The Lingering Impact: Afghanistan's Education Crisis In The Aftermath Of War

Afghanistan's education system has been devastated by over 40 years of war and conflict. Since the Taliban takeover in August 2021, the country's already fragile education system has been hit hard, with girls' and women's access to education being particularly affected. The Taliban's decision to ban girls from attending secondary school and women from universities has reversed hard-won gains in educational access over the last two decades. This has set back the progress made in increasing enrolment at all education levels, which saw an increase from around 1 million students in 2001 to around 10 million in 2018.

The war in Afghanistan has disrupted children's education and, in some cases, prevented them from attending school altogether. The lack of schools and insufficient transportation are significant obstacles, especially in rural and remote areas. The shortage of qualified teachers, inadequate school facilities, and socio-cultural factors also hinder children's access to quality education. The conflict has also led to the destruction of schools, with the Taliban being responsible for the destruction of over 150 schools in a single year.

The education system in Afghanistan has long been a source of conflict, with national and international actors manipulating it for political purposes. The relationship between education and conflict has become a growing focus for academics and practitioners of international education development. There are efforts by organisations like UNESCO and UNICEF to support and protect education in Afghanistan, but the country continues to face significant challenges in providing access to quality education for all.

The ban on girls' education

Impact on Girls and Women

The ban has resulted in the exclusion of girls from secondary and higher education, limiting their opportunities and aspirations. Girls have been left with a sense of anger, despair, and gender discrimination. Many families are marrying off their teenage daughters, as they cannot continue their education. This ban also affects the pipeline of educated women in the workforce, particularly in sectors such as healthcare, where female doctors are essential to providing care for women due to cultural norms. The lack of women in the workforce hurts the country's GDP and further exacerbates the economic crisis in Afghanistan.

Impact on Society

Impact on Education System

The education system in Afghanistan has been dealt a severe blow by the ban. Tens of thousands of teachers, especially female teachers, have lost their jobs. The quality of education has suffered due to the dismissal of qualified and experienced instructors. The Taliban's shift towards religious schools (madrassas) prioritizes Islamic knowledge over basic literacy and numeracy, failing to equip students with the skills needed for a modern, digitized economy. The lack of standard curriculum and adequate educational resources will hinder the development of a skilled workforce, which is crucial for the country's economic recovery and future prosperity.

International Reaction

The lack of schools and teachers

Afghanistan has long struggled with a lack of schools and teachers, which has been exacerbated by decades of conflict. This issue disproportionately affects girls, who often lack equal access to education, especially in rural areas.

In 2024, an estimated 3.7 million children were out of school in Afghanistan, with girls accounting for 60% of this figure. This disparity is largely due to insecurity and traditional norms and practices related to the role of women in society. Socio-cultural factors and beliefs also play a role in hindering girls' education, with girls often marrying at a young age—17% before their 15th birthday.

The lack of female teachers, especially in rural schools, further exacerbates the problem. Only 16% of Afghanistan's schools are girls-only, and many of these schools lack proper sanitation facilities, which further hinders attendance.

In some parts of the country, a shortage of schools and insufficient transportation are the main obstacles to education. Geographical barriers, particularly in mountainous areas, make it difficult for children to reach classrooms. Even when children are able to access schools, they often receive a lower quality of education due to a lack of qualified teachers. Only 48% of teachers in Afghanistan have the minimum academic qualifications, equivalent to an Associate Degree.

The socio-political and humanitarian crises in Afghanistan have also taken a toll on the education system. Natural disasters such as floods, earthquakes, and landslides have exacerbated existing challenges, raising parental concerns about safety and leading to lower enrolment rates.

The impact of war on education infrastructure

Afghanistan's education system has been devastated by over four decades of sustained conflict. The country has faced unimaginable human costs, and the crisis threatens to cancel out the development gains made in the last twenty years. The education system has been hit hard, and the right to education for Afghan children and youth, especially girls and women, is at stake.

The impact of the war on education infrastructure has been significant. Schools and universities have been damaged or destroyed by the fighting, and there is a lack of adequate facilities and resources. There is a shortage of schools and teachers, and many students lack access to basic learning materials. The security situation has also affected school attendance, as teachers, administrators, and students have been displaced.

The war has also disrupted the development of a standard curriculum, with frequent changes in control and ideology leading to uncertainty and inconsistency in educational content. The current Taliban government has imposed bans on female education and has sought to remove secular subjects such as mathematics and science from the curriculum, focusing instead on Islamic studies. This has further limited the opportunities for Afghan students, particularly girls, to gain the knowledge and skills needed to compete in a modern economy.

The lack of educational infrastructure has been particularly acute in rural and remote areas, where enrolment levels are low and girls' access to education is limited. In these areas, transportation challenges, geographical barriers, and traditional norms and practices related to girls' and women's roles in society have further hindered access to education.

Overall, the war in Afghanistan has had a devastating impact on the country's education infrastructure, hindering progress and limiting opportunities for children and youth, especially girls and women.

The role of international aid in rebuilding the education system

Afghanistan's education system has been devastated by over three decades of conflict. The country's youngest population makes quality education critical to boosting economic growth and democratic development. International aid has played a significant role in rebuilding the education system and addressing societal challenges that impede equal access to education, especially for women and girls. Here is an overview of the role of international aid in this context:

UNESCO's Support for Education in Afghanistan

UNESCO has been actively supporting education in Afghanistan, witnessing significant gains over the last two decades. Despite the recent setback due to the Taliban takeover, UNESCO remains committed to securing continuity of learning for all, with a particular focus on women and girls. They have developed the Multi-Country Preparedness and Response Plan (MCPRP) to address immediate and medium-term education needs in Afghanistan and neighbouring countries. Their efforts include providing community-based literacy classes, supporting teacher training, monitoring access to higher education, providing alternative learning solutions through educational radio programs, and developing learning assessment frameworks.

USAID's Contribution to Education in Afghanistan

The United States Agency for International Development (USAID) has been instrumental in increasing access to education for Afghan girls. Since 2008, USAID has helped approximately three million Afghan girls access education, many for the first time. Overall student enrolment has grown significantly, with girls now comprising 39% of the total student population. USAID has improved school infrastructure in rural areas, rehabilitated existing schools, and strengthened community-based education. They have provided scholarships to nearly 11,500 women to become teachers, addressing the shortage of female teachers, especially in rural areas. Additionally, they have developed new undergraduate and graduate degree programs to connect higher education with the needs of the labour market.

World Bank's Approach to Education in Afghanistan

The World Bank, in coordination with international partners and donors, is unlocking funds from the Afghanistan Resilience Trust Fund (ARTF) to support critical education initiatives. Through their approaches, they have provided humanitarian gap financing to meet emergency health and nutrition needs. They are also providing critical health, education, food security, and other essential services at a national scale. The World Bank's "Approach 3.0" focuses on supporting basic services, particularly for women and girls, by providing grants directly to United Nations agencies and other public international organizations, ensuring that funds remain outside the control of the Interim Taliban Administration (ITA).

Collective Efforts and Challenges

While international aid has made significant contributions to rebuilding Afghanistan's education system, there are ongoing challenges. The Taliban's restrictions on women's education and their lack of effective governance capabilities have hindered progress. Additionally, the country faces structural deficiencies in the private sector and waning international support for essential services, impeding economic progress and exacerbating poverty and unemployment. Afghanistan's long-term growth prospects rely on a shift from reliance on international aid to a resilient, private sector-led economy, leveraging its strengths in agriculture and the extractive sectors.

The influence of religious and cultural identities on education

Afghanistan is a multi-ethnic society with diverse ethnic, linguistic, and tribal groups. The country is an Islamic state, with most citizens following Sunni Islam. As such, Islamic values, concepts, and practices inform many social and behavioural norms throughout Afghan society.

• Religious Curriculum and Instruction: Afghanistan's educational curriculum has historically been influenced by religious identities, with public school curricula including religious subjects. While detailed instruction is typically left to religious teachers, the Taliban has imposed strict Islamic codes on educational institutions, banning the teaching of secular subjects like mathematics and science. This has resulted in a generation of children with limited skills and knowledge to compete in a modern, digitized economy.
• Gender Inequality and Access: Religious and cultural norms in Afghanistan have often restricted girls' access to education. Despite recent progress, enrolment levels vary significantly, and girls still lack equal access, particularly in rural areas. Traditional norms and practices related to girls' and women's roles in society, as well as security concerns, contribute to lower enrolment rates for girls. Additionally, a lack of female teachers, especially in rural schools, further hinders girls' education.
• Socio-Cultural Factors: Certain socio-cultural factors and traditional beliefs also impact girls' education. For example, child marriage is prevalent, with 17% of girls marrying before their 15th birthday. This often disrupts their education and limits their opportunities.
• Community Organisation and Tribal Loyalties: Afghanistan's society is largely collectivist, with strong tribal loyalties and kin connections. These loyalties can sometimes supersede national identity and influence educational opportunities. For instance, the Pashtun, the largest ethnic group, have historically held political and economic advantages. However, members of minority ethnicities argue that the national identity and civil service exclude non-Pashtun groups.
• Language and Literacy: Afghanistan is a bilingual country, with Pashto and Dari (Afghan Persian) recognised as official languages. However, religious and cultural identities have influenced language policies. Efforts to promote Pashto as the sole official language in the past have contributed to ethno-linguistic divisions and impacted educational access for some communities.
• Conflict and Displacement: Decades of conflict and displacement have disrupted education for generations of Afghans. The constant turmoil has resulted in a lack of substantial infrastructure and limited access to quality education, particularly in rural areas. Additionally, the Taliban's ban on girls' education and their extremist ideology have further exacerbated the challenges, causing a brain drain and hindering progress.

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