Literacy Rate in FATA is over 33 percent: Survey

ISLAMABAD: The government is taking concrete measures for promotion of education in Federally Administered Tribal Areas (FATA) where literacy rate is 33.3 per cent.

According to FATA Development Indicator Household Survey report (FDIHS, 2013-2014), 11.8 percent of FATA youth aged between 15-24 are unemployed.

Literacy rate in FATA is over 33 percen 2 The survey has been carried out by the Bureau of Statistics, FATA Secretariat with a tripartite arrangement between, Pakistan Institute of Development Economics and the Institute of Management Sciences, Peshawar, with the financial support of Governance Support Project FATA-Multi Donor Trust Fund.

Literacy rate in FATA is over 33 percenAccording to the survey, there are marked gender differences in literacy rate with 49.7 per cent males in FATA are registered literate against 12.7 percent females.

About the health, water and sanitation data, the report says only 8.9 percent of estimated population have access to piped drinking water while 38.3 percent of FATA households have flush latrines.

Only 6.3 percent houses have underground drainage system and only 29.5 per cent of births were attended by skilled health personals. Moreover, the report says 0.7 percent children (age 2-9) have at least one disability in overall FATA, furthermore 71.8 per cent of FATA people use radio as source of information.

During this exercise, 4,070 household were surveyed, all the agencies and frontier regions were included except North Waziristan and parts of Orakzai and Khyber agencies because of security situation.

This report having more than 50 development indicators also shows the comparison of FATA data with national and provincial status.

The objectives of the survey is to make available quality and reliable DATA and statistics on key development and socio economics parameters to FATA planners and policy makers and importantly the capacity development of the Bureau of Statistics and FATA Secretariat for conducting future studies.

Before, 1998 census was the only source for the development planning baseline, the absence of any reliable data prompted FATA Secretariat to launch an initiative for conducting the FDIHS 2013- 14.

The data will be used as baseline for development planning of FATA.




Pakistan is a country whose literacy rate remains at 58% and the country looks set to miss the millennium development goal. Unfortunately, children who are well equipped and who belong to good and rich families aren’t even developing at a faster pace due to political instability, rising terrorism, etc let aside handicapped children.

The Ministry of Education in Pakistan has regrettably ignored the need of Social and Emotional Well-Being of Children and Youth with Disabilities and, if continued, the future of Pakistan can fade. Social prosperity is fundamental to general wellbeing and personal satisfaction for all kids, youth, and grown-ups. On the other hand, youngsters and youth with disabilities are regularly at higher danger for encountering lower levels of social, and related enthusiastic, prosperity than their associates without disabilities. They are among those more inclined to be tormented and harassed, have a little number of companions, take an interest in couple of extracurricular exercises, and by and large be joined with few individuals outside their families. This implies the grown-ups in their lives should be proactive in supporting and fortifying the social prosperity of these youngsters. Basically, “social and emotional prosperity” is an adjusted, sound method for associating with others and the capacity to properly react to our own particular feelings. It is a center part of a man’s advancement. Our abilities and needs to associate with others (social), and to know and deal with our inward sentiments and encounters (emotional), are focal elements of our personal satisfaction. All children, youth, and grown-ups require consideration and regard for these territories of improvement.

On the other hand, children and youth with inabilities are at higher danger for encountering lower levels of social-emotional prosperity than their companions without handicaps. They will probably be tormented and badgering, have a predetermined number of companions, and take part in less extracurricular exercises than their associates.

Numerous children and youth with inabilities encounter exceptionally positive results today. Families and the bigger group should be proactive in taking care of the social-emotional needs and encounters of this gathering and in considering approaches to grow promotion and backing for their sake. There are a developing number of organizations in Pakistan making a move to guarantee the social and emotional prosperity of children and youth with extraordinary needs.
Today, children and youth with incapacities, by and large, have more prominent access to the same instructive, recreational, and different situations as their companions without inabilities. The more they are incorporated, the more prominent their alternatives for social connections and extended friend networks. Furthermore, expanded incorporation is likewise connected with higher desires for learning and social communication. At the point when bolstered to effectively react to these higher desires, children and youth with inabilities can possibly experience expanded social-emotional prosperity.

As a consequence of expanded open doors for consideration, group dispositions toward inability are changing positively. Individuals with incapacities are seen all the more regularly in our day by day lives in the media, and all the more frequently delineated in a certifiable, positive way. People with inabilities are presently more inclined to be esteemed for their capacities and commitments, not simply seen for their needs.
For as far back as decade schools have been confronted with expanding pressure to improve student academic achievement. Along these lines, schools can get to be engaged principally on preparing students for tests, and reluctant to go to different territories of improvement, including social and emotional advancement. This will make it conceivable for students with and without inabilities to go to both both academics and social-emotional learning. Truth be told, such consideration can enhance scholarly execution and the general school learning environment.

A solid association exists between SEL, school conduct, and scholarly execution. Scientists have observed that positive social conduct in the school setting is connected to, and prescient of, positive scholarly accomplishment.

At the point when all individuals from society are presented to constructive pictures of persons with inabilities, and begin to see the experience of having a handicap as an essential piece of the differing qualities among people, the social connections of children and youth with incapacities and their vicinity in the group are bolstered.

Supporting open doors for children and youth to recognize and name their own particular sentiments, likes and abhorrence’s; to impart their own stories and encounters; and to settle on genuine decisions in their everyday lives from an early age sets the stage for more noteworthy personal satisfaction, self-regard, and self-determination, which can prompt more noteworthy individual strengthening in the social territory of life
The old proverb, “An ounce of aversion is justified regardless of a pound of cure” applies well to tending to the social-emotional needs of children and youth with incapacities. A more planned, maintained spotlight on counteractive action rehearses in schools, youth associations, homes, and other group settings is expected to expand on the advancement that is as of now been achieved.

By: Farah Jamil

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