikotal. Frontier Corps had a great success in the contribution of

education that soon it had establish 16 more branches .All this become possible

through hard work and dedication on the part of teachers and the trust of the parents in

education system provided by Frontier Corps enable it to promote education.270

teachers including 122 females teachers are imparting quality education to over 1100

students besides providing employment opportunities to a number of locals(civilian)

in different categories who are bread earner of their families.

2.5 CURRICULUM OF FCPS SCHOOLS:

All the schools of Frontier Corps have syllabus of Peshawar board and have same

knowledge, skills based curriculum, and all branches are interlinked with well-

developed IT system. It is the first ever IT linked educator venture launched in FATA

and PATA by any organization and Frontier Corps has the honour of being pioneer.

2.6 FCPS SCHOOLS INTRODUCE CO-CURRICULAR

ACTIVITIES:
Frontier Corps Public School promote and encourage co-curricular activities in its all

branches. Students are motivated to learn new skills, take responsibilities, and

assume leadership, character and personality building are the hall mark of FC schools.

Frontier Corps Public Schools of today are much more than just a stand –alone school

with rigorous standard, up to date curriculum of teaching skills, it has brought

education with the reach of every student.

2.7 THE FCPS SCHOOLS VOCATIONAL STAFF:

A Regional Coordinator is selected for the smooth running of all the work related to

the schools. RC is the authorized person who manage and coordinate all the activities

of Frontier Corps Public Schools under the ambit of Frontier Corps. Apart from the

11
RC there is an education officer of each school who proceed the school tasks. Each

school has a principal who run the school. The selection of the principal is made by

the higher authorities.

2.8 THE INSTITUTION RUN BY FRONTIER CORPS

2.8.1 The Schools Names (Cold Region School)

1. FCPS Landikotal
2. FCPS Wana-i
3. FCPS Wana-ii
4. FCPS Chitral
5. FCPS Drosh
6. FCPS Mustuj
7. FCPS Khar
8. FCPS Timergara
9. FCPS Razmak
10. FCPS Chakdara

Warm Region School

1. FCPS Miranshah
2. FCPS Mirali
3. FCPS Fort Salop
4. FCPS Jandola
5. FCPS Peshawar.

2.8.2 Colleges

1. Cadet College Warsak.

2. Batrasi Cadet College, Manshera.

12
CHAPTER-3 METHOD AND PROCEDURE

3.1 NATURE OF THE STUDY

The nature of the study was to examine the contribution and development of

education by Frontier Corps in the Warm Region in KP. This study will also attempt

to identify the factors that contribute to the quality education and for the promotion of

education among the students of different agencies. For this purpose a sample survey

was conducted and has tired best to present the real picture.

3.2 POPULATION OF THE STUDY

For research conduction random sampling method was used (Frontier Corps

Hayatabad ,Peshawar) In random sampling each individual have equal chances of

being selected, due to time constraints and also due to the unavailability adequate

secondary data regarding all the concerned sector, selected respondent were

interviewed.

3.3 SAMPLE SIZE AND SAMPLING

Sampling can be defined as a part of the population, which is observed in order to

make inferences about the whole population to achieve about objectives the following

research methodology was adopted. This research was conducted in FCPS Hayatabad

phase as a part of Warm Region School –VI FC Complex. Total number of teachers

were 40 while the selected staff include Regional Coordinator and Education Head

and Section Head were 5 from the specific fact base questionnaire was filled.

13
3.4 DEVELOPMENT OF RESEARCH TOOL
Questionnaires were used as a tool for data collection from the Resource Persons and

teachers of FCPS Hayatabad.

Questionnaires were constructed for teachers In FCPS Hayatabad. Discussion was

carried out to improve the tool used. The items were eliminated and refined several

times and finally the best items were selected under the guidance of research adviser.

The questionnaire is consisting of different items according to Likert scale.

3.5 VALIDATION AND RELIABILITY OF RESEARCH TOOL

After construction of questionnaires, they were discussed with research advisor, class

fellows and teachers in directorate of distance education university of Peshawar in

order to verify the validity of questions.

3.6 DATA ANALYSIS

The data was collected from field were tabulated using the MS. Office application.

Further the data were filtered by using the percentage method and frequencies

application.

3.7 DELIMITATION
Total number of teachers were 45 while the selected staff included 5 members

Regional Coordinator and Education Head and Section Head from the specific I fact

base questionnaire was filled by them.

14
CHAPTER-4 DATA ANALYSIS
Table 4.1: The education facilities provided by FC are satisfactory

S.No Participants Frequency %Age

1. A 1 20%

2. SA 2 40%

3. N 1 20%

4. D 1 20%

5. SD 0 0%

Figure 4.1: The education facilities provided by FC are satisfactory

45%
40%
40%

35%

30% A
SA
25%
20% 20% 20% N
20%
D
15% SD

10%

5%

0%

Analysis:
Table and figure 4.1 indicates that most of the respondent i.e. 60 % is agree

mentioned that education facilities provided by FC, whereas 20% is neutral and

disagree 20% of the education facilities provided by FC.

15
Table 4.2: The teaching staffs are competent and have full subject command

S.No Participants Frequency %Age

1. A 3 60%

2. SA 2 40%

3. N 0 0%

4. D 0 0%

5. SD 0 0%

Figure 4.2: The education facilities provided by FC are satisfactory

70%

60%
60%

50%
A
40%
40% SA
N
30% D
SD
20%

10%

0% 0% 0%
0%

Analysis:
Table & figure 4.2 shows that most of the respondent i.e. 60% is agree and that

whereas 20% disagree and 20% remain neutral with the statement that teaching staffs

are competent and have full subject command.

16
Table 4.3: It provide the supporting staff for the students help

S.No Participants Frequency %Age

1. A 1 20%

2. SA 0 0%

3. N 0 0%

4. D 3 60%

5. SD 1 20%

Figure 4.3: It provide the supporting staff for the students help

70%

60%
60%

50%
A
40% SA
N
30% D
20% 20% SD
20%

10%

0% 0%
0%

Analysis:
Table and figure 4.3 shows that the respondent i.e. 60% is disagree mentioned that,

whereas 40% agreed and strongly agree in provide the supporting staff for the

students help.

17
Table 4.4: FC schools provide you a well secure environment for learning

S.No Participants Frequency %Age

1. A 2 40%

2. SA 2 40%

3. N 1 20%

4. D 0 0%

5. SD 0 0%

Figure 4.4: FC schools provide you a well secure environment for learning

45%
40% 40%
40%

35%

30% A
SA
25%
20% N
20%
D
15% SD

10%

5%
0% 0%
0%

Analysis:
Table and figure 4.4 shows that the respondent i.e. 80% is agree while 20% neutral

provide you a well secure environment for learning.

18
Table 4.5: The staff members are regular and punctual

S.No Participants Frequency %Age

1. A 2 40%

2. SA 2 40%

3. N 0 0%

4. D 1 20%

5. SD 0 0%

Figure 4.5: The staff members are regular and punctual

45%
40% 40%
40%

35%

30% A
SA
25%
20% N
20%
D
15% SD

10%

5%
0% 0%
0%

Analysis:
Table and figure 4.5 indicates that most of the respondent i.e. 80% is agree mentioned

that staff members are regular and punctual, whereas 20% disagreed with the staff

members regularity and punctuality.

19
Table 4.6: It provides quality education

S.No Participants Frequency %Age

1. A 1 20%

2. SA 3 60%

3. N 0 0%

4. D 0 0%

5. SD 1 20%

Figure 4.6: It provides quality education

70%

60%
60%

50%
A
40% SA
N
30% D
20% 20% SD
20%

10%

0% 0%
0%

Analysis:
Table and figure 4.6 shows that 80% is agree while 20% disagree in provider of

quality education.

20
Table 4.7: The authority provided pick and drop facility

S.No Participants Frequency %Age

1. A 0 0%

2. SA 0 0%

3. N 0 0%

4. D 1 20%

5. SD 4 80%

Figure 4.7: The authority provided pick and drop facility

90%
80%
80%

70%

60% A
SA
50%
N
40%
D
30% SD
20%
20%

10%
0% 0% 0%
0%

Analysis:
Table and figure 4.7 indicates that most of the respondent i.e. 80% is strongly

disagree, whereas 20% agreed of the authority provided pick and drop facility.

21
Table 4.8: The school has well rules and regulation for the maintenance of
discipline

S.No Participants Frequency %Age

1. A 1 20%

2. SA 2 40%

3. N 0 0%

4. D 2 40%

5. SD 0 0%

Figure 4.8: The school has well rules and regulation for the maintenance of
discipline

45%
40% 40%
40%

35%

30% A
SA
25%
20% N
20%
D
15% SD

10%

5%
0% 0%
0%

Analysis:
Table and figure 4.8 shows that 40% is agree, whereas 40% disagreed of the school

has well rules and regulation for the maintenance of discipline.

22
Table 4.9: The FC servants have special concession in fees

S.No Participants Frequency %Age

1. A 3 60%

2. SA 2 40%

3. N 0 0%

4. D 0 0%

5. SD 0 0%

Figure 4.9: The FC servants have special concession in fees

70%

60%
60%

50%
A
40%
40% SA
N
30% D
SD
20%

10%

0% 0% 0%
0%

Analysis:
Table and figure 4.9 shows that the respondent i.e. 100% is agree of the FC servants

have special concession in fees.

23
Table 4.10: The school has well equipped lab and library

S.No Participants Frequency %Age

1. A 2 40%

2. SA 2 40%

3. N 1 20%

4. D 0 0%

5. SD 0 0%

Figure 4.10: The school has well equipped lab and library

45%
40% 40%
40%

35%

30% A
SA
25%
20% N
20%
D
15% SD

10%

5%
0% 0%
0%

Analysis:
Table and figure 4.10 indicates that most of the respondent i.e. 80% is agree whereas

20% neutral of the school has well equipped lab and library.

24
Table 4.11: The fees are affordable for all the parents

S.No Participants Frequency %Age

1. A 3 60%

2. SA 2 40%

3. N 0 0%

4. D 0 0%

5. SD 0 0%

Figure 4.11: The fees are affordable for all the parents

70%

60%
60%

50%
A
40%
40% SA
N
30% D
SD
20%

10%

0% 0% 0%
0%

Analysis:
Table and figure 4.11 indicates that most of the respondent i.e. 100% of the fees are

affordable for all the parents.

25
Table 4.12: You would like to continue study at FC school

S.No Participants Frequency %Age

1. A 3 60%

2. SA 0 0%

3. N 1 20%

4. D 0 0%

5. SD 1 20%

Figure 4.12: You would like to continue service at FC school

70%

60%
60%

50%
A
40% SA
N
30% D
20% 20% SD
20%

10%

0% 0%
0%

Analysis:
Table and figure 4.12 shows that the respondent 60% is agree, whereas 20% Neutral

and disagreed of the continue study at FC school.

26
Table 4.13: It facilitates the students with modern techniques

S.No Participants Frequency %Age

1. A 2 40%

2. SA 2 40%

3. N 1 20%

4. D 0 0%

5. SD 0 0%

Figure 4.13: It facilitates the students with modern techniques

45%
40% 40%
40%

35%

30% A
SA
25%
20% N
20%
D
15% SD

10%

5%
0% 0%
0%

Analysis:
Table and figure 4.13 shows that the respondent 80% is agree whereas 20% Neutral of

the students with modern techniques.

27
Table 4.14: The Classes are well furnished and ventilated

S.No Participants Frequency %Age

1. A 1 20%

2. SA 0 0%

3. N 1 20%

4. D 0 0%

5. SD 3 60%

Figure 4.14: The Classes are well furnished and ventilated

70%

60%
60%

50%
A
40% SA
N
30% D
20% 20% SD
20%

10%

0% 0%
0%

Analysis:
Table and figure 4.14 shows that the respondent 20% is agree and neutral, whereas

60% disagreed of classes are well furnished and ventilated.

28
Table 4.15: The Students are provided with Activities Base Learning and
Learning through Modern Techniques

S.No Participants Frequency %Age

1. A 3 60%

2. SA 0 0%

3. N 1 20%

4. D 0 0%

5. SD 1 20%

Figure 4.15: The Students are provided with Activities Basic Learning and
Learning through Modern Techniques

70%

60%
60%

50%
A
40% SA
N
30% D
20% 20% SD
20%

10%

0% 0%
0%

Analysis:
Table and figure 4.15 shows that the respondent 60% is agree, whereas 20% Neutral

and strongly disagreed of the students are provided with activities basic learning and

learning through modern techniques.

29
Table 4.16: The Students have lack of the Recreational Farcicalities due to
Security Reasons

S.No Participants Frequency %Age

1. A 3 60%

2. SA 0 0%

3. N 1 20%

4. D 1 20%

5. SD 0 0%

Figure 4.16: The Students have lack of the Recreational Farcicalities due to
Security Reasons

70%

60%
60%

50%
A
40% SA
N
30% D
20% 20% SD
20%

10%

0% 0%
0%

Analysis:
Table and figure 4.16 shows that the respondent 60% is agree, whereas 20% Neutral

and disagreed of the students have lack of the recreational farcicalities due to security

reasons.

30
Table 4.17: The School Provided Pleasant and Conducive Environment for
Learning

S.No Participants Frequency %Age

1. A 3 60%

2. SA 1 20%

3. N 1 20%

4. D 0 0%

5. SD 0 0%

Figure 4.17: The School Provided Pleasant and Conducive Environment for
Learning

70%

60%
60%

50%
A
40% SA
N
30% D
20% 20% SD
20%

10%

0% 0%
0%

Analysis:
Table and figure 4.17 shows that the respondent 60% is agree, whereas 20% disagree

and Neutral of the school provided pleasant and conducive environment for learning.

31
Table 4.18: FC Schools took Initiative steps for the Promotion of Female
Education

S.No Participants Frequency %Age

1. A 1 20%

2. SA 2 40%

3. N 1 20%

4. D 1 20%

5. SD 0 0%

Figure 4.18: FC Schools took Initiative steps for the Promotion of Female
Education

45%
40%
40%

35%

30% A
SA
25%
20% 20% 20% N
20%
D
15% SD

10%

5%
0%
0%

Analysis:
Table and figure 4.18 shows that the respondent 60% is agree, whereas 20% is

Neutral and disagreed of the schools took initiative steps for the promotion of female

education.

32
CHAPTER-5 FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS

5.1 FINDINGS:
 60 % is strongly agreed mentioned that education facilities provided by FC,

neutral and 20% disagree of the education facilities provided by FC.

 100 % is agreed that teaching staffs are competent and have full subject

command.

 40% is disagree mentioned that, 60% disagree in the provision of the

supporting staff for the students help.

 80% is agree, while 20% neutral provide you a well secure environment for

learning.

 80% is agree mentioned that staff members are regular and punctual, whereas

20% disagreed staff members.

 80% is strongly agree, while 20% disagree in provision of quality education.

 80% is strongly disagree, whereas 20% agreed of the authority provided pick

and drop facility.

 80% is agreed , whereas 20% disagreed of the school has well rules and

regulation for the maintenance of discipline.

 100% is agree of the FC servants have special concession in fees.

 80% is agree , whereas 20% neutral of the school has well equipped lab and

library.

 100% is agree of the fees are affordable for all the parents.

33
 80% is agree, whereas 20% Neutral and disagreed of the continue study at FC

school.

5.2 CONCLUSIONS
Following conclusion emerged from the findings of the study.

 The research concluded that FC schools are basically working for the

promotion of FATA students as well as for the common people.

 The parents are satisfied with the quality of education provided by FC schools.

 The parents are satisfied with the fees structure of their children at the school.

 The students are provided with the maximum facilities.

 The classes are well furnished and ventilated.

 The school provided pleasant and conducive environment for learning.

 The students are provided with well-equipped Science lab and useful books in

library.

 The computer lab has shortage of computers for the students use which need

to be exceed

 The students were provided full environment of study and co- curricular

activities were also provided from time to time according to academic

calendar.

 The academic of the students was not that much good as expected due to the

lack of cooperation on the part of the parents.

 There was lack of recreational facilities for the students due to security

problems.

34
 The teachers are updated with the session of training regularly.

 The FC institution were for the promotion of education among the common

people.

5.3 RECOMMENDATIONS
On the basis of research findings the following recommendation were made.

 It is suggested that the required teaching staff/ supporting staff may please to

be provided to meet the requirement of the students.

 It is worth suggested that accommodation facilities may be provided to the

students /teachers.

 For the promotion of female education they should give more

incentives/financial assistance to motivate to them.

 Transport facilities may be provided to the students and teachers. It can extend

the students strength by providing transport.

 Pre service as well as in service regular refresh courses will be more helpful

for teachers.

 The teachers may be provided with more incentives to encourage them for

teaching.

 More modern equipment /accessories devices be provide for the better

grooming of personality of the students.

 Recreational and more co-curricular activities, indoor/outdoor sports may be

provided to the students to develop them mentally and physically.

 Apart from the quota for the FATA students the common people may also be

facilitated with education provided by FC schools.

35
 The FC school may provide the separate blocks for the girls and boys.

 The library may be updated with new books.

 The pre section students may be provided with more activities based learning.

 It is suggested to provide the school with more furniture for the students

comfort.

 The FC schools need to provide more strategies to improve the quality of

education.

36
 REFERENCE

1. Aymenijaz, (2015) "Education and terrorism IPRI Consensus: Development

Karachi

2. Early History of Terrorism, http://Terrorism-Research.com

3. Farzana Shah, (2009) "Cost of war on terror, lOr Pakistan," Asian Tribune,.

4. Fred Halliday, "Terrorism in Historical Perspective," Transnational Institute,

5. Fred Halliday, (2004). "Terrorism in Historical Perspective,"op.cit

6. Gishkori, Zaheed (2015). "National Action Plan: Pakistan in fresh push to

choke terror funding". Express Tribune, 2015. Express Tribune.

Retrieved 14 January2015.

7. Haider, Mateen (2015). "Govt extends scope of military courts to Gilgit-

Baltisian, AJK". Dawn News, MateenHaider report. Dawn.

News.Retrieved 14 January2015.

8. Haider, Mateen (2014). "Nawaz constitutes special committee to implement

National Action Plan". Special report by MateenHaider (Dawn News,

2014). Dawn News. Retrieved .14 January 2015.

9. Haider, Materr (2014). "Military courts part of National Action Plan: PM

Nawaz". Dawn, Haider. Dawn. Retrieved 14 January 2015.

10. Hoffivan (1998), p. 23, See review in The New York Timeslnside Terrorism

11. "In Pakistan school attack, Taliban terrorists kill 145, mostly children". CNN.

17 December 2014. Retrieved 18 December 2014.

12. "Pakistan Taliban kill scores in Peshawar school massacre". BBC News. 16

December 2014. Retrieved 16 December 2014.

37
13. "Peshawar school attack: Over 100 killed in Pakistani Taliban attack,

.hundreds of students hostage". DNA India. 16 December 2014.

Retrieved 16 December 2014.

14. 1994 United Nations Declaration on Measures to Eliminate International

Terrorism annex to UN General Assembly resolution 49/60, "Measures

to Eliminate International Terrorism", of December 9, 1994, UN Doc.

A/Res/60/49

15. http://Www. pak.org/cd ucafion-ar0 terrorismisthashaNBwOOkRQXwsJx:

douf

16. http://www.dawn.com/news/1152909/political-leaders-reach-consensus-on-

mllitary7' courts

17. Kaphle, Anil (24 December 2014). "Pakistan announces a national plan to

.fight terrorism, says terrorists' days are numbered". Washington

Times, 2014. Washington Times. Retrieved 14 January 2015.

18. Mark Selden, 2002 An article, "Terrorism before and otter 9/11"

19. Rafiazakaria, "education and terror" (13th march 2015) daily DAWN

20. Schmid, Alex P. (2011). "The Definition of Terrorism" The Routledge

Handbook of Terrorism Research. Routledge. p. 39.ISBN 0-203-

82873-9.

21. Williamson, Myra (2009). "Terrorism, war and international law: the legality

of the use offbrce against Afghanistan in 2001”. Ashgate Publishing. p.

43. ISBN 978-0-7546-7403-0

38
 QUESTIONNAIRE

THE CONTRIBUTION OF FRONTIER CORPS PUBLIC SCHOOL

HAYATABAD, PESHAWAR IN THE PROMOTION OF EDUCATION
Please tick () your Choice filled by students.
You are requested to provide the responses. The information provided by you, your
identity will be kept confidential and used for research purpose only.
Name:_______________
Agree (A), Strongly Agree (SA), Neutral (N), Disagree (D), Strongly Disagree (SD)

A SA N D SD
1. The education facilities provided by FC are satisfactory
2. The teaching staff is competent and have full subject
command
3. It provide the supporting staff for the students help.
4. FC schools provide you a well secure environment for
learning.
5. The staff members are regular and punctual
6. It provides quality education
7. The authority provided pick and drop facility
8. The school has well rules and regulation for the
maintenance of discipline
9. The FC servants have special concession in fees
10. The school has well equipped lab and library
11. The fees are affordable for all the parents
12. You would like to continue study at FC school.
13. It facilitate the students with modern techniques.
14. The Classes are well Furnished and Ventilated
15. The Students are Provided with Activities Basic Learning
and Learning through Modern Techniques
16. The Students have lack of the Recreational Farcicalities
due to Security Reasons
17. The School Provided Pleasant and Conducive
Environment for Learning
18. FC Schools took Initiative steps for the Promotion of
Female Education

39
Q1: The Frontier Corps schools are run by
IGFC DIGFC Education Officer

Statements Scale

Category: Parent’s Perception 1. Strongly Disagree 2. Disagree 3.

Neutral
Q2: All 4. Agree 5Corps
the Frontier . Strongly Agree are funded by
schools
FC NGOs Both

Statements Scale

Category: Parent’s Perception 1. Strongly Disagree 2. Disagree 3.

Q3:Neutral 4. Agree
The levels 5. Strongly
of the schools Agree
FC runs include
Primary Schools Middle Schools Higher Secondary Schools

Statements Scale

Category: Parent’s Perception 1. Strongly Disagree 2. Disagree 3.

Q4:Neutral
Do Frontier
4. AgreeCorps run any
5. Strongly college?
Agree

Yes No

Statements Scale

Category: Parent’s Perception 1. Strongly Disagree 2. Disagree 3.

Q5:Neutral
Frontier Corps has a main role in providing education to
4. Agree 5. Strongly Agree
FC children Fata Common

Q6: Frontier Corps school has affordable fees structure for FC employee

Strongly agree Agree Neutral

40
 Statements Scale

Category: Parent’s Perception 1. Strongly Disagree 2. Disagree 3.

Q7: The selection of principal is made through
Neutral 4. Agree 5. Strongly Agree
Advertisement Head Quarter IGFC

Statements Scale

Category: Parent’s Perception 1. Strongly Disagree 2. Disagree 3.

Q8:Neutral
The teachers
4. Agree are
5. Strongly
selected as
Agree

Permanent Temporary Both

Q9: It provides the quality education to the students.

Strongly agree Agree Neutral

Q10: The staff numbers comprises

Males Females Common

Q11: Gender of the students include

Girls Boys Co-education

Q12: The school administration include.

FC Civilian Common

41