When a baby girl is born in the Kohistan region, her parents' primary concern is often her marriage, rather than her health, education or well-being. This mindset, deeply rooted in cultural norms, is a significant barrier to girls' education in the region. Said Asool Khan, a social worker who has been working in Lower Kohistan for the past five years, highlights the fact that the lack of awareness and educational opportunities for girls perpetuates this attitude.
He shares that since the 2005 earthquake, 27 schools in Lower Kohistan remain without buildings. "If the government takes tangible steps to provide educational opportunities for girls, these attitudes can change," he insists.
However, when efforts are made to encourage parents to send their daughters to school, they often respond with the harsh reality: there is no access to schools, as the entire district lacks even a single high school for girls.
The situation in Lower Kohistan is dire. According to the Bureau of Statistics' 2023 census report, the district is home to 340,017 people living in 47,347 households. The literacy rate is abysmally low at 22.05%, with a stark gender disparity: 33.32% of males are literate, compared to just 10.32% of females.
Despite the district's sex ratio of 104.39 males to 100 females, the educational infrastructure, particularly for girls, is grossly inadequate. While there have been some governmental efforts to improve the situation, the reality on the ground tells a different story—one of neglected promises, deep-rooted cultural barriers, and a future of limited opportunities for the young women of Kohistan.
In 2014, the Khyber Pakhtunkhwa (KP) government bifurcated the Kohistan District into Upper Kohistan and Lower Kohistan. Initially, Lower Kohistan comprised two tehsils, Palas and Pattan. However, in 2017, Palas was separated to form Kolai-Palas District, and in 2018, Ranovali Pankhad, previously part of Pattan Tehsil, was made a separate tehsil. Despite these administrative changes, the educational crisis in Lower Kohistan remains unaddressed.
Even when schools are accessible, they are often overcrowded and lack essential resources. The few teachers who are willing to work in such remote areas face enormous challenges. Sadia, a primary school teacher from Haripur, recounts the difficulties she and her colleagues endure—from the lack of accommodation to the discomfort of staying in the homes of local residents or in the schools themselves. "It's a constant struggle," she says, "but the girls here deserve a chance at education, just like anyone else."
In a region with a combined population exceeding three-quarters of a million, there are only two high schools for girls—one each in Upper Kohistan and Kolai-Palas. Lower Kohistan, with its 202,913 inhabitants, stands out for a particularly bleak reason: it has no high school for girls at all.
The Annual Statistical Report on Government Schools 2021-22 by the Elementary and Secondary Education Department of KP paints a grim picture. In Lower Kohistan alone, there are 242 primary schools, but only 66 are for girls, and of these, 22 are non-functional.
For the girls of Kohistan, the dream of education often remains just that—a dream. Socio-cultural norms that dominate the region are a significant roadblock, perpetuating the belief that girls belong in the home, not the classroom. These deeply ingrained views are often reinforced by local religious leaders, who discourage education for girls, interpreting religious teachings to align with cultural expectations rather than advocating for change.
The scarcity of educational resources exacerbates these challenges. Schools that do exist are frequently underfunded and ill-equipped, with many buildings left in disrepair after natural disasters like the 2005 earthquake and the devastating floods of 2010 and 2020. These calamities have crippled the already fragile educational infrastructure, with many schools yet to be rebuilt or adequately repaired. In Lower Kohistan alone, there are 27 girls' primary schools without buildings.
Amin Khan, a social worker from Lower Kohistan, emphasizes the need to change the local mindset regarding female education
The region's harsh geography further complicates the situation. The mountainous terrain and lack of transportation infrastructure mean that even where schools are present, they are often inaccessible to many students, particularly girls. The journey to school is not only physically demanding but also fraught with social risks, further discouraging families from sending their daughters to school.
The scarcity of local female teachers is another critical barrier. The government has made efforts to recruit teachers from other districts, but these teachers often find it difficult to stay in Kohistan for extended periods due to the lack of basic amenities and safety concerns. As a result, many teaching positions remain vacant, and those who do take up these posts are often absent for much of the month, further undermining the quality of education.
This crisis is not just about numbers; it's about the futures that hang in the balance. With a male literacy rate of just 11.1% and a female literacy rate of an abysmal 2.95%, Kohistan stands as a stark example of educational inequity in Pakistan. The urgency for intervention cannot be overstated.
Aurangzeb Khan, the Assistant Sub-Divisional Educational Officer, highlights systemic issues that contribute to the crisis. He explains that many schools are built on private land, where the landowners hold significant sway over the school's operations. "Schools can be closed for months, depending on the whims of the landowners," he notes, pointing to a governance issue that further exacerbates the problem.
The reluctance of qualified individuals to work in such remote and challenging environments is another hurdle. "Hundreds of teaching positions remain vacant," says Khan, "and those who do accept positions are often absent for much of the month, further undermining the quality of education." He emphasizes that the solution to these issues lies not just with the government but also with the local communities, who must be convinced of the value of education in the modern world. He also calls on the United Nations and non-profit organizations to step up their involvement in the region, suggesting that their support is crucial for the development of these severely underprivileged districts.
Amin Khan, a social worker from Lower Kohistan, emphasizes the need to change the local mindset regarding female education. "Community outreach programs that involve religious leaders in promoting the importance of education for girls are essential," he says. He advocates for a collaborative approach between the government and international organizations to rebuild and repair the schools damaged in past disasters and to establish more schools, particularly at the secondary level.
In Kolai-Palas, Ajmeer Shah echoes these sentiments. He highlights the need for better facilities for teachers, including adequate accommodation and security, to attract and retain qualified female educators in Kohistan. "Financial incentives and career development opportunities could make a significant difference," he suggests, noting that these measures could help alleviate the shortage of teachers willing to work in such remote areas.
The crisis in Kohistan is a reflection of broader socio-economic challenges facing the region. Addressing these challenges requires a concerted effort from all stakeholders—government, community leaders, religious figures, and international organizations. Only by working together can we hope to break the cycle of poverty and ignorance that has kept the girls of Kohistan from realizing their full potential.
Under the directives of the Provincial Government's Elementary and Secondary Education Department in KP, an enrolment campaign was launched in April 2024 in the remote areas of the district. Field staff have been mobilised to ensure the campaign reaches even the most far-flung regions. In this campaign, Deputy DEO Dr Yaar Muhammad visited several schools in the district to monitor enrolment progress. These initiatives indicate that the public is resilient in getting their children enrolled in schools, but the non-availability of schools and other policy-related barriers hinder their active participation.