Afghanistan's Lost Generation: The Plight Of Out-Of-School Children

Afghanistan's education system has been devastated by over three decades of conflict. Despite recent progress in raising enrolment, an estimated 3.7 million children are out of school in Afghanistan, with girls comprising 60% of this number. The reasons for low girls' enrolment include insecurity, traditional norms and practices related to girls' and women's roles in society, and a lack of female teachers. The socio-political and humanitarian crises in Afghanistan critically affect its fragile education system, and natural disasters such as floods, earthquakes, and landslides further exacerbate the situation.

60% of out-of-school children in Afghanistan are girls

Afghanistan's education system has been devastated by over three decades of conflict. For many children, especially girls, completing primary school remains a distant dream. An estimated 3.7 million children are out of school in Afghanistan, and 60% of them are girls.

Girls' education in Afghanistan has been highlighted as a success story by donors and the Afghan government, and millions more girls are in school today than under Taliban rule. However, the aim of getting all girls into school is far from realised, and the proportion of students who are girls is falling in some parts of the country. In 2017, the government reported that 3.5 million children were out of school, with 85% of them being girls.

The underlying reasons for low girls' enrolment include insecurity and traditional norms and practices related to women's roles in society. In some areas, girls are not allowed to be taught by men, and there is a lack of female teachers, especially in rural schools. Only 16% of Afghanistan's schools are girls-only, and many lack proper sanitation facilities, further hindering attendance. Child marriage is also a significant issue, with 17% of girls marrying before their 15th birthday.

Community-based education initiatives have been vital in helping girls access education. These classes are often held in homes, allowing girls in remote communities to receive an education. However, these classes are solely funded by donors and implemented by NGOs, leading to inconsistent connections with the government school system. Integrating these community-based schools into the government education system would provide a lifeline for many girls.

Despite the challenges, some girls in Afghanistan are still finding ways to learn. Community-based education initiatives, such as CARE's Accelerated Learning Program, are bringing change by providing primary education to girls who have never attended formal schools. These programs teach basic literacy and arithmetic, empowering girls with essential skills.

Inadequate infrastructure: 45% of schools lack proper buildings

Afghanistan's education system has been devastated by over three decades of sustained conflict. An estimated 3.7 million children are out of school in Afghanistan, 60% of whom are girls. This figure rises to 85% in rural parts of the country. One of the major obstacles to education is the poor infrastructure and lack of supplies in schools.

Inadequate infrastructure is a pressing issue in Afghanistan's schools. According to the country's Acting Education Minister, Noorullah Munir, out of Afghanistan's 20,000 official schools, 5,000 have no buildings, 9,000 are of no use, and the remaining 4,000 need rehabilitation. This means that 45% of schools lack proper buildings, with students studying in tents, or even outside in the desert. These conditions often lead to low attendance, as some parents refuse to send their children to schools without proper infrastructure.

The lack of school buildings also results in overcrowding. This, compounded by the demand for gender segregation, causes schools to split their days into two or three shifts, making the school day too short to cover the entire curriculum. Furthermore, the lack of permanent school buildings means that students often study in harsh weather conditions, which can negatively impact their health and attendance.

The construction of permanent school buildings can have a positive impact on enrolment and the quality of education. For example, the Shahid Khakrizwal Girls High School in Kandahar city was able to increase its enrolment from just four classes to over 680 students from Grades 1 to 11 after receiving funding to build a two-storey school building. The school now has 20 teachers, up from just five previously, and students no longer have to battle harsh weather conditions to attend classes.

To address the issue of inadequate infrastructure, the Afghan government and international organizations are working to improve school infrastructure, particularly in rural areas. This includes renovating schools, constructing libraries, and installing solar energy systems. These efforts aim to provide students with a welcoming and stimulating learning environment, which is essential for ensuring access to quality education for all Afghan children.

Lack of qualified teachers: 52% of teachers lack the minimum academic qualifications

Afghanistan's education system has been devastated by over three decades of sustained conflict. An estimated 3.7 million children are out of school in Afghanistan, 60% of whom are girls. Insecurity, poverty, and conservative traditional beliefs are the main reasons for Afghan children not attending school. Other reasons include a lack of female teachers, especially in rural schools, and a lack of proper sanitation facilities.

Completing primary school remains a distant dream for many children in Afghanistan, especially in rural areas and for girls. In the poorest and most remote areas of the country, enrolment levels vary extensively, and girls still lack equal access. A shortage of schools and insufficient transportation are also major obstacles to education.

The lack of qualified teachers is a critical issue in Afghanistan's education system. Only 48% of teachers meet the minimum academic qualifications, which is equivalent to an Associate Degree. This means that 52% of teachers lack the necessary qualifications to effectively educate their students. This issue is not new, and it has been a persistent problem in the country for many years.

The lack of qualified teachers has far-reaching consequences for the quality of education that children receive. It is important to note that this issue is not just about having a degree or certificate. It is about ensuring that teachers have the necessary knowledge, skills, and training to provide effective instruction and facilitate learning.

The impact of this issue is particularly significant in rural areas, where the lack of qualified teachers is more prevalent. This further exacerbates the challenges that children in these areas already face in accessing quality education.

To address this issue, several measures can be implemented:

• Improving teacher recruitment and training: Afghanistan's government, in collaboration with international organizations, can work on developing and implementing comprehensive teacher training programs. These programs can focus on pedagogical techniques, subject matter knowledge, and educational technologies to enhance the skills and qualifications of existing teachers.
• Increasing investment in education: By allocating more resources towards education, the government can improve teacher salaries, infrastructure, and educational resources. This can help attract more qualified individuals to the teaching profession and retain existing teachers.
• Promoting equal access to education: Ensuring that all children, regardless of their gender, geographic location, or socioeconomic status, have equal opportunities to receive a quality education is essential. This may involve providing additional support and resources to underserved areas, such as rural communities, to help improve enrolment and retention rates.
• Strengthening educational infrastructure: As previously mentioned, a lack of schools and adequate educational facilities is a significant challenge in Afghanistan. By investing in building new schools and improving existing ones, the government can help ensure that more children have access to a physical learning environment.
• International cooperation and support: Afghanistan can benefit from continued collaboration with international organizations and aid agencies to address the lack of qualified teachers. These organizations can provide expertise, resources, and funding to support teacher training and development programs.

By implementing these measures and addressing the lack of qualified teachers, Afghanistan can make significant strides towards improving the quality of education for all its children and creating a more skilled and educated population for the future.

Insecurity and traditional norms and practices related to girls' and women's roles in society

Afghanistan has an estimated 3.7 million children who are out of school, with girls making up 60% of that number, or 75% according to another source. This situation has been exacerbated by more than three decades of sustained conflict.

Patriarchal societies tend to marginalise the feminine and trivialize what is considered feminine. In Afghanistan, this has resulted in gender inequality and discrimination against women and girls. The country's social structure heavily relies on themes of honour, purity, and modesty, which are often upheld by women. For instance, unmarried women must remain abstinent to be perceived as pure in both thought and conduct.

Cultural norms in Afghanistan often dictate that opportunities are first given to boys, with girls coming second. This is reflected in the government's establishment of fewer schools for girls at the elementary and secondary levels. In addition, the lack of qualified female teachers in rural schools, particularly in schools without buildings, affects girls' education. Many religious and traditional families in Afghanistan do not allow their daughters to be taught by male teachers.

Traditional norms and practices, such as early marriage, harassment, and family encouragement to conform to gender stereotypes, also hinder girls' education. These norms and practices are deeply rooted in the communities and are often enforced by gender stereotypes and family discrimination between girls and boys.

Poverty: families cannot afford to send their children to school

Afghanistan's education system has been devastated by over three decades of conflict. The country's children, especially girls, face significant barriers to accessing education. One of the main reasons for this is poverty.

Poverty is a critical factor in the low enrolment rates in Afghanistan, with many families unable to afford the costs associated with sending their children to school. This is despite education being a constitutional right in the country. According to a World Bank report, an estimated 3.7 million school-aged children are not enrolled in schools, and poverty is one of the key reasons for this, along with the war and conservative traditional beliefs. The report also highlights the lack of necessary infrastructure in many schools, with 46% of schools lacking proper buildings, safe drinking water, and sanitary restrooms.

In 2020, the World Bank stated that nearly half of Afghanistan's 18,000 schools lacked proper buildings, and this situation has not improved significantly since then. The lack of infrastructure is a significant concern, as it not only affects the quality of education but also the enrolment rates. Many families are reluctant to send their children to schools that lack basic facilities, especially for girls. The Afghan government has acknowledged the issue and is working towards constructing more school buildings, with a target of 6,000 new buildings. However, the progress has been slow, and as of 2023, only 2,700 school buildings were under construction.

The lack of qualified teachers is another critical issue in Afghanistan's education system. Many teachers do not have the necessary skills or knowledge to provide a quality education to their students. This is partly due to the low academic qualifications of teachers, with only 48% possessing the minimum academic qualifications equivalent to an Associate Degree. The lack of qualified teachers has a significant impact on the quality of education that children receive, which can discourage families from sending their children to school, especially those already struggling financially.

In addition to the lack of infrastructure and qualified teachers, the distance to schools is also a barrier for many children, especially in rural areas. The shortage of schools and insufficient transportation options mean that children often have to walk long distances to get to school. This is a particular concern for girls' education, as cultural norms and safety concerns make it challenging for girls to travel long distances to schools.

To address these challenges, the Afghan government and organisations like UNICEF and Save the Children have been working to improve access to education. UNICEF has been supporting 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. These initiatives aim to bring education closer to children, especially in rural and underserved areas. However, more needs to be done to address the underlying issues of poverty and lack of infrastructure, which continue to hinder children's access to education in Afghanistan.

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