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Challenges Facing Afghanistan’s Education Sector

Challenges Facing Afghanistan’s Education Sector

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Published by Rai__Go

Request for Information: Could you please provide information on the Afghan education sector, including experts’ ideas regarding what can be done to support and improve it?



Steps Taken in Response: The Social and Strategic Infrastructure Knowledge Manager (KM) from the Civil-Military Fusion Centre (CFC) reviewed a wide range of open-source materials, including news articles, reports from governmental and international organisations and other materials.

Request for Information: Could you please provide information on the Afghan education sector, including experts’ ideas regarding what can be done to support and improve it?



Steps Taken in Response: The Social and Strategic Infrastructure Knowledge Manager (KM) from the Civil-Military Fusion Centre (CFC) reviewed a wide range of open-source materials, including news articles, reports from governmental and international organisations and other materials.

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The Civil-Military Fusion Centre (CFC) is an information and knowledge management organisation focused on improving civil-military interaction, facilitating information sharing and enhancing situational awareness through the  
  portal and our weekly and monthly  publications. CFC products are based upon and link to open-source information from a wide variety of organisations, research centres and media sources. However, the CFC does not endorse and cannot necessarily guarantee the accuracy or objectivity of these sources.
 
CFC publications are independently produced by Knowledge Managers and do not reflect NATO or ISAF policies or positionsof any other organisation.
 
CIVIL-MILITARY FUSION CENTRE
Challenges Facing
Afghanistan’s Education Sector
 
Rainer Gonzalez Palau
February 2012
Request for Information:
Could you please provide information on the Afghan education sector, including
experts’ ideas regarding what
can be done to support and improve it?
Steps Taken in Response:
The Social and Strategic Infrastructure Knowledge Manager (KM) from the Civil-Military Fusion Centre (CFC) reviewed a wide range of open-source materials, including news articles, reportsfrom governmental and international organisations and other materials. n December 2001, a team led by the Asian Development Bank (ADB)completed a
, which was soon followed by a
Comprehensive Needs Assessment
 
of Afghanistan’s education sector 
. As noted in an ADB report on
A
, these assessments elucidated numerous challenges facing theschool system. According to the report, education in Afghanistan had been undermined, both institutionally and interms of physical infrastructure, by 23 years of war. The report notes that politicisation was a particular concern;various groups, including the Taliban, had attempted to use education as a means of spreading ideology. The PNAestimated that, during 2001, the Gross Enrolment Ratio(GER)in primary education was 38% for boys and 3% for girls. In secondary education, the situation was worse, with an enrolment rate between 5% and 11% for boys and1% and 2% for girls. The PNA, reportedly found that approximately 80% of the school buildings had been eitherdamaged or destroyed; only two teacher training colleges were partially functioning nationwide. Furthermore, thecurriculum had not been revised in 30 years. Teachers had not been paid for months. Many had fled the country orwere either working in other sectors or in refugee camps abroad. In this challenging context with a diminishedsystem capacity to supply basic items such as buildings, teachers and materials, the ADB estimated that, after2001, there was a need to train 43,500 teachers and construct almost 14,000 schools in order to provide primary education to Afghan children in Afghanistan as well as to those returning from neighbouring countries.
According to the US government’s
Special Inspector General for Afghanistan Reconstruction(SIGAR), the situation changed over the course of the next decade. A SIGAR report indicates that more than8.1 millionAfghans have accessed some form of education during the last decade. This improvement is also reflected in theWorld Bank 
s World Development Indicators
 (WDIs)for Afghanistan (
see Figure 1, next page
).
I
AFGHANISTAN RESOURCE DESK
RFI # 03-12
 
 
February 2012 Page 2
Afghanistan Resource Desk: The Education System
RFI # 03-12
 
Figure 1. Trends in Afghan Education Indicators, 2002-2010
 
Source: Developed by the author from the
World Bank’s 
.
 
The Afghan Ministry of Education(MoE)defined its main objectives for 2020 in the National Education Strategic Plan(NESP).These objectives included the following: (i) to increase GERs for boys and girls to 104% and 103%
1
, respectively; (ii) to ensure that 95% of teachers have successfully passed the national competency test;(iii) to achieve a national literacy rate of 75%; and (iv) to ensure that 12% of students progress from primaryschool to vocational colleges and schools. The following sections help to identify challenges facing the Afghan
education system in order to help identify entry points, based on experts’ reports, fo
r obtaining goals such asthese.
Education Quality
The United Nations Children’s Fund(
UNICEF)says that the quality of teaching continues to be a challenge for Afghanistan. UNICEF asserts that there are continual opportunities to support the MoE in improving teachingthrough field-testing, orientation, developing of teacher
s’
guides, capacity development programmes for teachers,the distribution of supplementary materials to all schools and support to teacher training colleges.Likewise, aNorwegian Education Team (NET) report points out that schools operated by non-governmental organisations (NGOs) often have more resources to attempt innovative approaches and are also less encumberedby bureaucracy. The NET report indicates that centralisation within the Afghan state education system hashindered innovation and made it more difficult for approaches to be tailored to local contexts. For instance,provision of computer-based lessons is not available in state-owned schools, though some NGO-run and privateschools have started to introduce online classes. Furthermore, the NET report identified a need to develop a newacademic curriculum and to print new textbooks which are adapted to the local traditions and culture. The report
1
 
In many developing countries GER can be larger than 100% as it accounts for the presence of students who are outside of thetypical age range. Thus, if 100% of school-age students but 3% of older students are in primary schools, the GER will read 103%since there are more students than there are school-age children.
 
0.0%20.0%40.0%60.0%80.0%100.0%
200220032004200520062007200820092010GER Primary EducationGER Secondary Education
 
 
February 2012 Page 3
Afghanistan Resource Desk: The Education System
RFI # 03-12
 
suggests involving a wide array of stakeholders, including religious leaders, in developing new curricula andtraining materials to ensure that they will be widely accepted.
Lack of Physical Infrastructure
Construction of schools is a must to deliver education in safe learning spaces. The NET report confirms that 80%of 
schools had been damaged or destroyed during conflict in the 1980s and 1990s, in particular.During the last decade, however, many donors have focused their efforts in constructing new schools andrehabilitating damaged classrooms. For instance,
in 2010, according to the MoE’s 
2010 Progress Report,2,659schools accommodating 554,400 students were built. Many more were renovated and furnished with desks andother materials. However, there are still many schools operating outdoors or in tents. As such, it is important tohighlight that the MoE in consultation with other agencies and organisations developed a set of  pre-planned, cost-effective school designs that take into consideration a wide range of variables, including locally-availablematerials, access for disable students, safety and the environment. The MoE has encouraged donors and partnersto choose the most appropriate of these designs when building additional schools.
Institutional Capacity Development
 
The Afghanistan Research and Evaluation Unit(AREU)finds thatcapacity building is a key issue for strengthening
the country’s education sector 
and making it sustainable. AREU points out that capacity building
will be a “complicated, long
-term process because it involves not just changes in individual knowledge and
abilities, but changes in how organisations operate”.
The International Institute for Educational Planning(IIEP)  defines capacity development 
as “any activity which aims explicitly at strengthening
a country so that it can betterachieve its development objectives by having a positive and sustainable impact on
individual offi
cers,organizations, public service as well as a motivating, stable and structured context without having negative effectson any of these levels
”.
The IIEP, in a report entitled
, suggests that strengthening the education sector should not only involvecapacity building within the MoE but also within the Ministry of Finance(MoF)and the Ministry of Labour, Social Affairs, Martyrs and Disabled(MoLSAMD). While the MoF provides the resources to fund education
service provision, the MoLSAMD provides education to particularly vulnerable populations. In addition, the “Onthe Road to Resilience” report also sug
gests a long-term strategy rather than short-term, project-based approach tocapacity building.The IIEP proposes a multi-layered capacity-building model such as the one proposed in
Lynn Davies’s paper 
on
(
Figure 2, next page
). This model depicts thespecific needs involved in capacity building and outlines the relationships between the various levels at whichcapacity building should take place (i.e., organisational, institutional and contextual). For instance, to affect theorganisation level it will be necessary to understand and
address the institution’s
culture. Davies points out thatfocusing exclusively on the individual level could result in limited success given that individuals may change jobsfrequently, thus taking their enhanced capacity with them.
Box 1. Water and Sanitation in Schools and Impact on Female Enrolment
 
Finally, schooling and education often includes infrastructure beyond the typical classroom. For example UNICEFhas developed a Water, Sanitation and Hygiene (WASH) programme to deliver water and sanitation facilities andinformation to more than 500 schools. One common reason stopping girls from attending school is the lack of sanitation facilities when they reach menstruation. UNICEF program provides not only the latrines, incineratorsand hand washing stations but also encourage and propagate hygienic practices for girls.

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