Text Book Distribution Report

Table of Contents
Project team 2 Acknowledgements 3 Executive Summary... 4 Introduction... 9

Overview Significance of Specified Districts
Methodology.. 13
Sampling techniques used Methodology for conducting survey Questionnaires Focus Group Discussions
3. Analysis of DI KHAN District.. 16

Focus Group Discussion Analysis of Surveys
4. Summary of Analysis. 126 5. Buner Analysis... 128
6. Survey Analyses. 131 7. Summary of Buner Field Data... 237
Project Team
Name and Position of Key Project Management Team
S. No. 1. 2. 3. 4. 5. 6. 7.
Name Mr. Sultan Masood Malak Dr. Fakhr ul Islam Mr. Muhammad Emad Mr. Syed Kamran Ali Shah Ms. Zainab Shah Mr. Amir Izhar Mr. Javed Akhtar
Position Project Manager Team Leader Survey Expert Systems Expert Project Coordinator Project Coordinator Field Manager
Project Organogram
Project team organogram
Acknowledgement
We extend our greatest gratitude towards the Directorate General of Monitoring and Evaluation with the Department of Planning and Development, Government of Khyber PukhtunKhwa for providing us with secondary data relevant to our research. Their contributions to our research have added credibility and further solidified the findings of our endeavors by providing previous records of similar works and guidance on the execution of said endeavor. We would also like to thank IDEA NGO for their immense contributions to this report by conducting field work and data collection in the respective districts. We appreciate the time and effort put into the retrieval of the required information by their organization. They have provided us with the very soul of this research.
Your contributions are highly valued at Bridgeway Consultantting(SMC pvt) Ltd. We hope to continue working together in the future joining hands to bring together our respective expertise to various projects.
Executive Summary
The government of KPK initiated a project around the provinces and study has been conducted in the districts of Buner and D.I. Khan only, to promote education by distributing free text books among the public schools of the areas. This report is a detailed evaluation of the progress made in that project in the year 2011-2012. In order to adequately analyze the progress of the project different methods like Focus Group Discussions (FGDs) Surveys and reference of previous data were conducted. From the data collected, we found that around 70% of the public school-going students belong to relatively poor families who struggle to keep up with the expenses of their childrens education. However reluctantly, the students tend to drop out of schools as they excel to the senior classes. This is due to the fact that the older they get the better they will earn as laborers and are hence obligated to earn for the household. The aim of providing these free text books was to retain
the number of students enrolled in school till they graduate at the very least. Keeping in mind the needs of the underprivileged strata of the community, the project had aimed to achieve the following goals through the provision of free text books: To encourage the students to enroll in schools. This will lessen their concern of how to keep their education going on in the future. To relieve the parents of poor households from the burden of expenses for the text books making it easier for them to give their children the education this is their basic right. For the students with unwilling parents, going to school would become easier if they do not have to pay for books and will decrease the drop-out rate significantly. The aims of the project are all very well intended but there are many discrepancies found in the implementation of the process of delivery of the books to the respective schools. By the time the books reach the schools they have gone though many a hurdle such as: Budget cuts practiced by contractors for personal monetary gains leading to large quantities of low quality text books which are prone to damage by weather and use and soon are too damaged to be of any use. Far flung areas have inadequate transport and infrastructure which makes it difficult to collect the books from the assigned circles. Transport allowances granted by the Provincial Govt. of KPK are not received by the teachers who volunteer to collect the books from circle/district causing reluctance in the teachers for future collection assignments. Female teachers find it hard to travel alone to collect books because of cultural restraints and also because of insurgency in some areas.
The surveys conducted included question on whether the text book distribution should be continued or should the students be give money to purchase the books themselves to avoid delays and low quality books to cause problems for them. Alarmingly large number of the respondents were found saying that the book distribution, with all its flaws and discrepancies, should be continued. The reasons behind this opinion from different groups of the respondents are listed below: The students themselves asked in a majority of about 80-90% not to be compensated for the books because of the fact that those who hail from families that are not supportive of their education fear that they might be forced into using the money for household needs. 70% of the students with such responses also belonged from extremely low-income households ranging from 2000-5000 household income per month. Over 90% of the teachers interviewed feared that the students themselves could make misuse of that money. It was observed in the FGDs that the heads of schools were concerned by the fact that students might feign enrollment or actually enroll themselves only to acquire the free text book sets and then leave the school, either to have them admitted in a private institution or to sell the mentioned books for money. This would cause great monetary loss of funds and will also deprive the needy students of much required financial assistance. Among the households, however there was a clear conflict of interest. 90% of the females; who are being the miserly paid to add, were of the opinion that books should be provided rather than paying cash whereas the male household members said they would prefer their children being paid money over being given books. These male members proportions were around 40% of the total which may not have been a majority proportion but in in contrast with the females responses added up to make a significant difference in opinion which was found worthy of mentioning.
Introduction
Overview:
Understanding the vitality of basic education to the masses, the Govet; of Khyber PukhtunKhwa (KPK) has launched various projects all over the Province to provide free education to the underprivileged populous of the developing world. Such projects were initiated in Pakistans districts of D.I. Khan and Buner which included distribution of free text books to public sector schools ranging from primary to Intermediate level, in far flung regions, through respectively appointed Executive District Officers (EDOs) in the area circles. These EDOs are made responsible for all flow of materials from the KPK to the respective teachers assigned to collect their portion for their schools. Tackling the low literacy rate in rural Khyber Pukhtun Khwa (KPK) province has presented quite a challenge since time immemorial. Many factors have continually contributed to hindering the spread of education in these regions, of which, the target areas of Buner and D.I. Khan are prime examples. Some of these aforementioned factors shall be discussed further as the report continues to unfold. These are: Gender specific societal restrictions, generally targeting the female population. Unemployment and child labor.
Lack of proper infrastructure, complicating access to more remotely situated schools.
Insurgencies creating many problems such as unforeseen closure of schools for undetermined periods of time and parents hesitation towards sending children to school in such situations, among others.
The aforementioned, in context of the said districts shall be elaborated upon further, accompanied by all relevant data collected from the field.
Significance of Specified Districts:
The two districts selected for the concerned project, are not entirely similar in their educational environment yet, they both require any help they can get in stabilizing the situation at hand. Some of the significant issues in the education sector in these districts have been discussed as follows:
Buner District:
The district of Buner is as such not deprived of public schooling but it is, however one of the lowest literacy rate areas amongst its surrounding districts with roughly only 22.5% of the total population being literate. The gender specific rate was 38% in males and only an estimated 7.5% among the female population which is significantly lower than that of its counterparts. Enrollment is not much of an issue as there have been 426 male and 155 female primary schools recorded in the year 2007. These numbers decline monumentally as the level of education rises bringing it to a mere 3 male and 1 female specific degree colleges, signifying the
decline in the pursuit of higher education among the common people. The problem therefore, lies in retention rather than enrollment. Curbing with this issue is exactly why KPK has distributed books among these schools to ensure no pupil should drop out due to lack of finances to support their education. This is not however, the only reason that leads to lower literacy in the area. As had already been pointed out, the female literacy rate is significantly lower than that of the males and steps to encourage female education are also being considered to help tackle this issue. Yet another issue for school going children is that once completed their primary education, the higher institutes decline in numbers meaning they are more far apart from each other and cater to a concentrated crowd. The remote areas are thus left with only primary education and no means for either commuting to the higher institutes or for the facilities to be provided in their vicinity.
D.I. Khan District:
Unlike its counterpart, the district of D.I Khan does not face as profound a scarcity in higher education institutes but, there is however, the matter of far flung villages and difficulties with commuting to more concentrated and denser areas with better educational institutes. Another important issue that deserves mentioning as a contributor to hindering education in the area is insurgency. Due to terrorist attacks going on the rise in 2009 and onwards in D.I. Khan and its surroundings, the security issue arose which discouraged many students from continuing education for the preservation of their mortal wellbeing. Child labor and gender discrimination also plays a huge role in the discontinuation of the educational pursuits of many students.
These are some of the significant issues that cause a hurdle in the development of the education sector of the districts of Buner and D.I Khan leaving out a large portion of the population of KPK deprived to education. KPK had taken to facing these issues and working around them to ensure every child willing should be provided with the necessary requirements to enjoy a necessity that seems more like a luxury to these people.
Hindrances and Triumphs:
The road to achieving the targets of the project is paved with more than one difficulties cause by geographical, societal and even by matters of timings. An understanding of the aforementioned is vital to the better functioning of present and future ventures in similar areas and fields. Some of the frequently experienced are commonly as follows: The rough terrains and much corroded infrastructure cause great difficulty in reaching far flung areas in need of dire attention. Damage to vehicles and hike in fuel prices add to expenditures. School teachers required to collect books and other provisions lose on class time which should be avoided. Every minute of education in worth salvaging for the children. Politically hostile, these districts have faced many a crises that have put a hamper on efforts regarding the promotion of education. Acknowledging the fact that these areas are not in the least easy locations to work such projects at, there are however, many factors that favor such operations. Factors such as the strong morale of the masses to overcome any adversary standing the way of their attaining a better future through educating themselves, have greatly benefited the cause since the recipients are pleasantly welcoming to the attention being paid by the KPK. There may be societal barriers upon the
acquisition of education but this willingness to receive it is a great sign for the success of the programme.
Promotional Efforts for Education:
The Government of Khyber Pukhtun Khwa (KPK) has initiated many efforts of its own to deal with illiteracy in these regions. Many scholarships are being awarded from the primary to professional level, some of which are funded by the Provincial Government itself. Other measures being taken to promote education are setting up of universities within the districts to cater to the local students so that leaving to bigger, better developed areas for higher education remains a choice for them to make rather than a compulsion. Objectives of free text books distribution: to improve literacy rates in KPK to reduce burden on the parents and help them in providing education to their children The overall process: In order to improve the literacy rates in the province and lessen the financial burden on parents, the government of Khyber Pakhtukhwa has been providing free textbooks to the students from primary up to higher secondary classes. The distribution of free textbooks to all students started in 2004 and an estimated 25million books are being distributed annually in the 24 districts of KPK. The system has been studied thoroughly and after the evaluation of the project, the following were the findings: The session in schools normally starts in September depending upon the weather conditions. The demand from schools is collected in the mid of November every year by the ADOs. By the end of December the printing process is completed. The schools place order/request on the basis of the enrollment in each school on a specific Performa. The Performas are collected at the district levels after collection from circles. Upon collection of Performas at district levels, the total demand is handed over to PFTB. The PFTB then places the demand in front of KPK text book board. Local presses are given the printing task, which is completed in six months that is up to the mid of June. The tender for delivery of these books to districts and circles is called in mid of May. From mid June till mid August, the books are transported to the districts. A separate stock register is maintained at the PFTB. The PFTB staff also ensures checking of stock registers at schools as well as district & circles levels. In case of excess books supplied to a certain school, the order for the next session is reshuffled.
At the time of distribution of free text books to the students, advertisement appear in the print and electronic media in order to let parents know that such an activity is taking place. Ceremonies are held at schools levels for the distribution of free textbooks among students. The above mentioned process has been visually illustrated through flowchart as follows:
Methodology
Sampling techniques used:
The techniques used for sampling the population are critical to understand to have a clear perspective on the kind of results the survey aspires to derive from them. Here the techniques used were classification of the population by strata primarily and then further deriving sample groups from within the taken samples by distinction of gender. Hence by the aforementioned criterion, the each sample shall be analyzed separately for its male and female respondents respectively. The processed results of each stratum shall then be reviewed in context of the gender classification. The sample has been condensed into a 10% representation of the actual population in consideration. In this case only 10% of the schools in DI Khan and 10% in Buner have been chosen for the conduct of the survey.
Methodology used for conducting the survey
The survey was a field operation kept to first hand collection by the enumerators and face to face interactions with the respondents to ensure proper record of responses. The designated field team embarked on their data collections to various schools in the regions to have their questionnaires filled by the students, Teachers, headmasters and all other selected stratum of the populous.
Questionnaires
The questionnaires approved by the authorities were given to enumerators to collect required data with. After having them filled they were sent to the headoffice to be processes and analyzed by designated person for the task in order to extract required statistical data from the responses to calculate the opinion of the respondents in quantitative form for easier understanding and research purposes.
Orientation sessions for enumerators:
An orientation session was held for the Enumerators benefit to help make them understand better how best to collect data from the field keeping mind that the respondents must not be offended, their integrity must be kept intact while collection of data and cultural boundaries must not be breached nor should the sentiments of the locals be bruised during the process. Also an important part of the exercise was to enable the field team to detect any type of foul play while collection of data to ensure the reliability of the information later included in the report.
2.2.1.2 Number of schools where survey was conducted:
Following is a list of the total schools where the appointed enumerators were dispatched to conduct their surveys from the respective personnel e.g. Headmasters, Students and teachers. Other than school, EDO offices and even the household members were interviewed for the survey to get total insight into the issue. School level Boys Primary Middle Secondary Higher Sec 43 5 4 1 Buner Girls 16 2 1 1 Boys 80 12 7 1 D.I. Khan Girls 38 6 4 1
Analysis of D.I. Khan District
3.1 Focus Group Discussion
On August 7th 2012, a focus group discussion was held at the office of the Executive District Officer (EDO) of D.I. Khan, to better the understanding of all parties involved regarding the situations and roles of others in the programme, followed by a staff meeting at the Kimz Public School, Indus Colony. In the meetings different problems were brought to the table and solutions were sought. One such problem under discussion was that of Miss Zahida who had demanded 2100 books for the respective schools/students under her responsibility yet, she received only 1800. These were books meant for the children of primary level specifically, class one. She also brought to light the fact that transportation charges were not paid in advance which made it difficult to manage getting the books to their destinations in time, or at all. The parties responsible for the distribution and allotment of books admitted to having face miscalculations regarding the numbers of books provided to receiving parties. This happens due to the fact that the number of books is assumed rather than being calculated to an exact figure to meet the demands of the Schools which cause for such clashes to arise. One would suggest recording all books and/or any other resources in possession, in order to give a clear perspective of the numbers available and the numbers required and also supervise the allotments in an organized manner to avoid conflicts like those Miss Zahida expressed. This can be helpful in the following ways: Awareness of the number of books in storage and also of those requested, would help avoid giving excess where less is needed and as consequence be subjected to waste. It will also help avoid allotting less than the required amounts leading to further confusions. The time of the students would be saved if required amounts reach schools in one batch which can only be made possible by collecting perfect inventory of the all items.
Transportation charges should be provided to concerned bodies in advance to avoid delayed reception of books due to financial constraints.
Other important issues touched upon at the meetings were availability, printing and transport of the books from the villages to the union councils, problems being faced by the EDOs and whether or not the pocket money for said project to the Education Departments are sufficient to cover expenses. Also an in-depth discussion on the transport of the books to the EDOs and then from there to the respective schools was held. The meeting in its entirety served the purpose of bringing forth any and all problems faced by the staff in issues of finances, tie and transport so that they be discussed at the table and solutions be drawn accordingly.
Detailed Recollections:
A detailed rerun of the entire session has been chronicled to shed light upon the issues of the staff and schools in a more elaborate manner. They have been highlighted according to their point of nature in the following headings:
Government and Old books Issue: One of the first things to be brought to the groups attention was the interest that the provincial government had been taking in demanding appointments of District Officers (DOs) on provincial level. When asked on what basis the demands were being made, the Provincial Government (PG) stated that those already appointed are not enough to see the whole task through and more appointments need to be made to ensure ease of delivery of the books to respective schools. The male and female teaching staff was inquisitive about the possible use of the old or used books and how that can be formulized into a workable framework. For this purpose our staff, in collaboration with the school teachers designed questionnaires to gauge the opinion on the use of old books for the distribution
process. After reporting in comprehensive detail, the findings of that exercise, the Provincial Government approved the retrieval of old books a smooth process.
Transport Issues: It was found that when the trucks loaded with books arrive at their appointed destinations, they stay there and the teachers have to travel to them to collect the books from the point. The teachers complained that their schools are at times very far away from these designated areas and they need to stay overnight before returning with the books to their schools. They complained that there are no accommodation arrangements for them and that they have to rely on themselves to make those arrangements and that they have to put in a lot of personal effort into getting the books to their schools.
Issues In Numbers: Another presence in the group stated that the number of required books quoted and the number received did not coincide with each other. They received much less than they were in need of and had to thence, put forth another order which would mean the process of retrieval of books from EDOs and truck points would have to be repeated and there would still be no guarantee that the number of books received this time were correct. These problems arise dues to improper inventory records and assumed numbers on the distributing partys side which cause problem for the students to receive the books in due time. Another lady with the same concerns said that she had demanded 2100 books but could only collect 300 from the city circle even though she had mentioned their institution was short on old books from previous students since the admissions in the last session had hiked.
The problem of no transport funds being allotted to the teachers was repeatedly pointed out and another teacher related having only 2 books for his 9th grade class of Pakistan studies and that they had no choice but to ask the students to photocopy the books since availability in remote areas is so scarce.
Time Issues: Teachers said they had placed their demands in the months of August and September to ensure reception of books before the session starts, however they did not receive any books till February of next year. The months of March and April mark the end of term and the exams commence in these months so technically the books reached the students only a month before the term ended in some of the areas.
Cash distribution issues: Another alternative to the distribution of books that was considered was paying cash to the children so that they could buy their own books and hence save time that could have been lost due to late delivery of required text books to the respective schools. This alternative was refuted by many of the attending members of the meeting stating reasons that the money provided may be used for other purposes than books. Another shocking revelation to have come forth was that children only get themselves enrolled to get the books and they then leave the public schools for private ones or they sell the books for money and have no interest in attending classes whatsoever.
Allowances and disorganized flow of monetary funds: Many of the attending personnel complained that they have to pay transport charges out of their own pockets and are not reimbursed that amount in time. Other
than that they believe that the cash flow is not regularized since the EDOs receive the funds for the schools transportation but that is not received by the school or any of its staff. Many of the member had firsthand accounts of having paid to get the books delivered to school, only to discover that they were insufficient in quantity and so they would have to pay again for the transport to get their required amounts of books for the students to avoid time wastage which is the first priority of all the people involved. One of the EDOs said he had to send donkeys to the circle office for collection of books. These extreme measures are being taken for the retrieval of books from the circles and all the same without sufficient funding.
Students Survey Analysis (Male)
Out of a total number of 900 male respondents, more than two thirds of the total received the books at the beginning of the session. Meaning they had less chances of losing on class-time due to lack of books. However the fact that one third of the students which is 300 in total and stands for a good 33% of the total, remained without the text books in the early commencement of the academic year. This could possibly have led to the students missing out on school work and facing difficulties during exam period later on.
# 1 2
Answer Yes No Total
Bar
Responses 600 300 900
% 66.67% 33.33% 100%
2. Were the book sets received in complete sets? The text-book sets provided to the students in the respective schools, for over half of the total number, were incomplete. This leaves behind no doubt that more than half the students could only concentrate partially on their studies for the lack of course books.
# 1 2
Answer yes No Total
Bar
% 42.06% 57.94% 100%
3. If yes, then how many books did you receive? Majority of the respondents being a 47% of the total received 3-4 books whereas the minimum percentage being 0.6% received no books at all.
# 1 2 3 4
Answer 0 1-2 3-4 More than 4 Total
Bar
Responses 5 221 279 89 594
% 0.6% 37.35% 46.99% 15.06% 100%
4. Were the books received late? Evident from the table given, only 37% of the respondents received the text books on time. As shown in figures a significant number of the respondents lost a lot of time due to late delivery of books.
# 1 2
Answer Yes No Total
Bar
% 62.8% 37.2% 100%
5. If yes, then how many days had passed since the commencement of the session? From the data collected from the field we find that only 17% percent of the total received their books within the 15 days window of a late delivery. Only that percentage was able to pursue their studies without any major time lapse caused by the late arrival of free text books. Over half of the total number of students received theirs in two weeks to a month of the starting of the classes. Meaning that much time without books is rendered wasted. 182 out of the total 636 respondents to the specified question said they received their books well after a month as all represented in the table given.
# 1 2 3
Answer Less than 15 15-30 30-60 days or more Total
Bar
Responses 107 347 182 636
% 16.85% 54.49% 28.65% 100%
6. Were the books new or old? The field study conducted shows that around 66% of the respondents received new books while the remaining 34% of the students received old ones. This signifies that the old books were scarce and the new ones in abundance. The fact that used books are sold by the students after completion of a term rather than returning them to the teachers or school responsible for them becomes evident from the data collected. These are issues that need to be addressed. However the highest priority remains to provide the students with books, new or old.
# 1
Answer New
Bar
Responses 589
% 65.74%
Old Total
307 896
34.26% 100%
7. Did receiving the books late have an effect on your studies?
Only an extremely negligible percentage of the respondents found the free text books unable to have an effect on their studies. The rest of the 96% of students disagree. These numbers are monumentally in favor of free text book distribution and if judged by this factor alone, one would suggest not to look for any alternatives to the method. However, many other factors contribute to these processes and they all require to be studied in contrast with each other.
Answer
Bar
Responses
1 2
Yes No Total
864 36 900
96.03% 3.97% 100%
8. In your opinion, would receiving the books on time have had an effect on your performance? Only 11 of the 876 respondents stated that early reception of books would have had no evident effect upon their performance in the academic year. The numbers here strike a chord that rings along the line of, had we made it on time these futures would have been salvaged. 98% of the responding students believe that if they had received the books on time it would have made a great difference in their performance in class. These numbers are anything but negligible since almost all the students with the exception of a few, of course maintain that the late delivery of books have affected their academic performances.
# 1 2
Answer Yes No Total
Bar
% 98.78% 1.22% 100%
9. Was receiving free books a means to further your education? Only a negligible 3% of the respondents answered in negative whereas a whopping 97% said they found the provision of free text-books as a great boost for their education. The issues of time management and delivery methods may be under debate at this point but the figures in the listed chart and table show that the books have indeed been a help to the students receiving them.
Answer # 1 2 Yes No Total
Bar
% 96.79% 3.21% 100%
10. Would you prefer books over money? A significant number of the respondents reacted to the question with negative feedback stating they would rather take money over books. This shows that the books are in fact not much of help to these students as long as numbers and statistics are concerned. These figures greatly discourage the idea that the respondents in a majority genuinely feel benefitted by the distribution of free text-books among the concerned schools. Many of the respondents also stated that due to the late delivery of books and waste of time, they would much rather take money to buy their own text-books rather than waste time waiting for the organization to provide them.
# 1 2
Answer Yes No Total
Bar
% 39.04% 60.96% 100%
11. What is the monthly income of your household? Financial gauging of the respondents showed varying results with the majority standing at 30% with a 2000-4000 monthly household income. The lowest numbers fall in the 10,000 and above income class whereas 17% of the grand total of students was oblivious to the monthly income of their family.
# 1 2 3 4 5
Answer 2000-4000 5000-7000 8000-10000 10000 and above No Idea Total
Bar
Responses 272 193 189 89 157 900
% 30.16% 21.43% 21.03% 9.92% 17.46% 100%
# 1 2
Answer Yes No
Bar
Responses 733 314
% 69.73% 30.27%
Total
1048
100%
Female Students Analysis
# 1 2
Answer Yes No Total
Bar
% 55.38% 44.62% 100%
# 1 2 3 4
Bar
Responses 10 447 230 461 1048
% 0.56% 56.67% 18.33% 24.44% 100%
# 1 2
Answer Yes No Total
Bar
% 34.11% 65.89% 100%
# 1 2 3
Bar
Responses 335 670 52 1048
% 31.58% 63.68% 4.74% 100%
# 1 2
Answer New Old Total
Bar
% 68.46% 31.54% 100%
# 1 2
Answer Yes No Total
Bar
% 74.03% 25.97% 100%
# 1 2
Answer Yes No Total
Bar
% 92.28% 7.72% 100%
# 1 2
Answer Yes No Total
Bar
% 89.27% 10.73% 100%
# 1 2
Answer Yes No Total
Bar
% 30.12% 69.88% 100%
# 1 2 3 4 5
Bar
Responses 94 168 188 147 451 1048
% 8.4% 16.03% 17.94% 14.5% 43.13% 100%
Analysis of Households Survey (Male)

# 1 2 3 Answer Yes, significantly No, not significantly Not at all Total Bar Responses 116 27 5 148 % 78.64% 17.48% 3.88% 100%
# 1 2 3 4
Answer Significant positive effect Insignificant effect Significant negative effect Other Total
Bar
Responses 99 2 34 13 148
% 66.99% 0.97% 23.3% 8.74% 100%
# 1 2 3
Answer Yes, Significant positive effect No, Negative effect Other Total
Bar
Responses 67 25 56 148
% 44.66% 17.48% 37.86% 100%
# 1 2
Answer Yes No Total
Bar
Responses 58 87 145
% 39.6% 60.4% 100%
# 1 2 3
Answer PTC School Head Teacher Total
Bar
% 2.5% 42.5% 55% 100%
# 1 2
Answer Yes No Total
Bar
Responses 57 46 103
% 55.34% 44.66% 100%
# 1
Answer PTC
Bar
Responses 2
% 3.45%
2 3
School Head Teacher Total
12 44 58
20.69% 75.86% 100%
# 1 2
Answer Yes No Total
Bar
Responses 27 46 73
% 36.99% 63.01% 100%
# 1 2 3 4
Answer 2000-4000 5000-7000 8000-10000 10000 and above Total
Bar
Responses 5 28 51 62 146
% 2.94% 18.63% 35.29% 43.14% 100%
Analysis of Households Survey (Female)
# 1 2 3
Answer Yes, significantly No, not significantly Not at all Total
Bar
% 62.59% 33.33% 4.08% 100%
# 1 2 3 4
Answer Significant positive effect Insignificant effect Significant negative effect Other
Bar
% 19.59% 4.05% 66.89% 9.46%
Total
148
100%
# 1 2 3
Bar
% 62.84% 23.65% 13.51% 100%
# 1 2
Answer Yes No Total
Bar
Responses 97 50 147
% 65.99% 34.01% 100%
# 1 2 3
Bar
% 2.02% 39.39% 58.59% 100%
# 1 2
Answer Yes No Total
Bar
Responses 98 45 143
% 68.53% 31.47% 100%
# 1 2 3
Answer PTC School Head Teacher
Bar
Responses 5 54 40
% 5.05% 54.55% 40.4%
Total
99
100%
# 1 2
Answer Yes No Total
Bar
Responses 52 55 107
% 48.6% 51.4% 100%
# 1 2 3 4
Bar
Responses 8 63 47 28 146
% 5.48% 43.15% 32.19% 19.18% 100%
# 1 2 3 4 5
Answer Yes No 15 days or less 15-30 days 30 days or more Total
Bar
Responses 141 0 0 0 0 141
% 100% 0% 0% 0% 0% 100%
PTC (Male)
# 1 2
Answer Yes No Total
Bar
Responses 140 0 140
% 100% 0% 100%
# 1 2 3 4
Answer 15 days or less 15-30 days 30-60 days more than 60 days Total
Bar
Responses 116 25 0 0 141
% 82.27% 17.73% 0% 0% 100%
# 1 2
Answer Administrative No information about cause of delay Total
Bar
Responses 7 134 141
% 4.96% 95.04% 100%
# 1 2 3
Answer Follow up schools Meet EDO No role Total
Bar
% 95.04% 0.71% 4.26% 100%
# 1 2
Answer Yes No Total
Bar
Responses 132 8 140
% 94.29% 5.71% 100%
# 1 2
Answer Yes, significantly No, Not significantly Total
Bar
Responses 139 2 141
% 98.58% 1.42% 100%
# 1 2
Answer Significant positive effect Insignificant effect
Bar
Responses 45 10
% 31.91% 7.09%
Negative effect Total
86 141
60.99% 100%
# 1 2 3 4 5
Answer Yes No 15 days or less 15-30 days 30 days or more Total
Bar
Responses 144 5 0 0 0 149
% 96.64% 3.36% 0% 0% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 150 0 150
% 100% 0% 100%
# 1 2 3 4
Bar
Responses 99 9 3 0 111
% 89.19% 8.11% 2.7% 0% 100%
# 1 2
Answer Administrative No information about cause of delay Total
Bar
Responses 1 111 112
% 0.89% 99.11% 100%
# 1 2 3
Bar
% 96.67% 2.67% 0.67% 100%
# 1 2
Answer Yes No Total
Bar
Responses 136 6 142
% 95.77% 4.23% 100%
# 1 2
Bar
% 91.22% 8.78% 100%
# 1 2 3
Answer Significant positive effect Insignificant effect Negative effect Total
Bar
% 0.67% 1.33% 98% 100%
Teachers Analysis (female)
# 1 2
Answer Yes No Total
Bar
Responses 221 0 221
% 100% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 216 3 219
% 98.63% 1.37% 100%
# 1 2 3 4
Answer 15 days or less 15-30 days 30-60 days More than 60 days Total
Bar
% 68.42% 10.53% 21.05% 0% 100%
# 1 2 3
Answer Received late Administrative Other problems Total
Bar
Responses 5 3 1 9
% 55.56% 33.33% 11.11% 100%
# 1 2 3
Answer No significant affect Creates teaching problems Other Total
Bar
% 7.27% 92.73% 0% 100%
# 1 2
Answer Student loses interest No effect on performance Total
Bar
Responses 207 2 209
% 99.04% 0.96% 100%
# 1 2 3 4
Bar
Responses 0 6 214 0 220
% 0% 2.73% 97.27% 0% 100%
# 1 2 3 4
Answer One Two Three Other Total
Bar
Responses 216 3 0 0 219
% 98.63% 1.37% 0% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 5 141 146
% 3.42% 96.58% 100%
Teachers Analysis (male)
# 1 2
Answer Yes No Total
Bar
Responses 206 0 206
% 100% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 193 0 193
% 100% 0% 100%
# 1 2 3 4
Bar
% 96.55% 3.45% 0% 0% 100%
# 1 2 3
Bar
Responses 5 9 9 23
% 21.74% 39.13% 39.13% 100%
# 1 2 3
Bar
% 27.81% 71.66% 0.53% 100%
# 1 2
Bar
% 90.63% 9.38% 100%
# 1 2 3 4
Bar
Responses 37 7 147 4 195
% 18.97% 3.59% 75.38% 2.05% 100%
# 1 2 3 4
Bar
Responses 154 38 2 1 195
% 78.97% 19.49% 1.03% 0.51% 100%
# 1 2
Answer Yes No Total
Bar
% 15.57% 84.43% 100%
; Answer Bar Responses %
1 2
Yes No Total
71 1 72
98.61% 1.39% 100%
# 1 2
Answer Yes No Total
Bar
Responses 44 5 49
% 89.8% 10.2% 100%
# 1 2 3
Answer Within 10 days Within 30 days More than 30 days Total
Bar
Responses 53 0 0 53
% 100% 0% 0% 100%
# 1 2 3 4 5 6 7 8 9
Answer Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9
Min Value 0 0 0 0 0 0 0 0 0 0 0 0
Max Value 150 130 100 90 80 70 25 0 0 0 0 0
Average Value 45.684931506849 37.945205479452 30.72602739726 25.917808219178 24.260273972603 19.369863013699 0.34246575342466 0 0 0 0 0
Standard Deviation 38.661234069632 31.014732346526 25.587681646738 22.426270201025 20.17976667995 17.878064499793 2.9260286799033 0 0 0 0 0
10 Class 10 11 Class11
12 Class 12
# 1 2 3 4 5 6 7 8 9
Answer Class 1 Class2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9
Min Value 0 0 0 0 0 0 0 0 0 0 0
Max Value 16 28 28 22 31 28 0 0 0 0 0
Average Value 0.21917808219178 0.38356164383562 0.38356164383562 0.3013698630137 0.42465753424658 0.38356164383562 0 0 0 0 0
Standard Deviation 1.8726583551381 3.2771521214917 3.2771521214917 2.5749052383149 3.62827556308 3.2771521214917 0 0 0 0 0
10 Class 10 11 Class 11
12 Class 12
No of books more than 15days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 No of books more than 20days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 No of books more than 30days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12
No of books more than15 days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 No of books more than 20 days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 No of books more than 30 days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12
# 1 2
Answer Yes No Total
Bar
Responses 3 60 63
% 4.76% 95.24% 100%
# 1 2 3
Answer inadequate accounting system Lack of manpower Too much paper work Total
Bar
Responses 0 0 0 0
% 0% 0% 0% 100%
# 1 2 3
Answer 10 days 20 days 30 days
Bar
Responses 24 0 0
% 96% 0% 0%
Other Total
1 25
4% 100%
# 1 2
Answer Yes No Total
Bar
Responses 20 45 65
% 30.77% 69.23% 100%
# 1 2
Answer Yes No Total
Bar
Responses 0 64 64
% 0% 100% 100%
# 1 2 3 4 5 6 7 8 9
Answer Yes No 1-10% 10-20% 20-30% 30-40% 40-50% 50-60% Other Total
Bar
Responses 0 3 6 1 0 0 1 0 55 66
% 0% 4.55% 9.09% 1.52% 0% 0% 1.52% 0% 83.33% 100%
# 1 2 3 4
Answer Significant positive impact Insignificant impact Negative impact Other Total
Bar
% 0% 7.58% 92.42% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 13 36 49
% 26.53% 73.47% 100%
Headmasters Analysis
# 1 2
Answer Yes No Total
Bar
Responses 87 0 87
% 100% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 85 0 85
% 100% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 15 12 27
% 55.56% 44.44% 100%
# 1 2 3
Bar
Responses 64 2 1 67
% 95.52% 2.99% 1.49% 100%
# 1 2 3 4 5 6 7 8 9
Min Value 0 0 0 0 0 0 0 0 0 0 0
Max Value 2332 1998 2065 2430 2160 536 536 536 536 536 536
Average Value 303.93181818182 225.51136363636 252.95454545455 296.06818181818 278.95454545455 17.125 7.9772727272727 8.0227272727273 7.6818181818182 7.4545454545455 6.0909090909091
Standard Deviation 461.31396034637 372.43464270631 417.32841911903 519.8322407433 493.04516845825 67.737629824588 59.620635414168 59.743893502745 58.8884676286 58.40857067697 57.137791983304
12 Class 12
536
6.0909090909091
57.137791983304
# 1 2 3 4 5 6 7 8 9
Min Value 0 0 0 0 0 0 0 0 0 0
Max Value 10 5 6 3 2 0 0 0 0 0
Average Value 0.18181818181818 0.079545454545455 0.10227272727273 0.034090909090909 0.022727272727273 0 0 0 0 0
Standard Deviation 1.2368429828654 0.57178066104663 0.71180154678553 0.31980107453342 0.21320071635561 0 0 0 0 0
10 Class 10
0 0
0 0
0 0
0 0
# 1 2
Answer Yes No Total
Bar
Responses 2 83 85
% 2.35% 97.65% 100%
# 1 2 3
Bar
Responses 1 0 0 1
% 100% 0% 0% 100%
# 1 2 3 4
Answer 10 days 20 days 30 days Other Total
Bar
% 78.46% 12.31% 3.08% 6.15% 100%
# 1 2
Answer Yes No Total
Bar
Responses 49 33 82
% 59.76% 40.24% 100%
# 1 2
Answer Yes No Total
Bar
Responses 13 70 83
% 15.66% 84.34% 100%
# 1 2 3 4 5 6 7 8 9
Bar
Responses 0 23 37 3 2 0 3 2 11 81
% 0% 28.4% 45.68% 3.7% 2.47% 0% 3.7% 2.47% 13.58% 100%
# 1 2 3 4
Bar
% 30.59% 0% 68.24% 1.18% 100%
# 1 2
Answer Yes No Total
Bar
Responses 46 32 78
% 58.97% 41.03% 100%
Summary of Analysis of DI Khan
The field data collected from different schools of DI Khan from a variety of respondent groups show varying results. One thing that was constant was the fact that each group had differing answers about the time and numbers of books received. The students complained the distribution was untimely while the heads of schools made it clear that all books were received in a timely manner barring a few respondents. The parents, teachers and PTC members all had varying responses about the issue. From this fact some conclusion can be drawn which are listed below:
The responding groups were actually unaware of the time and numbers of the books but have filled in false information.
There was actually a difference in the timing of when the books arrived at the circle and when they got to the schools where they were in turn distributed among the students. The process of transportation was a long one which could have caused the delays in between stops.
The books were actually being received late and in lesser numbers but the authorities chose to cover those facts up to hide their own incompetence behind it.
Another very peculiar fact that was noted during the extensive analysis was that when asked whether books should be given to the students or should that be changed to a cash provision so that students can buy their own books in time, all the respondents group with the exception of the male household member, said in a majority of around 90% that books should be given and cash distribution should be avoided lest the money be used for other purposes than it was intended to be. 92.4% of the school heads believe that the distribution of money over books would cause a negative effect whereas on 7.5% of them said it would have am insignificant effect. None were found endorsing the idea of cash over free textbooks. This could very well validate the point that many of the members attending the Focus Group Discussion (FGD) raised, that the money could not be given to the students or could be taken away from them to be used in other household purposes. Being the provider of the family, it is only understandable that the male household member should vote for cash over books. This further strengthens the view that distributing books is the only way to ensure the underprivileged get the education that they wish to receive. It was rather strange though that the better the financial standing to the family, the less reluctant they were to accept cash instead of books. As we speak of the underprivileged, another point comes into the light, one of the financial situation of the household from which the student hails. According to the PTC members of both genders, the free text books have had a great positive effect on the household budget of the students. At the same time the Household members themselves had different or rather mixed opinions about the extent to which their financial standing was affected by the provision of these books. The less privileged the family, the less they felt any significant change in their finances due to the free books. This might have been due to the fact that the money they saved
was still insufficient to provide a better day for them which left them thinking the books had no financial significance for their household. According to almost all the students the books were received late and two thirds of the students said they received the books in 15-30 days. These numbers clashed with those collected from the teachers and school heads data according to whom only an insignificant portion of the students received the books later than the 15 days window. This could have been cause due to some of many reasons: 90% of the teachers and schools received books in 15 days of commencement of the session at the latest and took their time in distributing them among the students. The recorded time of delivery to schools was faulty. This is not an over reaching conclusion since the fact that the number of books were not properly recorded and were assumed when being delivered to schools. Coinciding information was that of the old/new books. The headmasters/headmistresses said that only mere percentage of students being 15.6% of the male students had returned the books that they were provided by the school upon completion of their academic year. Similarly only a third of the students were given old or previously owned books and the rest were given new ones. This information was found extremely reliable when translated into numbers and figures as were the figures for the household incomes of the families of the students. Also found was the fact that only around 30% of the schools reshuffled their demand for books the next year in consideration with the old books returned. The rest of the school making up to 70% retained their original demands.
Buner Analysis
Focus Group Discussion (BUNER)
For the district of Buner, as mentioned in the methodologies sections, a FGD was held which was attended by the following members: Syed Muhammad- ADO, Hamid Ur Rehman ADO , Sarmast Khan ADO Female , Muhammad Saeed Head master-GHS no: 2 Daggar, Shah Jehan ADO, Aman Ul mulk ADO , Syed Zahid ADO, Bakht Syed-Head Master GHS Hisar, Sadiq Ur Rehman-Head Master GHS Bagra, Javid Akhtar, Shahid Khan , Arif Hussain, zarif Khan , Mrs, Marina Khan and Miss Robia Khan. After having proceeded with the ritual religious and National customs for a formal meeting, the members discussed the problems they are faced with in detail. The teachers put forth their worries as did the administration and the government in order to try and find a way to best operate as a team with having to put up with the least amounts of inconveniences possible. Some of the main issues under discussion were:
Transport and Delivery:

Many of the teachers put forth the complaint that they do not receive sufficient allowances to cover the expenses for travel fares and the fact that they at times have to make more than one trip on their own expenses makes them reluctant to take up the responsibility. If not addressed properly, this problem may drive away the teachers from volunteering to collect books from circle/districts. Other than the expenses, the teachers are worried about leaving their classes unattended to go for collection of books which leaves the students at loss of class time.
Apart from this the school heads pointed out that there are only two distribution circles in Buner in Daggar and Gagra Tehsil. Many of the school are remotely situated which make commuting to and from the circles to collect books a great hassle for the volunteering teachers and on top of that, the books are not received in the required numbers which makes repeated visits for the collection of books unavoidable. A point most relevant in this situation is the one of the female teachers. Since these areas are rural and the culture does not allow women to travel alone, it creates a lot of problem for the teachers to collect the books for their schools. Insurgency situation in the area makes the bad situation even worse since the teachers receive threats from the militants for travelling alone without male accompaniment.
Lack of Interest on Parents Side:

Many of the teachers complained that majority of the poorer parents are more interested in having their children work for money rather than waste time in school. These parents have no appreciations for the efforts of the government and donor organizations efforts to educate the youth of their families. These parents do not participate in PTC meetings and nor do they endorse the education of their children. The students are mostly enrolled in school by choice and against much opposition from their families. However not all parents are against education and those who are supportive of their childrens education but cannot afford to keep up with the expenses feel grateful for the provisions being made in form of free text books.
Money over Books:

When the question of whether or not the students should be given cash to purchase books rather than giving them books which are more often than not subject to delays, causing many problems, ADO Syed Muhammad responded saying it would be a great initiative to save the time of the students but it would require monitoring to ensure that
the money is in fact being used to purchase books. The fear that the parents would take the money from the children for household use creates much hesitation among the officials to initiate such a programme.
Quantity over Quality:

Heads of schools complained that the lack of monitoring over the contractors have led to a situation where in order to meet the required number of production, they have brought the quality of the books down in order to get a larger cut out of the compensations agrees upon. This leads to deterioration of books rapidly which increases demand. Other than that, the printing is also in bad shape making it impossible to comprehend at some times for the students.
Male Students Analysis
# 1 2
Answer Yes No Total
Bar
Responses 215 2 217
% 99.08% 0.92% 100%
# 1 2
Answer Yes No Total
Bar
% 92.59% 7.41% 100%
# 1 2 3 4
Bar
% 61.54% 1.92% 13.46% 23.08% 100%
# 1 2
Answer Yes No Total
Bar
% 18.79% 81.21% 100%
# 1 2 3
Bar
Responses 40 2 2 44
% 90.91% 4.55% 4.55% 100%
# 1 2
Bar
Responses 202 4 206
% 98.06% 1.94% 100%
# 1 2
Answer Yes No Total
Bar
% 93.45% 6.55% 100%
# 1 2
Answer Yes No Total
Bar
Responses 154 0 154
% 100% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 210 4 214
% 98.13% 1.87% 100%
# 1 2
Answer Yes No Total
Bar
% 40.09% 59.91% 100%
# 1 2 3 4 5
Bar
Responses 44 70 40 62 3 219
% 20.09% 31.96% 18.26% 28.31% 1.37% 100%
Female Students Analysis
# 1 2
Answer Yes No Total
Bar
Responses 241 0 241
% 100% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 232 5 237
% 97.89% 2.11% 100%
# 1 2 3 4
Bar
% 15.79% 5.26% 10.53% 68.42% 100%
# 1 2
Answer Yes No Total
Bar
Responses 9 193 202
% 4.46% 95.54% 100%
# 1 2 3
Bar
Responses 55 2 1 58
% 94.83% 3.45% 1.72% 100%
# 1 2
Bar
Responses 239 3 242
% 98.76% 1.24% 100%
# 1 2
Answer Yes No Total
Bar
Responses 202 9 211
% 95.73% 4.27% 100%
# 1 2
Answer Yes No Total
Bar
Responses 227 1 228
% 99.56% 0.44% 100%
# 1 2
Answer Yes No Total
Bar
Responses 235 4 239
% 98.33% 1.67% 100%
# 1 2
Answer Yes No Total
Bar
% 32.22% 67.78% 100%
# 1 2 3 4 5
Bar
Responses 81 50 33 70 3 237
% 34.18% 21.1% 13.92% 29.54% 1.27% 100%
Male Teachers Analysis

# 1 2 Answer Yes No Total Bar Responses 74 20 94 % 78.72% 21.28% 100%
# 1 2
Answer Yes No Total
Bar
Responses 89 5 94
% 94.68% 5.32% 100%
# 1 2 3 4
Bar
% 68.18% 13.64% 9.09% 9.09% 100%
# 1 2 3
Bar
Responses 6 9 6 21
% 28.57% 42.86% 28.57% 100%
# 1 2 3
Bar
% 25% 75% 0% 100%
# 1 2
Bar
Responses 81 2 83
% 97.59% 2.41% 100%
# 1 2 3 4
Bar
% 47.31% 0% 49.46% 3.23% 100%
# 1 2 3 4
Bar
Responses 50 18 3 23 94
% 53.19% 19.15% 3.19% 24.47% 100%
# 1 2
Answer Yes No Total
Bar
Responses 10 63 73
% 13.7% 86.3% 100%
Female Teachers Analysis

# 1 2 Answer Yes No Total Bar Responses 12 1 13 % 92.31% 7.69% 100%
# 1 2
Answer Yes No Total
Bar
Responses 12 1 13
% 92.31% 7.69% 100%
# 1 2 3 4
Bar
Responses 5 1 0 0 6
% 83.33% 16.67% 0% 0% 100%
# 1 2 3
Bar
Responses 0 3 0 3
% 0% 100% 0% 100%
# 1 2 3
Bar
Responses 1 12 0 13
% 7.69% 92.31% 0% 100%
# 1 2
Bar
Responses 13 0 13
% 100% 0% 100%
# 1 2 3 4
Bar
% 0% 7.69% 92.31% 0% 100%
# 1 2 3 4
Bar
% 76.92% 0% 23.08% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 1 12 13
% 7.69% 92.31% 100%
# 1 2
Answer Yes No Total
Bar
Responses 35 14 49
% 71.43% 28.57% 100%
# 1 2
Answer Yes No Total
Bar
Responses 43 5 48
% 89.58% 10.42% 100%
# 1 2
Answer Yes No Total
Bar
Responses 39 4 43
% 90.7% 9.3% 100%
# 1 2 3
Bar
% 42.11% 2.63% 55.26% 100%
# 1 2 3 4 5 6 7 8 9
Min Value 0 0 0 0 0 0 0 0 0 0 0
Max Value 344 450 596 550 517 515 121 131 100 100 100
Average Value 54.428571428571 60.836734693878 51.081632653061 44.34693877551 43.326530612245 45.30612244898 11.183673469388 11.979591836735 6.0612244897959 4.4285714285714 2.0408163265306
Standard Deviation 73.658559131532 94.656252421322 96.229724430373 88.330711679746 82.114601765638 86.825064565105 28.04585045762 28.811520985477 21.420792238758 18.255136263529 14.285714285714
12 Class 12
# 1 2 3 4 5 6 7 8 9
Min Value 0 0 0 0 0 0 0 0 0 0
Max Value 33 136 137 143 58 29 0 31 0 6
Average Value 1.265306122449 3.4489795918367 4.3265306122449 4.530612244898 1.6326530612245 0.6530612244898 0 0.63265306122449 0 0.12244897959184
Standard Deviation 5.3298511166045 19.577901258487 21.055865923678 21.995361292039 8.6281851064574 4.1560749732979 0 4.4285714285714 0 0.85714285714286
10 Class 10
0 0
0 0
0 0
0 0
No of books more than 15days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 13 2 4 52 20% 10% 10% 15%
No of books more than 20days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 No of books more than 30days Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class 11 Class 12 3 4
30
25
5%
5%
5%
10%
10%
# 1 2
Answer Yes No Total
Bar
Responses 3 41 44
% 6.82% 93.18% 100%
# 1 2 3
Bar
Responses 0 1 1 2
% 0% 50% 50% 100%
# 1 2 3 4
Bar
% 60.53% 2.63% 2.63% 34.21% 100%
# 1 2
Answer Yes No Total
Bar
Responses 23 19 42
% 54.76% 45.24% 100%
# 1 2
Answer Yes No Total
Bar
Responses 10 33 43
% 23.26% 76.74% 100%
# 1 2 3 4 5 6 7 8 9
Bar
Responses 0 9 4 5 4 0 4 5 9 40
% 0% 22.5% 10% 12.5% 10% 0% 10% 12.5% 22.5% 100%
# 1 2 3 4
Bar
% 51.16% 4.65% 44.19% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 13 29 42
% 30.95% 69.05% 100%
Headmistress Analysis
# 1 2 Answer Yes No Total Bar Responses 19 1 20 % 95% 5% 100%
# 1 2
Answer Yes No Total
Bar
Responses 19 1 20
% 95% 5% 100%
# 1 2
Answer Yes No Total
Bar
Responses 12 3 15
% 80% 20% 100%
# 1 2 3
Bar
Responses 9 1 4 14
% 64.29% 7.14% 28.57% 100%
# 1 2 3 4 5 6 7 8 9 10 11
Answer Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Class11
Min Value 0 0 0 0 0 0 0 0 0 0 0
Max Value 130 161 100 100 100 80 67 0 0 0 0
Average Value 52.65 49.15 43.2 40.1 33.7 10.65 3.35 0 0 0 0
Standard Deviation 49.485005703482 49.307066857655 42.620232408169 40.808796781293 41.306428708272 23.548997073292 14.981655449249 0 0 0 0
12
Class 12
# 1 2 3 4 5 6 7 8 9 10
Answer Class 1 Class2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10
Min Value 0 0 0 0 0 0 0 0 0 0
Max Value 0 0 0 0 0 60 70 0 0 0
Average Value 0 0 0 0 0 3 3.5 0 0 0
Standard Deviation 0 0 0 0 0 13.416407864999 15.652475842499 0 0 0
11 12
Class 11 Class 12
0 0
0 0
0 0
0 0
# 1 2
Answer Yes No Total
Bar
Responses 3 15 18
% 16.67% 83.33% 100%
# 1 2 3
Bar
Responses 1 0 0 1
% 100% 0% 0% 100%
# 1 2 3 4
Bar
% 33.33% 13.33% 6.67% 46.67% 100%
# 1 2
Answer Yes No Total
Bar
Responses 10 9 19
% 52.63% 47.37% 100%
# 1 2
Answer Yes No Total
Bar
Responses 5 14 19
% 26.32% 73.68% 100%
# 1 2 3 4 5 6 7 8 9
Bar
Responses 0 4 1 0 2 0 1 1 7 16
% 0% 25% 6.25% 0% 12.5% 0% 6.25% 6.25% 43.75% 100%
# 1 2 3 4
Bar
% 22.22% 0% 77.78% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 17 1 18
% 94.44% 5.56% 100%
PTCs Analysis (male)
# 1 2
Answer Yes No Total
Bar
Responses 47 1 48
% 97.92% 2.08% 100%
# 1 2 3 4
Bar
% 0% 76.92% 0% 23.08% 100%
# 1 2
Answer Administrative No information about cause of delay
Bar
Responses 2 9
% 18.18% 81.82%
Total
11
100%
# 1 2 3
Bar
% 61.7% 6.38% 31.91% 100%
# 1
Answer Yes
Bar
Responses 44
% 100%
No Total
0 44
0% 100%
# 1 2
Bar
Responses 44 4 48
% 91.67% 8.33% 100%
# 1 2 3
Bar
% 42.86% 0% 57.14% 100%
PTCs Analysis (Female)

# 1 2 3 4 5 Answer Yes No 15 days or less 15-30 days 30 days or more Total Bar Responses 12 0 0 0 0 12 % 100% 0% 0% 0% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 12 0 12
% 100% 0% 100%
# 1 2 3 4
Bar
Responses 0 4 1 0 5
% 0% 80% 20% 0% 100%
# 1
Answer Administrative
Bar
Responses 1
% 50%
No information about cause of delay Total
1 2
50% 100%
# 1 2 3
Bar
Responses 11 0 1 12
% 91.67% 0% 8.33% 100%
# 1 2
Answer Yes No Total
Bar
Responses 10 0 10
% 100% 0% 100%
# 1 2
Bar
Responses 12 0 12
% 100% 0% 100%
# 1 2 3
Bar
Responses 0 0 12 12
% 0% 0% 100% 100%
Households Analysis (Male)

# 1 2 3 Answer Yes, significantly No, not significantly Not at all Total Bar Responses 83 8 2 93 % 89.25% 8.6% 2.15% 100%
# 1 2 3 4
Bar
Responses 36 0 44 13 93
% 38.71% 0% 47.31% 13.98% 100%
# 1 2 3
Bar
Responses 82 5 6 93
% 88.17% 5.38% 6.45% 100%
# 1 2
Answer Yes No Total
Bar
Responses 14 62 76
% 18.42% 81.58% 100%
# 1 2 3
Bar
Responses 4 12 6 22
% 18.18% 54.55% 27.27% 100%
# 1 2
Answer Yes No Total
Bar
Responses 13 42 55
% 23.64% 76.36% 100%
# 1 2 3
Bar
Responses 3 7 8 18
% 16.67% 38.89% 44.44% 100%
# 1 2
Answer Yes No Total
Bar
Responses 25 3 28
% 89.29% 10.71% 100%
# 1 2 3 4
Bar
Responses 24 19 15 34 92
% 26.09% 20.65% 16.3% 36.96% 100%
Households Analysis (female)

# 1 2 3 Answer Yes, significantly No, not significantly Not at all Total Bar Responses 17 1 0 18 % 94.44% 5.56% 0% 100%
# 1 2 3 4
Bar
% 22.22% 0% 72.22% 5.56% 100%
# 1 2 3
Bar
Responses 18 0 0 18
% 100% 0% 0% 100%
# 1 2
Answer Yes No Total
Bar
Responses 3 12 15
% 20% 80% 100%
# 1
Answer PTC
Bar
Responses 0
% 0%
2 3
School Head Teacher Total
2 1 3
66.67% 33.33% 100%
# 1 2
Answer Yes No Total
Bar
Responses 3 9 12
% 25% 75% 100%
# 1 2 3
Bar
Responses 0 3 1 4
% 0% 75% 25% 100%
# 1 2
Answer Yes No Total
Bar
Responses 3 0 3
% 100% 0% 100%
# 1 2 3 4
Bar
% 38.89% 11.11% 16.67% 33.33% 100%
Summary of Buner Field Data Analyses
The field data collected from the schools in Buner included questionnaires that were targeted to interview the receiving schools head, Students, teachers, PTCs and the parents/guardians of the students regarding the effectiveness of the programme and to assess to what extent it was successful and what cause it to be less than perfect. We shall now be discussing some of those points in detail. The first group to be discussed is the students who stand to benefit directly from the success of the project. According to the collected data the students did not have many complaints about the delays in the reception of books however; quite a few of them had received incomplete sets of books. This could potentially have affected their studies in a negative manner for the classes of which they did not have the books. Other than that the delays cause much wastage of valuable class time on the students end which is why a large proportion of the students have demanded to be paid cash for the books to avoid wasting time in delayed distribution. The numerical elaboration of the mentioned facts is as follows:
99.8% of the male students received books on time whereas among the female students 100% of the books were received in time for the start of the session 2011-2012. Out of all the books received, 2% of all students received old books while approximately 98% received theirs new.
Among the males, 61% of the late receivers said they received no books at all whereas among the females, this figure was only 15.79%. Although deserving of attention, the female responses cause much less of a worry than that of the males where students could well have been deprived of books for the entire academic session.
82% of male students received books on time and so did 95% of the females. Overall, approximately 90% of all students received their books within 15 days of the starting of session whereas for almost 3% it took30-60 days or more.
The students around 94% found the free text books extremely helpful in many ways the main focus being the relief of financial constraints on their education due to hailing from low income families, of a monthly household income of 2000-4000 rupees, which made for 32% of the male and 34% of the female students.
Almost all the students, both genders inclusive responded stating that their performance in class could greatly benefit from the timely distribution of the free textbooks. This view was also reflected in the teachers responses with more than 90% stating that students could greatly benefit from punctual distribution of books and avoid losing interest in class which 100% of the teachers believed, happens in the absence of books with the students.
The teachers too stood to benefit from the free text books as it provided an opportunity for the students not to drop out of school for lack of finances and the teachers hard work would be redeemed from going to waste. They did however complain about the late distribution causing them problems with teaching in class. According to a majority of the teachers bother male and female, the administration stood responsible for the delayed distributions in the schools as most of them revealed the school to have received the books in time but were not distributed among the students at the beginning of the session to which, the heads of schools responses clarified that this happened due to the lack of manpower and inadequate accounting system at the institutions. 22% of these respondents were of the opinion that these delays happened due to inadequate manpower. Another important issue that need to be paid due attention is the fact that the teachers are not paid enough money to cover the travel expenses of the circle/district books collection points. They have reported that more often than not, they paid out of their own pockets and were not reimbursed the amounts. This issue need to be tackled and fast since this might potentially drive the teachers away from offering their services if instead of being paid for it, they have to pay out of their personal earnings. Other issues that need to be addressed with great attention are follows: Students need to return the books provided to them on promotion to next class so that incase of shortage, the books can be used by their successors. Only 15% of the total students were found to have returned books upon leaving schools. Heads of school need to regulate a better accounting and inventory system. If they are unable to gauge how many students received what number of books, then how do they expect to keep track of the distribution and re-collection of the books from the students? Authorities need to let the PTCs into the limelight so that they can gain the non-member parents trust as it was evident from collected data that they would rather take up their problems with the heads of schools or the teachers rather than the PTCs who are
assigned to be their representatives in such situations. Only around 10% of the household members were reported to have taken their complaints to the PTCs rather than teachers or school heads. Other than the aforementioned, the respondents were quite happy about the progress of the programme and were found to be highly benefitting from the provisions.
Findings:
From the surveys conducted, these are some of the some of the conclusions one can draw with the help of data analysis: Around 20% of all students received the books late or in incomplete sets. These incomplete or delayed books were corrected within 15 days of the start of the session for around 60% of the students whereas for the rest, the days varied from between 15-30 to 30-60. In some cases the time was reportedly exceeding the 60 days window but these were rare. Among the teachers responsible for the collection of books from the circles, between 35-40% of the recorded respondents, were not sufficiently compensated for transport expenses, which led to delays in their trips to the districts. Provincial govt. of KPK had provided transport fund but it was not being given to at least 30% of the teachers/schools by the concerned authorities as found by the field study analysis. Delays were caused in Buner because of the fact that only 2 circles were established for book distribution. This information was retrieved from the minutes of the focus group discussion that took place in Buner. Out of the total number of respondents, all genders and strata included, approximately 70% were found hesitant of answering certain questions. Mostly
Heads of school up to 80% were reluctant about giving out information about the number of free text books distributed among the students, class-wise. FGDs also revealed that certain schools received excess free text books than their original demands whereas some received exponentially less. 95% of the teachers found the delays in book distribution to be affecting their teaching in class. 80-90% of students were found losing interest in school due to lack of books. 90% of the students who did receive books on time reported to have been positively affected by the free provisions. Household respondents reaching up to 70% reported to having been affected positively in a significant manner by the distribution of free books. From the surveys analyzed of the heads of schools, it was found that 70% of the students do not return books issued to them by their schools upon graduation or promotion to next class.
Recommendations:
After having analyzed the entire data and FGDs certain miscalculations and shortcomings have come forth. In order for the authorities to address these shortcomings, they have been highlighted in the following points with possible solutions:
Transport Issues:
The number of circles in Buner district should be increased from the current 2 and the said be established preferably farther from each other to make remote schools more accessible. This was found necessary from the 30-40% of volunteering teachers responses who claimed that collecting books for remotely situated schools was a burden due to lack of suitable infrastructure and funds. In order to overcome the issue of female teachers being unable to travel alone which was discussed in the Buner FGD, a relatively bigger school should be assigned and compensated to collect the books for the surrounding smaller schools from the circles. This will make it easier for the remaining schools to access the books and the less scattered the transport funds, the easier it will be to track it down. Apart from that, the smaller schools would take less time in collecting their free text books saving more time for their students which is the main focus of the project.
Inventory: Inventory should be kept with EDOs and Circle/district offices to keep track of the
number of books produced for free distribution and to better deliver the right amounts of books to the respective schools and avoid multiple visits to the circle for collection of required numbers. Although according to the regulated process, records of all free text books coming in and out of the EDOs office are kept, the FGDs revealed that these rules are not always abided by and the lack of proper records causes un-even distribution of free text books among school, granting some in excess and other in scarcity.
The school heads are also advised to keep a list of the books received and distributed in
context with the number of students enrolled currently. The lack of such records currently is assumed from the reluctance of around 70% the heads of schools in providing the exact numbers and figures of received and distributed books according to class. Keeping such records will help provide better insight into the trends of the effects that the free books have on the enrollment/retention numbers, providing better insight on the effects of the projects for future references.
Neither Cash nor Book-Collection:

A great dilemma faced 80% of the respondents and officials alike was the fact that the delay of books caused loss of interest in students while providing cash for books would be impossible to monitor in the remote areas. We suggest that the authorities sign contracts with local bookstores and instead of providing money to the students they should be given student card based on which the bookstore will provide them with books for their respective classes. This way the money will be paid in contract to bookstores who will keep their storage organized and available for the students. This will save the teachers from making long and tiresome trips to the circles, provide employment opportunity to the bookstores and ensure that the funds are used to provide the children with books and not for other purposes.
To further elaborate the concept discussed above, the following flow-chart is used:

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Table of Contents

Project team 2 Acknowledgements 3 Executive Summary... 4 Introduction... 9

3. Analysis of DI KHAN District.. 16

4. Summary of Analysis. 126 5. Buner Analysis... 128

6. Survey Analyses. 131 7. Summary of Buner Field Data... 237

Project team organogram

Lack of proper infrastructure, complicating access to more remotely situated schools.

Significance of Specified Districts:

D.I. Khan District:

Hindrances and Triumphs:

Promotional Efforts for Education:

Sampling techniques used:

Methodology used for conducting the survey

Orientation sessions for enumerators:

2.2.1.2 Number of schools where survey was conducted:

Analysis of D.I. Khan District

3.1 Focus Group Discussion

Students Survey Analysis (Male)

Answer Yes No Total

Responses 600 300 900

% 66.67% 33.33% 100%

Answer yes No Total

Responses 379 521 900

% 42.06% 57.94% 100%

Answer 0 1-2 3-4 More than 4 Total

Responses 5 221 279 89 594

% 0.6% 37.35% 46.99% 15.06% 100%

Answer Yes No Total

Responses 548 325 873

% 62.8% 37.2% 100%

Answer Less than 15 15-30 30-60 days or more Total

Responses 107 347 182 636

% 16.85% 54.49% 28.65% 100%

7. Did receiving the books late have an effect on your studies?

96.03% 3.97% 100%

Answer Yes No Total

Responses 865 11 876

% 98.78% 1.22% 100%

Answer # 1 2 Yes No Total

Responses 871 26 897

% 96.79% 3.21% 100%

Answer Yes No Total

Responses 382 511 893

% 39.04% 60.96% 100%

Answer 2000-4000 5000-7000 8000-10000 10000 and above No Idea Total

Responses 272 193 189 89 157 900

% 30.16% 21.43% 21.03% 9.92% 17.46% 100%

Responses 733 314

Female Students Analysis

Answer Yes No Total

Responses 587 461 1048

% 55.38% 44.62% 100%

Answer 0 1-2 3-4 More than 4 Total

Responses 10 447 230 461 1048

% 0.56% 56.67% 18.33% 24.44% 100%

Answer Yes No Total

Responses 357 691 1048

% 34.11% 65.89% 100%

Answer Less than 15 15-30 30-60 days or more Total

Responses 335 670 52 1048

% 31.58% 63.68% 4.74% 100%

Answer New Old Total

Responses 712 335 1048