The Evolution Of Special Education In Afghanistan: A Country's Strides

Afghanistan's education system has been severely impacted by over three decades of conflict. The country's centralised educational infrastructure was non-existent by 2000, and the long-term effects of the civil war have depleted community resources. Since the fall of the Taliban in 2001, the Afghan government has made efforts to rebuild and improve the education system. The system is divided into four levels: primary, lower secondary, upper secondary, and higher education. Primary education is compulsory and free through to the bachelor's level. However, there is a lack of schools and trained teachers, as well as ongoing security issues. UNICEF and USAID have been working to increase access to education, particularly for girls, and to improve the quality of teaching. Despite these efforts, educational attainment and participation rates across Afghanistan remain low, and gender inequality is a persistent issue.

Girls' education

Prior to the Taliban's return to power, significant progress had been made in improving girls' access to education in Afghanistan. Between 2001 and 2016, primary school enrolment rose from around 1 million to 9.2 million, with the proportion of girls increasing from virtually zero to 37%. By 2018, more than 3.6 million girls were enrolled in school, with over 1 million in secondary education. However, despite these advancements, deep-rooted issues remained. Afghanistan was ranked 169th in women's education globally in 2020, and only 37% of Afghan women could read and write as of 2021.

The Taliban's ban on girls' education beyond the sixth grade has been justified by the need to revise the school curriculum to align with Islamic values and develop appropriate uniforms for female students. However, these justifications have been criticised as excuses to hide internal disagreements within the Taliban leadership. The ban reflects the Taliban's conservative and draconian ideology, which opposes women's participation in public life and adheres to traditional norms and practices that restrict women's roles in society.

The consequences of this policy are severe and far-reaching. It undermines women's rights and dignity, excluding them from sectors of society and limiting their opportunities for personal and professional growth. It also disrupts families, with many opting to marry off their teenage daughters instead of pursuing education. Additionally, it hinders the development of a robust pipeline of educated women to fill crucial roles as teachers, nurses, doctors, and civil servants.

Despite the ban, some girls have demonstrated remarkable resilience and determination to continue their education. Reports indicate that clandestine girls' schools have emerged, with teenage girls taking extraordinary risks to attend lessons and dedicated teachers sharing knowledge despite the dangers involved.

The international community has largely condemned the Taliban's decision and called for the protection of Afghan women's and girls' rights. However, the future of girls' education in Afghanistan remains uncertain, and the Taliban's ideology and commitment to upholding traditional gender roles continue to pose significant challenges to progress.

Teacher qualifications

Afghanistan's education system has been severely impacted by over three decades of conflict. The country has made significant progress since the fall of the Taliban in 2001, but it continues to face challenges, including a lack of qualified teachers.

The Teacher Training Department within the Ministry of Education (MoE) oversees teacher training colleges (TTCs) in Afghanistan's 34 provinces, as well as dozens of satellite TTCs in the country's districts. Teachers of basic education (grades 1 to 9) are required to have TTC diplomas, although many do not. To address this issue, the MoE issued a decree in 2009 mandating that provinces replace non-TTC-trained teachers with TTC graduates. Additionally, international aid organisations and the MoE have collaborated to launch informal teacher training programs for educators already working in the field.

The qualifications of teachers in Afghanistan vary. According to UNICEF, only 48% of teachers have the minimum academic qualifications, which is equivalent to an Associate Degree. This issue is more prevalent in rural areas, where many teachers, especially before the Taliban takeover, had no formal training and had only completed primary or secondary school themselves. The lack of qualified female teachers in these areas is a particular concern, as it has been identified as a reason for the low enrolment of girls in schools.

At the higher education level, the number of PhD-level faculty members is also low. As of 2013, most public institutions of higher education had only one or two PhD-level faculty members, with an overall rate of 5%. Kabul University, Kabul Polytechnic University, and Nangarhar University host the majority of PhD-trained faculty in the country. 57% of instructors hold only a bachelor's degree, while 38% hold a master's degree.

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

Education infrastructure

Afghanistan's education infrastructure has been severely impacted by over three decades of conflict. The country's educational system was in a state of disarray by the year 2000, with no central authority overseeing the distribution of funds or program implementation, resulting in varying levels of schooling across the country. The lack of consistent and reliable enrollment data during this period further complicated the situation.

Since the fall of the Taliban regime in 2001, significant progress has been made in rebuilding and improving the education system. The Afghan government, with support from international organizations, has worked to increase enrollment rates and improve gender equality in education. As of 2020, student enrollment has grown to over 9.5 million, with 39% being girls. This is a notable increase from 2001, when only 900,000 male students were enrolled.

However, challenges remain. There is still a shortage of schools and trained teachers, especially in rural and remote areas. The lack of female teachers and proper sanitation facilities in girls-only schools further hinder attendance. Geographical barriers, such as in mountainous areas, also make it difficult for children to access schools. The quality of education is a concern, with only 48% of teachers possessing the minimum academic qualifications.

To address these issues, the government of Afghanistan, in collaboration with organizations like UNICEF and USAID, has implemented various initiatives. These include improving school infrastructure in rural areas, rehabilitating existing schools, strengthening community-based education, and providing scholarships to increase the number of female teachers. Despite these efforts, educational attainment and participation rates across Afghanistan remain low compared to international averages and neighboring countries.

The higher education sector in Afghanistan has also seen substantial growth since 2001, with increasing enrollments in both public and private institutions. However, the sector struggles to accommodate the demand for master's and doctoral-level programs, leading many qualified students to pursue education abroad. The lack of qualified faculty members with master's or PhD degrees is a pressing issue, and efforts are being made to improve faculty qualifications and pay.

Foreign aid and investment

The World Bank, in coordination with international partners and donors, has provided over $1.7 billion in support to the Afghan people since 2021. This includes funding for critical sectors such as health, education, food security, and water services. The Afghanistan Reconstruction Trust Fund (ARTF) has played a significant role in delivering this support, with donors like the World Bank providing funds to organisations like UNICEF and the World Food Program.

The United States Agency for International Development (USAID) has also been a key player in providing foreign assistance to Afghanistan. They have supported livelihoods, agriculture, health, and education. Their efforts have helped increase access to education, improved school infrastructure in rural areas, and provided scholarships to women to attend teacher training colleges.

However, foreign aid and investment in Afghanistan face significant challenges. The Taliban takeover in 2021 led to economic and political instability, further deteriorating basic services, increasing food insecurity, and limiting access to humanitarian assistance, especially for women and girls. Additionally, natural disasters like earthquakes and recurrent climatic shocks continue to impact the country.

The future of foreign aid and investment in Afghanistan is uncertain. The World Bank's "Approach 3.0" aims to continue supporting basic services, particularly for women, while ensuring funds remain outside the control of the Taliban administration. However, Afghanistan's long-term growth prospects rely on shifting from a reliance on international aid to a private sector-led economy, leveraging its strengths in agriculture and the extractive sectors.

Literacy rates

Afghanistan has one of the lowest literacy rates in the modern world. According to research by the World Education Forum (WEF), only 11% of the country's population over the age of 25 had received any formal schooling by 1980, and less than 1% had completed primary school. The literacy rate rose from 8% in 2001 to 38% in 2015, and 43% in 2021. However, this is still significantly below the international average of 84% and that of neighbouring countries such as Pakistan (56%) and Iran (87%).

The literacy rate in Afghanistan has historically been low, and the country's education system was severely damaged by years of conflict. Before 2002, fewer than 1 million students, almost all boys, were believed to attend general schools. The fall of the Taliban regime in 2001 brought about significant changes, and reconstruction efforts led by the US government have resulted in substantial progress. As of 2020, there were over 9.5 million students enrolled in schools, 39% of whom were girls. This is a notable increase from 2001, when there were only 900,000 male students enrolled.

Despite these improvements, challenges remain. There is a shortage of schools and trained teachers, as well as ongoing security issues in some parts of the country. The lack of female teachers, especially in rural schools, and the absence of proper sanitation facilities in girls-only schools, further hinder girls' attendance. In addition, socio-cultural factors and traditional beliefs about the role of women in society also contribute to low enrolment rates for girls. Early marriage is also a factor, with 17% of girls marrying before their 15th birthday.

Geographical barriers, especially in mountainous areas, make it difficult for children to reach schools. Transportation issues and long distances to schools also contribute to low enrolment rates. UNICEF estimates that around a quarter of Afghan children between the ages of seven and fourteen are working, and this disrupts their education.

The quality of education is also a concern. Only 48% of teachers have the minimum academic qualifications, and there are issues with outdated teaching materials and styles. The prevalence of underqualified faculty is recognised both within Afghanistan and by international aid organisations working to improve the sector.

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