The Uncertain Future Of Education In Afghanistan: A Look At The Status Of Schools

Since the Taliban took control of Afghanistan in 2021, schools have been closed for girls above the age of 11, with the exception of a few northern provinces such as Balkh, Kunduz, and Sar-e-Pul. Primary schools for girls have remained open, but most high schools have been closed, and the Taliban barred female students from university in December 2022. The Taliban's ban on girls' education has triggered global condemnation and remains the biggest obstacle to the regime's efforts to gain formal international recognition. However, there are internal fractures within the Taliban on this issue, and some have suggested that global governments should engage with the Taliban to leverage these differences and lobby to reopen girls' schools.

Girls' education in Afghanistan

The impact of this ban has been devastating for girls and women in Afghanistan. It has disrupted their educational and career aspirations, with many expressing feelings of despair and discrimination. The ban also has broader societal implications, such as an increase in child marriage and a negative impact on the country's economy and future.

There have been global efforts to address this issue and calls for the Taliban to reverse the ban. The international community has leveraged their recognition of the Taliban as legitimate rulers as a bargaining chip to exert pressure. Additionally, grassroots efforts have emerged, with reports of clandestine girls' schools operating despite the ban.

Despite these efforts, the future of girls' education in Afghanistan remains uncertain. The Taliban's conservative and draconian nature, along with their entrenched rule, makes it challenging to enact change. However, there are some indications of internal fractures within the Taliban on this issue, which could potentially be leveraged to advocate for the reopening of girls' schools.

Taliban's interpretation of Islamic law

The Taliban's interpretation of Islamic law, or Sharia law, has sparked fear and speculation about the future of Afghanistan and the rights of women and girls. Sharia law is the Islamic legal system, acting as a code of conduct for Muslims, and is based on the Quran, stories of the Prophet Muhammad's life, and the rulings of religious scholars. While it lays out rules for Muslim life, it is also open to interpretation, and no two Muslim-majority countries have identical laws.

The Taliban's interpretation of Sharia law is informed by the Deobandi strand of Hanafi jurisprudence, which is found in several parts of southeast Asia, including Pakistan and India. It is also influenced by the group's "lived experience as a predominantly rural and tribal society".

During their previous rule in the 1990s, the Taliban imposed a strict interpretation of Sharia law, barring women from working, attending school beyond the age of 10, or leaving the house without a male guardian. Girls' education beyond the sixth grade was also banned. Women had to wear the burqa and cover their faces in public from the age of eight. The Taliban also implemented harsh criminal punishments, including public executions and amputations for those found guilty of theft, in line with their strict interpretation of Islamic law.

Following their return to power in 2021, the Taliban has given seemingly moderate messages, pledging that women will have rights "within the bounds of Islamic law" or Sharia. However, they have remained vague on the specifics, causing uncertainty and fear among Afghan women and girls. While the Taliban has not denied the possibility of bringing back violent punishments, they have also not provided clear answers on dress codes and the roles women will be able to play in the workforce.

There are internal fractures within the Taliban regarding girls' education, with some local authorities in northern provinces keeping girls' schools open without attracting the ire of the Taliban. Additionally, the Taliban's increased use of social media and their desire for some form of international acceptance may influence their interpretation and implementation of Islamic law.

Impact of school closures on girls

Since the Taliban took control of Afghanistan in August 2021, secondary schools for girls have remained closed in most provinces across the country. This includes the capital, Kabul, where girls above grade six have been barred from attending classes. However, in some northern provinces, such as Balkh, Kunduz, and Sar-e-Pul, local authorities have taken a different approach, and girls have been allowed to continue their education without attracting the ire of the Taliban.

The impact of school closures on girls in Afghanistan is significant and far-reaching. Firstly, it denies them the right to education, with more than 3 million girls who were previously enrolled in secondary school being denied access to learning. This has resulted in increased risks of early marriage, violence, abuse, and other forms of exploitation, as girls are left with limited opportunities and are excluded from the workforce. The ban also has negative consequences for the country's economy and various sectors, such as healthcare, where women had been making a significant contribution.

The closure of schools for girls also reinforces and exacerbates existing inequalities and discriminatory attitudes towards women and girls in Afghanistan. It sends a message that girls' education is not valued and that they should be kept away from social and public life. This can have a detrimental effect on the self-worth and aspirations of girls, impacting their mental health and well-being. Furthermore, with limited access to education, girls are more likely to face challenges such as poverty and a lack of economic opportunities, further entrenching gender inequalities in the country.

The impact of school closures on girls in Afghanistan is profound and wide-ranging, affecting not only their access to education but also their health, safety, and future prospects. It reinforces gender inequalities and discriminatory attitudes, limiting the opportunities and life trajectories of girls and women in the country.

Efforts to reopen schools

Despite this, some local authorities in northern provinces like Balkh, Kunduz, and Sar-e-Pul have managed to keep girls in the classroom without attracting the Taliban's ire. Girls' schools in Mazar-e-Sharif, for example, have never been closed, with all girls continuing their education without restrictions. This is due to the existing mechanism in Mazar-e-Sharif that aligns with the Taliban's requirements for girls' schools, such as gender-segregated classes and female teachers.

In the western province of Herat, a unique effort by teachers and parents has resulted in the reopening of girls' high schools. Through lobbying and building relationships with local Taliban administrators, they obtained tacit approval for the reopening. However, teachers have not been paid for months, and the education department has not provided funding for maintenance and supplies.

International organizations like UNICEF and Save the Children have been advocating for the reopening of schools and providing support. UNICEF has provided handwashing stations, soap, and clean water to 1,250 public schools in 10 provinces, benefiting 625,000 students. They have also delivered teaching and learning materials to reduce the financial burden on households. Save the Children has been providing community-based education classes and learning kits to children and teachers.

The former Afghanistan education minister, Rangina Hamidi, has suggested that global governments should engage with the Taliban and leverage internal fractures within the regime to lobby for the reopening of girls' schools. She has also proposed supporting homegrown solutions, such as utilizing madrasas (religious schools) as alternative avenues for girls' education.

The role of the international community

The international community, led by organisations like the United Nations, UNICEF, UNESCO, and non-governmental organisations (NGOs), has a critical role to play in advocating for and supporting the reopening of schools for all girls in Afghanistan. They must intensify their calls on the Taliban to reverse the ban and recognise that education is an enabling right that is crucial for realising other human rights. The international community must also provide the necessary financial and technical support to ensure that quality education is accessible and equitable for all Afghan children.

One way the international community can help is by providing alternative learning solutions, such as community-based education (CBE) and accelerated learning centres (ALCs). CBE provides educational opportunities within the community, often in homes, places of worship, or other community centres, and are part of the public school system. ALCs, on the other hand, help children up to the age of 15 who have missed out on primary education. These alternative learning solutions are particularly important in remote and rural areas, where enrolment levels are low and girls lack equal access to education due to insecurity, traditional norms, and a lack of female teachers.

Additionally, the international community can support teacher training and development, especially for female teachers, to ensure that educators are equipped with the necessary skills and resources to provide quality education. This includes providing teacher training tools and manuals to improve the overall quality of teaching and learning in Afghanistan.

Another way the international community can assist is by addressing the basic needs of the Afghan people, such as food security, health, and economic empowerment. This can be done by utilising seized assets and funds to support initiatives that benefit the most vulnerable members of Afghan society, especially women and girls.

Furthermore, the international community must continue to engage with and pressure the Taliban to uphold their commitments to reopening schools for all students. This includes targeted sanctions and restrictions on Taliban leaders and their families, as well as conditional recognition based on positive and sustainable changes in their policies, particularly regarding human rights and gender equality.

Finally, the international community can facilitate the flow of finances and resources to support the formal education system in Afghanistan. This includes funding for teacher salaries, school infrastructure, and capacity development programs, especially for girls' education. By working together and leveraging their influence, the international community can play a pivotal role in ensuring that all Afghan children have access to quality education and that the gains made in recent decades are not lost.

Frequently asked questions