The Promise Of Public Education In Afghanistan: A Government Initiative

Afghanistan's education system has been severely impacted by over thirty years of conflict. The country has one of the youngest populations in the world, and providing quality education for all is critical to boosting economic growth and democratic development. The system includes primary, secondary, higher, vocational, teacher training, and religious education. Free education through the bachelor's level is a constitutional right in Afghanistan, but capacity is lacking in public institutions. The Ministry of Education (MoE) is responsible for administering primary, secondary, vocational, and religious education, while the Ministry of Higher Education (MoHE) handles higher education.

Since the Taliban takeover in August 2021, the education system has been disrupted, and the right to education for Afghan children and youth, especially girls and women, is at stake. The Taliban banned girls from secondary education and prohibited university education for females, affecting more than 100,000 young women. Despite these setbacks, organisations like UNESCO and UNICEF continue to work towards securing education for all Afghans, with a particular focus on girls and women.

The impact of the Taliban regime on public education

The Taliban regime's impact on public education in Afghanistan has been far-reaching and devastating, particularly for girls and women. The regime has banned girls from attending secondary school and prohibited women from pursuing higher education at universities, denying access to education for more than 100,000 young women. This move has sparked protests and international condemnation, with the United Nations and several countries speaking out against it.

The Taliban's restrictions on education have not been limited to girls and women. They have also inflicted harm on boys' education, prohibiting women from teaching boys and depriving them of qualified teachers. The curriculum in many schools has been revised to remove important subjects such as arts, sports, English, and civic education, and promote discrimination and the Taliban's interpretation of Islamic values. Corporal punishment has become increasingly common, and the human rights, economic, and humanitarian crises in the country have placed greater demands on schoolboys. As a result, many boys have left school altogether, and those who remain often attend classes with few students and sometimes no teachers.

The Taliban's educational policies have had a negative impact on the mental health of both boys and girls, with reports of anxiety, depression, and a loss of hope for the future. The strict dress codes, restrictions on technology and media, and social controls enforced by the Taliban have further isolated Afghans from the outside world and limited their access to information.

The Taliban's actions have undermined decades of progress in improving access to education in Afghanistan. Before the Taliban takeover in 2021, enrollment had increased significantly, with more than 9 million children enrolled in schools, including millions of girls. Efforts by the previous government, international organizations, and donors had led to a dramatic rise in girls' enrollment, with their numbers increasing from almost zero in 2001 to 2.5 million in 2018.

The Taliban's restrictions on education are part of a broader effort to marginalize women and girls and erase them from public life. The regime has also banned women from working for international and national non-governmental organizations (NGOs) and imposed strict dress codes and travel restrictions on them. These actions have exacerbated poverty and worsened the ongoing humanitarian crisis in Afghanistan.

Efforts to improve girls' access to education

Afghan Government Efforts

The Afghan government has worked with international donors to increase girls' access to education since 2001. This has included the implementation of broader youth policies aimed at promoting hard skills, the use of information and communication technologies (ICTs), and better technical education among young people. The government has also formulated specific measures to encourage women to pursue educational opportunities both within and outside Afghanistan, such as the National Higher Education Strategic Plan, the National Action Plan for Women in Afghanistan, and the Higher Education Gender Strategy. These measures have included direct financial support through grants and stipends to young women, as well as internationally funded initiatives to support women in STEM education.

The government has also adopted an approach that focuses on inclusiveness, child-centred learning, and a safe, healthy, and protective learning environment with active community participation. They have also worked to develop a National Assessment Framework for the primary education system, linked to a national qualification framework.

International Organisation Efforts

International organisations such as UNICEF, UNESCO, USAID, and Malala Fund have also played a significant role in improving girls' access to education in Afghanistan.

UNICEF has worked with the government and partners for decades to increase the number of children, especially girls, going to school. They support the formal school system and the government's Community-Based Education (CBE) programme, establishing Community-Based Schools and Accelerated Learning Centres within a three-kilometre range of each child's community.

UNESCO has been supporting education in Afghanistan since its inception and has witnessed significant gains, particularly over the last twenty years. They have developed the Multi-Country Preparedness and Response Plan (MCPRP) to respond to both immediate and medium-term education needs in Afghanistan and neighbouring countries. As part of this plan, UNESCO provides community-based literacy classes throughout the country, supports teacher training, monitors access and delivery of higher education, provides alternative learning solutions through media, develops learning assessment frameworks, and provides language training and support to Afghan refugees.

USAID has helped increase access to education for three million Afghan girls since 2008, many for the first time in their lives. They have improved school infrastructure in rural areas, rehabilitated existing schools, and strengthened community-based education. They have also provided two-year scholarships to nearly 11,500 women to increase the pool of female teachers and extend learning opportunities to girls in rural areas.

The Malala Fund has invested close to $1.9 million in local organisations to improve Afghan girls' access to free, safe, and quality education. They have addressed the nationwide shortage of female teachers by investing in teacher training and recruitment. They also facilitated the safe resettlement of Afghan education advocates and human rights defenders when they faced retribution from the Taliban for their work.

Despite these efforts, the return of the Taliban to power in 2021 has resulted in a significant rollback of girls' access to education in Afghanistan. The Taliban have banned girls from secondary and tertiary education, with only a few provinces still allowing girls to attend school. This has had a devastating impact on the progress made over the last two decades and has exacerbated poverty and the ongoing humanitarian crisis in the country.

The role of international organisations in supporting education

Afghanistan's education system has been devastated by over thirty years of conflict. The country's youngest population makes quality education critical to boosting economic growth and democratic development. International organisations have played a vital role in supporting education in Afghanistan, especially for girls and women, whose access to education has been severely restricted since the Taliban takeover in 2021.

UNESCO

UNESCO has been supporting education in Afghanistan since its inception and has witnessed significant gains over the last twenty years. Despite the current challenges, UNESCO continues to engage with communities to secure continuity of learning for all, with a particular focus on women and girls. Their initiatives include:

• Providing community-based literacy classes throughout the country
• Supporting teacher training tools and manuals to ensure quality teaching and learning
• Monitoring access and delivery of higher education, as well as alternative solutions for female Afghan university students
• Developing learning assessment frameworks for education partners
• Developing a female teacher training hub for Afghan refugees and non-formal education solutions for Afghan children in Iran
• Providing language training and support for Afghan refugees in Tajikistan

USAID

USAID has been instrumental in increasing access to education for Afghan girls. They have helped improve school infrastructure, rehabilitate schools, and strengthen community-based education. Moreover, they have provided scholarships to nearly 11,500 women to become teachers, addressing the shortage of female teachers, especially in rural areas. USAID has also developed new undergraduate and graduate degree programs to connect colleges with the needs of the labour market.

IIE

The Institute of International Education (IIE) has committed to assisting Afghanistan's higher education students, scholars, and artists who are under threat. They have distributed over $2 million in awards and provided scholarships for Afghan students to pursue their degrees safely. IIE has also secured funding and provided grants to cover basic living expenses for those under threat.

Global Partnership for Education

The Global Partnership for Education (GPE) has approved grants totalling $110 million to support the education of more than 7.66 million children in Afghanistan over the next two years. GPE is committed to ensuring safe learning spaces for children, especially girls.

UNICEF

UNICEF has been working with the Afghan government and partners to increase the number of children going to school, with a focus on the most vulnerable, including girls. They support the formal school system and the government's Community-Based Education (CBE) programme, establishing community-based schools and accelerated learning centres. UNICEF also works to improve the quality of education, build better education systems, and promote social cohesion and a culture of peace in local communities.

Norwegian Afghanistan Committee (NAC)

NAC focuses on improving access to quality education for underserved children, youth, and adults in rural and hard-to-reach communities. They provide support for teacher training and school infrastructure development. NAC also addresses systemic gaps in education provision through initiatives like THINK Labs, learning circles, and winter camps, which provide alternative learning opportunities for children and youth.

The importance of education for Afghanistan's future

Afghanistan has one of the youngest populations in the world, and its future depends on providing quality education to its children. However, decades of conflict have devastated the country's education system, and societal challenges continue to impede equal access to education, especially for girls and women. Here are some reasons why education is crucial for Afghanistan's future:

Addressing Gender Inequality:

• Since the Taliban takeover in 2021, girls and women's access to education has been severely restricted, with girls being banned from secondary education and women prohibited from university-level studies.
• Before the Taliban regime, significant progress had been made. The number of female students grew from about 3% in 2002 to 22% in 2016, and female faculty members in higher education institutions increased from almost none in 2001 to about 18-20% in 2020.
• Ensuring access to education for girls and women is crucial for promoting gender equality and empowering them to actively participate in Afghanistan's future.

Economic Growth and Development:

• Education is a key driver of economic growth. Each year of schooling increases future wages by an average of 3.9%.
• Investing in education and developing a skilled workforce will attract investments, promote innovation, and create job opportunities, contributing to the growth of small and medium-sized enterprises.
• Digital transformation in higher education, supported by international organizations, can help Afghanistan leverage digital technologies for economic development and provide alternative pathways for employment, especially for women.

Reducing Poverty:

• Poverty is one of the main barriers to education in Afghanistan. Improving access to quality education can help break the cycle of poverty.
• Education provides individuals with the knowledge and skills necessary to secure better-paying jobs and improve their economic prospects, ultimately reducing poverty rates.

Social Cohesion and Peacebuilding:

• Education can promote social cohesion and a culture of peace in a country that has been ravaged by conflict.
• By providing youth with equal opportunities and empowering them through knowledge, Afghanistan can foster a more peaceful and prosperous society.

Addressing Sociocultural Factors:

• Sociocultural factors, such as early marriages for girls, and traditional norms and practices related to women's roles, hinder their access to education.
• Educating communities about the importance of girls' education and empowering women through knowledge can help challenge these norms and promote social change.

In conclusion, education is a fundamental human right and a critical investment in Afghanistan's future. By addressing gender inequality, promoting economic growth, reducing poverty, fostering social cohesion, and challenging sociocultural norms, education can help build a peaceful, prosperous, and resilient Afghanistan.

The challenges of providing education in rural areas

Providing education in rural areas of Afghanistan comes with a unique set of challenges. Firstly, geographical barriers, especially in mountainous regions, make it difficult for children to reach classrooms. The long distances to schools, coupled with safety concerns, often deter children, especially girls, from pursuing education. This issue is further exacerbated by the lack of transportation options in these areas.

Secondly, there is a shortage of schools and qualified teachers in rural Afghanistan. The scarcity of schools often results in children attending classes in tents or other unprotected structures, which may not provide a conducive learning environment. Additionally, only about 48% of teachers possess the minimum academic qualifications, impacting the quality of education. The lack of qualified female teachers, particularly in rural schools, also hinders girls' enrollment.

Thirdly, socio-cultural factors and traditional beliefs pose significant challenges to girls' education. Early marriage is prevalent, with 17% of girls marrying before the age of 15. Insecurity and traditional norms related to the role of women in society are also underlying reasons for low girls' enrollment.

Moreover, socio-political instability and humanitarian crises, including natural disasters such as floods, earthquakes, and landslides, adversely affect the fragile education system. These factors raise parental concerns about safety and can deter them from sending their children to school.

Finally, the lack of infrastructure and technological advancements in rural areas poses challenges to implementing modern educational approaches, such as digital solutions and education technology.

Addressing these challenges requires a multi-faceted approach, including improving infrastructure, promoting gender equality, providing transportation options, and enhancing teacher training and qualifications.

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