ears after the historic merger of the Federally Administered Tribal Areas with Khyber Pakhtunkhwa, the promise of equal opportunity in education remains largely unfulfilled. For many children growing up in these historically marginalised regions, access to schooling is still a daily struggle, shaped by the lingering effects of militancy, poverty and systemic inefficiencies. The situation is particularly alarming for girls, whose already fragile access to education continues to deteriorate under social and structural pressures.

The roots of this crisis lie deep in the years of militancy that has ravaged the tribal belt. Educational institutions were often a target. Schools, especially those meant for girls, were attacked, destroyed or abandoned as militants sought to dismantle symbols of state authority and modern education. In South Waziristan alone, according to official figures out of 747 schools, 486 were found non-functional, including around 190 schools for girls. The destruction was not merely physical. It also created an environment of fear that continues to influence parental decisions about sending children, particularly daughters, to school.

In some parts of North and South Waziristan, Khyber and Bajaur, children attend classes in tents or partially reconstructed buildings lacing basic facilities.

Estimates suggest that hundreds of thousands of children in these districts remain out of school. Official figures indicated around 400,000 shortly after the merger. Some experts believe that the number has not improved significantly. In the tribal context, there is a significant gender disparity.

For girls in the merged districts, education is not just a matter of access but of survival against odds. In many areas, absence of schools nearby, lack of female teachers and concerns over security discourage families from sending their daughters to school. Parents often cite the long distances to educational institutions and the absence of safe transport as major obstacles.

Assistant Sub-Divisional Education Officer Inayat Khan Afridi says the number of ghost or abandoned schools in tribal districts is alarming. He says in Landikotal subdivision alone there are 22 such girls’ schools in Loe Shalman, Kam Shalman, Bazaar Zakhakhel and central Landikotal. This has deprived hundreds of girls of their fundamental right to education.

Afridi says these schools were once operational under the Primary School Teacher programme. However, with the discontinuation of financial assistance and in the absence of replacement teachers, many schools have been locked for months, some for years.

He says some of the nominally functional schools have a single teacher, forced to teach various classes, often without textbooks, furniture and basic facilities.

The lack of boundary walls, toilets and basic facilities in some schools further compounds the problem, making schools less accessible and less acceptable for the children and their parents. Muhammad Ali, an educationist from Khyber district says that even where schools exist, they often function only in name. For girls’ education, he says, the absence of female staff and secure infrastructure are the main hurdles.

Parents across the merged districts echo similar concerns. In Bara, Ali Zaman Afridi says he wishes to educate his daughters but there is no functioning school nearby. In North Waziristan, Shahnaz Bibi complains that her son studies in a tent that offers no protection from harsh weather. These voices show that the demand for education exists but the system is failing to meet it.

The destruction caused by militancy continues to cast a long shadow over the region’s educational infrastructure. More than 1,500 schools were reported damaged in 2007-2016. According to unofficial data, more than 3,000 educational institutions across Khyber Pakhtunkhwa now require essential repairs.

Reconstruction has been initiated. However, progress has been uneven. In some cases, schools have been reopened in rented buildings or temporary setups. The so-called “ghost” schools exist on official records but are either closed or lack teaching staff.

Shortage of qualified teachers, particularly women teachers, is another major challenge. Many schools in remote areas operate with minimal staff, sometimes with a single teacher. The reluctance of teachers to serve in far-flung or insecure areas exacerbates the problem. Education Department officials acknowledge that recruitment has been slow and influenced at times by political considerations. They say lack of incentives to serve in difficult areas discourages qualified candidates.

Political leaders from the merged districts acknowledge these challenges. Some of them emphasise the need for increased funding and sustained investment, pointing out that the merger was only the first step in a long process of integration. Others highlight the importance of security, arguing that lasting peace is essential for educational development.

The challenges facing education in these areas are not solely structural; they are also deeply rooted in social and cultural dynamics. Families often prioritise boys’ education. Many girls are expected to contribute to household work or marry at an early age. Development experts argue that these barriers are not insurmountable. Experience has shown that when schools are accessible, safe and equipped with female teachers, communities are more willing to send their daughters to school. This suggests that the issue is less about resistance to education and more about the absence of enabling conditions.

Amid these challenges, there are some signs of hope. Communities in the merged districts have, at times, taken it upon themselves to support education, organising informal classes or advocating for the reconstruction of schools. International organisations and NGOs have also played a role in providing temporary learning spaces and supporting teacher training initiatives. However, these efforts, while commendable, are not a substitute for a robust and functional public education system. Without sustained government commitment and effective implementation of policies, the gains made through such initiatives risk being temporary.

The path forward requires a comprehensive and coordinated approach that addresses both immediate needs and long-term goals. Accelerating the reconstruction of damaged schools, ensuring the availability of qualified teachers and creating safe and inclusive learning environments are essential steps. Governance reforms are needed to address issues such as absenteeism, politicisation of appointments and lack of accountability within the Education Department.

For the people of the merged districts, education represents more than just a pathway to employment; it is a means of breaking the cycle of poverty, conflict and marginalisation. Yet, for many families, this aspiration remains out of reach. The voices of those most affected by this crisis serve as a powerful reminder of what is at stake. Nagina Anwar, a young girl from Bajaur, who had to drop out of school due to the absence of a female teacher, expressed her longing to continue her education, saying that she dreams of becoming a doctor but sees no way forward. Zahid Shalmani, a father in Loey Shalman in Landikotal, speaks of his frustration at watching his children grow up without access to quality education, fearing that they will face the same hardships he has endured.

These are not isolated stories. They reflect a broad reality that demands urgent attention. The education crisis in the merged districts is not just a regional issue but a national concern, with implications for Pakistan’s future stability and development. Failing to educate children in these areas risks perpetuating cycles of violence and underdevelopment, undermining all efforts to build lasting peace.

The writer is a freelance journalist and social worker.