The Quest For Higher Education In Afghanistan: Exploring Academic Opportunities

Afghanistan has a fragile education system that has been deeply compromised by more than thirty years of conflict and war. Since the fall of the Taliban in 2001, reconstruction efforts have led to significant progress. The country's education system includes primary, secondary, higher, vocational, teacher training, and religious education. While primary and secondary education are overseen by the Ministry of Education, higher education falls under the Ministry of Higher Education. As of 2019, around 300,000 students were enrolled in colleges and universities in Afghanistan.

Literacy rates in Afghanistan

Afghanistan has a very low literacy rate compared to other countries. In 2021, the adult literacy rate was 37.3%, a significant increase from 18.2% in 1979. The male literacy rate is 52.06% or 55.5%, while the female literacy rate is much lower at 22.6% or 29.8%. This gap in male-female literacy rates is expected to widen as a result of the current government's policies.

The overall literacy rate in Afghanistan has improved over the years. In 2016/17, the literacy rate was 34.8%, and by 2021, it had increased to 43%. The youth literacy rate (for 15-24-year-olds) has also improved, increasing to 65% in 2021. Despite these improvements, there are still many challenges, and a large number of people lack literacy and opportunities for continuing their education.

The low literacy rates in Afghanistan are due to various societal challenges, including years of conflict and instability, which have impeded equal access to education, especially for women and girls. The Taliban, which took power in 1996, has barred girls from attending school and prohibited women from working outside the home. As a result, girls have almost half as many years of schooling as boys.

Efforts are being made to improve the literacy rates in Afghanistan. The UNESCO Institute for Lifelong Learning (UIL) has been providing technical support to the Afghan government since 2012, aiming to improve the literacy skills of around 1.2 million people. The Afghan Ministry of Education, with the help of UIL and the UNESCO Office in Kabul, focuses on strengthening capacities and improving the quality of basic education and literacy for youth and adults. Additionally, initiatives like Strengthening Education in Afghanistan (SEA) by USAID aim to improve the quality and accessibility of education in the country.

Girls' access to education

Afghanistan's education system has been devastated by over three decades of sustained conflict. Girls' access to education is affected by a range of factors, from insecurity and traditional norms to a lack of female teachers.

Insecurity and Traditional Norms

Girls' enrolment in education is undermined by insecurity and traditional norms and practices related to women's and girls' roles in society. Child and forced marriage is also a significant factor, with 17% of girls marrying before their 15th birthday.

Lack of Female Teachers

A lack of female teachers, especially in rural schools, is a major obstacle to girls' education. Only 16% of Afghanistan's schools are girls-only, and many lack proper sanitation facilities. Certain sociocultural factors and traditional beliefs also undermine girls' education.

Socio-Political and Humanitarian Crises

Socio-political and humanitarian crises in Afghanistan also affect the education system. Natural disasters such as floods, earthquakes, and landslides exacerbate the situation, raising parental concerns about safety and preventing children from attending school.

Economic Factors

Economic factors also play a role in girls' access to education. In some parts of the country, a shortage of schools and insufficient transportation are the main obstacles. Geographical barriers, especially in mountainous areas, make it difficult for children to reach classrooms.

Quality of Education

The quality of education is also a concern. Only 48% of teachers have the minimum academic qualifications, and there is a lack of standardised curricula, particularly in secondary schools.

International Efforts

International organisations like UNICEF and USAID have played a significant role in improving girls' access to education in Afghanistan. UNICEF has worked to increase enrolment and retention rates, especially for vulnerable children and girls, by supporting the formal school system and the government's Community-Based Education (CBE) programme. USAID has helped increase access to education for three million Afghan girls, improved school infrastructure in rural areas, and provided scholarships to nearly 11,500 women to become teachers.

International aid in Afghan education

Afghanistan's education system has been deeply compromised by over thirty years of war and conflict. Since the fall of the Taliban in 2001, international aid has played a crucial role in rebuilding the country's education system.

International Aid Efforts

International aid from organisations such as UNESCO, USAID, and the International Rescue Committee (IRC) has been vital in improving access to education in Afghanistan. These organisations have provided essential support in areas such as infrastructure, teacher training, curriculum development, and community-based education initiatives.

Impact of International Aid

The impact of international aid in Afghan education can be seen in the following key areas:

• Increased enrolment: From around 1 million students in 2001 to nearly 10 million in 2018, with a significant increase in the number of girls enrolled.
• Improved infrastructure: International aid has helped improve school infrastructure, particularly in rural areas, by rehabilitating existing schools and building new ones.
• Teacher training: Organisations like USAID have provided scholarships to thousands of women to attend teacher training colleges, addressing the need for more female teachers.
• Community-based education: Initiatives such as community-based literacy classes and alternative learning solutions have ensured that education reaches all segments of the population, including those in rural and underserved areas.
• Higher education and vocational training: International aid organisations have played a crucial role in helping Afghans access higher education and vocational training, equipping them with the skills needed to contribute to the workforce and economic development.
• Curriculum development: Aid organisations have supported the development of new undergraduate and graduate degree programs that are aligned with the needs of the labour market, ensuring that Afghan students gain relevant skills for employment.
• Protection of girls' and women's education: Despite the recent setbacks imposed by the Taliban regime, international aid organisations like UNESCO remain committed to securing continuity of learning for all, with a particular focus on advocating for and supporting girls' and women's education.

Challenges and Future Directions

While international aid has made significant contributions to Afghan education, there are still challenges to be addressed. The Taliban's restrictions on girls' and women's education have threatened to undo much of the progress made in recent years. Additionally, Afghanistan continues to face societal challenges, including conflict, instability, and poverty, which impede equal access to education.

Moving forward, sustained international support is crucial to protect the gains made in Afghan education and to address remaining challenges. This includes continued advocacy for the right to education, particularly for girls and women, as well as practical measures to improve access to quality education across the country.

Teacher training and qualifications

Afghanistan's education system has been severely impacted by over three decades of conflict. The country's current situation is marked by a lack of schools and teachers. In 2021, there were about 10 million students and 220,000 teachers in Afghanistan. The nation's education system includes primary, secondary, and higher education, which are overseen by the Ministry of Education and the Ministry of Higher Education.

Teacher training is the responsibility of both the Ministry of Education and the Ministry of Higher Education. The level at which educators will teach determines which ministry is responsible for their training. The Teacher Training Department within the Ministry of Education oversees teacher training colleges (TTCs) in Afghanistan's 34 provinces, as well as dozens of satellite TTCs in the country's far-flung districts.

Training for Primary and Lower Secondary Teachers

Teachers of basic education (grades 1 to 9) are required to possess TTC diplomas, although many do not. The Ministry of Education issued a decree in 2009 requiring provinces to replace non-TTC-trained teachers with TTC graduates. International aid organizations and the Ministry of Education have also launched informal teacher training programs to reach regional teachers already in the field.

Teacher training colleges offer a range of training options for new and practicing teachers: five-year pre-service, two-year pre-service, and in-service. Coursework requirements differ depending on the level of education obtained before admission to the TTC. Lower secondary (grade 9) graduates must complete five years of coursework to teach, while upper secondary graduates (grade 12) can complete the coursework in two years.

Training for Higher Secondary-Level Teachers

Teachers of higher secondary education (grades 10 to 12) are required to hold a bachelor's degree from a university or higher education institute. The training period at both universities and higher education institutes is four years.

Challenges and Initiatives

The teaching profession in Afghanistan has been affected by the country's conflicts, with thousands of teachers being assassinated or assaulted by warring factions. This has made teacher recruitment extremely difficult, and salaries are often very low or unpaid. The number of teachers in Afghanistan dropped by 10.7% from 1979 to 1999, and the percentage of female teachers decreased from 59.2% in 1990 to 10% in 1999.

According to UNESCO, while a national system of teachers' colleges existed before the Russian invasion, no formal teacher training programs were in place by 2000. Under the previous program, teachers received two years of preparation in addition to 12 years of primary and secondary education to become academically qualified to teach. However, this standard was rarely met, and many practicing teachers, especially in rural areas, had only completed primary or secondary school themselves.

To address the lack of formal teacher training programs, humanitarian relief agencies provided training courses for teachers who had completed less than 12 years of schooling. These agency training courses, ranging from one day to one month, provided instruction in elementary school teaching methods.

The Turkish Cooperation and Coordination Agency (TİKA) designed the "Afghanistan Capacity Building Programme for Teachers" to address the country's educational challenges. The program provides a convenient training center that hosts teachers from diverse backgrounds and regions, equipping them with skills and knowledge aligned with modern teaching models through extensive practical and theoretical learning modules. TİKA has also facilitated the sharing of Turkey's educational expertise through study visits and peer learning activities.

To increase the number of female teachers and extend learning opportunities for girls in rural areas, USAID provided two-year scholarships to nearly 11,500 women, enabling them to attend teacher training colleges.

The impact of conflict on education

Afghanistan's education system has been devastated by over three decades of sustained conflict. The country's schools have been caught between deteriorating security conditions, weak governance, and systemic corruption. Rebel groups, including the Taliban, have been capturing schools and educational spaces to extort resources and radicalise young people. This has resulted in a lack of trust in the education system, with parents concerned about their children's safety.

Another consequence of the conflict has been the lack of qualified teachers. In 2012, there was a shortage of qualified teachers, with only 20% of teachers having the equivalent of a high school education or higher. The conflict has also disrupted teacher training programs, further exacerbating the shortage of qualified educators. The lack of qualified teachers has led to a decrease in the quality of education and has limited the range of subjects that can be taught.

The conflict has also had a disproportionate impact on the education of girls and women in Afghanistan. The Taliban has banned girls from attending secondary school and prohibited women from attending university, reversing the progress made since the fall of the Taliban regime in 2001. Cultural restrictions and traditional norms and practices related to the role of women in society have further hindered girls' enrolment, with only 16% of Afghanistan's schools being girls-only. The lack of female teachers, especially in rural schools, has also been a barrier to girls' education.

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