The Education Conundrum In Afghanistan: A Complex Equation

Afghanistan's education system has been severely impacted by over thirty years of conflict. However, since the fall of the Taliban regime in 2001, the country has made significant progress in improving access to education. The number of enrolled students has increased from fewer than one million in 2001 to over nine million in recent years, with girls' enrolment rising from almost zero to approximately three million in 2013 and 2.5 million in 2018. The adult literacy rate has also risen from 8% in 2001 to 43% in 2021. Despite these improvements, Afghanistan's education system still faces challenges, including a lack of schools and qualified teachers, insecurity, and ongoing security issues in certain areas.

The impact of the Taliban on education in Afghanistan

Afghanistan's education system has been devastated by over three decades of conflict. Since the Taliban takeover in August 2021, the country's educational progress has been threatened, and the human rights of its citizens, especially women and girls, have been violated.

Banning of Girls and Women from Education

The Taliban's prohibition of secondary education and higher education for girls and women has been globally condemned. Since their return to power, the Taliban have banned girls from attending secondary school and prevented women from pursuing higher education at university level. This has affected around 1.1 million secondary school girls and over 100,000 young women. Some provinces still allow secondary education for girls despite the ban.

Dismissal of Female Teachers

The Taliban's ban on women's employment has resulted in the dismissal of female teachers, who previously constituted around 33% of Afghanistan's teachers. This has disrupted the education of schoolboys, who are now often taught by unqualified male teachers, or have no teachers at all.

Corporal Punishment

There has been a disturbing increase in the use of corporal punishment in schools. Boys are beaten, slapped, and whipped for infractions such as having a mobile phone, or not complying with rigid rules on haircuts and clothing, which must be traditionally Afghan.

Curriculum Changes

The Taliban have removed subjects such as arts, sports, civics, culture, history, and English from the curriculum, replacing them with additional hours dedicated to Islamic studies. They have also removed pages from schoolbooks that feature pictures of the Afghan flag.

Low Attendance

The worsening quality of boys' education, combined with Afghanistan's economic and humanitarian crises, has led to a significant decline in school attendance. Boys are increasingly pressured to work instead of attending school as their families struggle with poverty, drought, conflict, and economic crisis.

Mental Health Consequences

Boys are struggling with anxiety, depression, and other mental health issues due to the pressure to support their families. The broad-based human rights, economic, and humanitarian crises in Afghanistan have negatively impacted the mental health of many boys.

International Response

Human Rights Watch and other organizations have called for an immediate and effective international response to Afghanistan's education crisis, urging concerned governments and UN agencies to pressure the Taliban to end their discriminatory bans and violations of human rights.

Efforts to improve education in Afghanistan

Enrolment Drives

Since the fall of the Taliban regime in 2001, the Afghan government, with substantial international aid, has worked to rebuild and improve the education system. As a result, enrolment rates have increased dramatically, with over 9 million children enrolled in schools in recent years, a significant jump from the estimated 1 million in 2001. This includes a rise in the number of girls attending school, who were almost entirely excluded under the Taliban. The proportion of girls in primary school increased from almost zero in 2001 to 2.5 million in 2018, and 39% of girls were attending school in 2017 compared to just 6% in 2003.

Infrastructure Development

UNOPS, with funding from the Republic of Korea, designed and built 24 schools in Parwan, Kapisa, and Panjshir provinces in partnership with the Afghan Ministry of Education. These schools provide over 24,000 children, 14,500 of them girls, with improved access to education. The schools were built using local labour and materials, providing employment opportunities and stimulating the local economy. They were also designed with safety in mind, using a seismic-resistant design and including features such as solar power systems, safe sanitation facilities, and wheelchair accessibility.

Community-Based Education

UNICEF and the Afghan government have been working to establish Community-Based Schools and Accelerated Learning Centres within a three-kilometre range of each child's community. These initiatives aim to increase enrolment and retention, particularly among the most vulnerable children and girls. UNICEF also supports the government's Community-Based Education (CBE) programme, which offers alternative pathways to learning and increases education opportunities for those in hard-to-reach areas.

Teacher Training and Qualifications

Strengthening Education in Afghanistan (SEA), a USAID initiative, has been instrumental in improving the quality of education by providing training to teachers. In 2018 alone, over 4,500 teachers received training through SEA. Additionally, the Afghan government and international organisations have been working to strengthen teacher training colleges (TTCs) and develop more qualified teachers. Despite these efforts, the lack of qualified teachers remains a challenge, with only about 48% possessing the minimum academic qualifications.

Financial Support and Scholarships

USAID initiatives have provided crucial financial support to the Afghan education system. In addition to funding teacher training, SEA has provided scholarships to women, enabling them to pursue bachelor's and master's degrees.

Curriculum Development and Standardisation

The Afghan Ministry of Education has developed a National Education Framework that forms the basis of the curriculum for all students. This curriculum covers a range of subjects, including science, language arts, social studies, foreign languages, and physical education. It also includes extracurricular activities and aims to provide students with a well-rounded education and the skills needed for future employment.

Despite these efforts, the education system in Afghanistan continues to face significant challenges, including insecurity, a lack of infrastructure and resources, and cultural and societal barriers, particularly for girls' education. With the Taliban's recent restrictions on girls' and women's access to education, the future of Afghanistan's educational progress remains uncertain.

The structure of the education system in Afghanistan

The education system in Afghanistan has undergone significant changes in recent years, particularly since the fall of the Taliban regime in 2001. The system is divided into four levels: primary, lower secondary, upper secondary, and higher education.

Primary education is compulsory and covers grades 1-6. Children typically begin school between the ages of six and eight and learn the basics of reading, writing, arithmetic, and their national culture. The primary curriculum is consistent nationwide, but teachers can tailor it to local content. It is divided into two cycles: the first covers grades 1-3 and includes religious studies, first language (Dari or Pashtu), mathematics, arts, and physical education. The second cycle, grades 4-6, includes the same subjects as the first, plus natural sciences, history, geography, and a secondary language (Dari or Pashtu). At the end of grade 6, students must pass an examination to gain admission to lower secondary education.

Lower secondary education covers grades 7-9. Students must pass an examination at the end of this phase to continue their studies. The curriculum includes religious studies, local languages, mathematics, natural sciences, social studies, foreign languages (English, German, French, and Russian), and physical education.

Upper secondary education covers grades 10-12. Students who pass the examination at the end of grade 9 can continue, and the curriculum is determined by whether they choose to focus on natural sciences or social studies. No matter which stream the students take, they need to pass the graduation exam to be awarded the 12th-grade graduation certificate.

Higher education includes universities and other institutions of higher learning, with a range of undergraduate and graduate programs in fields including arts and humanities, science and technology, business, and education. Kabul University is the oldest and largest public university, offering a wide range of programs. Other major universities include the American University of Afghanistan, Herat University, and Nangarhar University.

The education system in Afghanistan has been severely impacted by decades of conflict, resulting in low enrollment rates, especially for girls. Efforts since 2001 to rebuild and improve the system have led to significant increases in enrollment, with over 9 million children now enrolled. However, challenges remain, including a shortage of schools, trained teachers, and ongoing security issues.

The quality of education in Afghanistan

Enrolment

One of the most notable improvements is the increase in enrolment rates. In 2001, fewer than 1 million students were enrolled in schools, with almost no girls. By 2013, 8.2 million Afghans were attending school, including 3.2 million girls. This number rose to 9 million in 2019, with 300,000 students attending colleges and universities. The latest figures from 2021 show that there were nearly 10 million students in Afghanistan.

Retention

Not only are more children enrolling in schools, but they are also staying in school. In 2019, it was reported that approximately 85% of children who start primary school also finish, and 94% of boys and 90% of girls who start secondary school finish it.

Literacy

Literacy rates have also improved. In 2021, the literacy rate was 43%, up from 8% in 2001. However, this is still significantly below the international average of 84%. Literacy rates vary between urban and rural areas, with urban women having the highest literacy rate at 34.7% and rural women the lowest at 14.1%.

Teachers

The number of teachers has also increased, with 480,000 new teachers placed in Afghan schools in 2019. However, the quality of teaching remains a concern, with many teachers lacking formal training and qualifications. Only 48% of teachers have the minimum academic qualifications, and in 2012, it was reported that 80% of teachers had achieved only a high school education or less.

Infrastructure

The education system in Afghanistan continues to face challenges, including a shortage of schools and inadequate infrastructure. In 2011, it was reported that only 50% of schools had usable buildings, and in 2007, 60% of students were studying in tents or other unprotected structures.

Gender Inequality

Another significant challenge is gender inequality. While enrolment rates for girls have improved, they still lag behind boys, and girls' access to education is often hindered by cultural norms and a lack of female teachers, especially in rural areas. In 2019, female enrolment rates in some provinces were as low as 14%.

Curriculum

The curriculum in Afghanistan is based on the National Education Framework and covers a range of subjects, including science, language arts, social studies, foreign languages, and physical education. However, there is a lack of standardisation in textbooks, particularly for secondary schools, and the current government has stated that the curriculum will focus less on secular subjects and more on Islamic studies.

Higher Education

Higher education in Afghanistan includes universities and other institutions, with a mix of public and private options. However, the capacity to accommodate the demand for higher education is limited, and many qualified students seek to study abroad.

Challenges

Overall, while Afghanistan has made significant progress in improving the quality of education, it continues to face challenges such as a lack of resources, qualified teachers, and infrastructure. The recent Taliban takeover has also threatened the gains made in girls' and women's education, with girls being banned from attending secondary school and university.

Barriers to education in Afghanistan

Afghanistan has been devastated by over 40 years of conflict, and its education system has suffered greatly as a result. Despite significant progress since the fall of the Taliban in 2001, there remain many barriers to education in the country, especially for girls.

Poverty

Poverty is the most common factor preventing Afghan children from attending school. Families with low incomes are less likely to send their children to school due to the costs of uniforms, transportation, food, and stationery. Poor families are often forced to choose which of their children should attend school.

Cultural Limitations and Gender Discrimination

Traditional norms and practices related to girls' and women's roles in society are a significant barrier to education, especially in more conservative areas. Girls are expected to perform household tasks and often marry very young, with 17% marrying before their 15th birthday. The lack of female teachers, especially in rural areas, is also a major issue, as some parents refuse to let their daughters be taught by men.

Lack of Infrastructure

Afghanistan has a shortage of schools and trained teachers, particularly in rural and remote areas. In 2017, it was estimated that over 40% of school-age children, or 3.7 million, were out of school in Afghanistan. Many schools are housed in temporary structures, and nearly half of all schools do not have a building or facilities.

Insecurity and Safety Concerns

Insecurity and safety concerns are major barriers to education in Afghanistan, especially for girls. Violence against educational institutions and students is widespread, with Afghanistan being one of the worst-affected countries. Between 2006 and 2009, 439 teachers, education employees, and students were killed. Instances of sexual harassment and violence against women and girls also prevent them from attending educational institutions.

Geographical Barriers

Geographical barriers, especially in mountainous areas, make it difficult for children to access schools. A lack of transportation is also a significant obstacle, as a long walk to school means fewer children will attend.

Curriculum and Teacher Qualifications

The curriculum in Afghanistan has been criticized for its focus on Islamic studies and lack of secular subjects such as mathematics and science. Teacher qualifications are also a concern, with many teachers lacking formal training and only holding a primary or secondary school education.

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