The education system in Afghanistan includes a K-12 system, as well as higher education, which are supervised by the Ministry of Education and the Ministry of Higher Education, respectively.
Currently, Afghanistan is struggling to recover from decades of war that began with Russia invaded in 1979, followed by a civil war, Taliban rule, and subsequent invasion by the United States, compounded by a high level of internal violence, all of which has done harm to the country's educational system.
Prior to the Soviet invasion, about 40% of the doctors in Afghanistan were women, as were 60% of the teachers at Kabul University. Although illiteracy rates were high, the distribution between the sexes was more evenly matched. During the wars, teachers fled the country and school buildings were destroyed or appropriated for military purposes. When the Taliban took control in 1996, female students were not permitted to participate fully in the educational system, and the madrassas became the chief source of education, teaching Islam rather than mathematics, science, and literature.
By the time the Taliban was overthrown in 2001, nearly 60% of men and 90% of women in the country were illiterate, and the country was in need of skilled workers in order to rebuild. A great deal of international aid was made available for the purpose of restoring Afghanistan's educational system, and the country has made strides toward doing that. At the public school level, new school buildings have been constructed, and thousands of teachers have been employed. Although the public schools still include religious topics, detailed instruction in Islam is left to Islamic teachers. Kabul University, which had closed during the Taliban administration, reopened in 2002, enrolling male and female students. Other universities, public and private, were established, and still others were renovated or rebuilt to meet the demand for higher education.
Afghanistan still faces some obstacles, however.
Strategic planning is difficult because much of a lack of funding. Although international and private assistance is still available for Afghanistan, much of it comes from donors outside of the country, so it is difficult to predict a budget.
Most of the country's teachers left during the Soviet invasion and occupation, or during the Taliban administration. Although many have returned, there are not enough qualified teachers to meet the demand, so many of the country's teachers have not completed their post-secondary education. After the Taliban regime, the country's curriculum has become more focused on academics, but textbooks and reference books are in short supply.
Political and religious unrest remains a significant problem in Afghanistan, and several of its schools have been targeted.
About one-fourth of Afghan children between the ages of seven and fourteen are working, a problem that disrupts or prevents children from continuing their education. Female students have greater obstacles to an education than males. Besides cultural biases that favor males, roughly three-fourths of the country's teachers are male and many parents will not allow their daughters to be taught by men.
Nevertheless, these are problems that the Afghan government, domestic and international aid organizations, and others are working on.
A dual education system exists in Afghanistan: religious and academic. While the government provides academic instruction through the public schools, religious education is primarily conducted by clerice in mosques. As an Islamic Republic, both are important facets to the education of an Afghan child.
Students begin primary school at the age of seven, and the program lasts for six years, in which students learn the basics of arithmetic, reading, writing, and the national culture of Afghanistan. Upon completion of primary school, students have an option of continuing their academic studies or to study pursue such skills such as agriculture, aeronautics, arts, commerce or teacher training instead. Grades seven through nine are middle school for those taking an academic path, and a national examination is required for completion. Students who have opted for a vocational track will attend grades seven through thirteen, to complete a six-year vocational program. Upon completion of middle school, students also have an option to pursue a vocational education, which would be a three-year program, which is the equivalent of a post-secondary education.
Higher education in Afghanistan is known as tertiary education. There are three levels: a bachelor's degree, master's degree, and a doctorate. Currently, Afghanistan has six public universities, the oldest of which is Kabul University. Independent and international schools are also options for some students.
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AIL began in the refugee camps in Pakistan, and has offered secret schools for girls in Afghanistan during the Taliban regime, expanding in 2001 to to open Learning Centers requested by Afghan communities, establishing clinics, and operating workshops to provide training in several subjects. Its history, services, and projects are highlighted, including recognitions, videos, and photographs depicting its work.
http://www.afghaninstituteoflearning.org/
Afghan Refugee Girls' Primary Schools
Founded by Quakers in 2002, the educational program educates Afghan refugees in Pakistan, providing an elementary school curriculum that meets the standards of both Pakistan and Afghanistan, including final examinations, instruction in Pashto, Dari, and Urdu, as well as English for older students, math, social studies, science, drawing, health, Islamiat, and practical or vocational skills.
http://www.afghangirlsschool.org/
American Institute of Afghanistan Studies
AIAS is a non-profit organization founded in 2003, and offering advanced study of Afghanistan through Boston University in Massachusetts. Its partner institutions, memberships, officers, and staff are featured, as well as its Kabul Center. A calendar of conferences and events in Boston, as well as in Kabul, are posted to the site, its lecture series is highlighted, and access to various publications is included.
https://afghan-institute.org/
American University of Afghanistan
AUAF is a private, not-for-profit institution of higher education in Kabul, offering an MBA program, undergraduate degrees, continuing education, and professional development training, all lessons in English, and operating on the United State semester system. A history of the university, its admissions policies, application procedures, registrar contacts, and an academic calendar and catalog are published to the site.
https://auaf.edu.af/
Partnering with Hoopoe Books, the project's mission is the contribute books to as many Afghan school-age children, libraries, and adult literacy classes as possible, including audio version of the stories, teacher lesson plans, and teacher training materials. The problem is stated, along with an overview of what BFA is doing and hopes to do, its accomplishments, partners, and ways in which others can help.
https://booksforafghanistan.org/
Serving the Afghan provinces of Herat, Badghis, Ghor, and Farah, Herat University is in Herat, and is the second largest university in Afghanistan. Its history, operational strategies, administrative contacts and hours, faculties, and admissions policies are stated, along with the university's degree and other programs, student services, research facilities, and international offices. Announcements are posted to the site.
https://hu.edu.af/en
Founded in 1931, KU is located in Kabul, and is administered by the Ministry of Higher Education of the Islamic Republic of Afghanistan, and is the oldest and largest tertiary education institution in the country. Its degree programs, student services, alumni programs, and admissions policies set forth, and employment opportunities are published to the site. Links to other Afghan educational institutes are included.
http://ku.edu.af/en/
School of Leadership Afghanistan
SOLA was formed to provide Afghan girls with a rigorous education designed to promote critical thinking, to give them a sense of purpose, and to enhance respect for themselves and others. Its vision and mission are stated, a promotional video is presented, and a map shows the Afghan provinces represented by SOLA students and alumni. Contributions may be made through the site.
http://www.sola-afghanistan.org/
The international volunteer effort is in support of the Kandahar Institute of Modern Studies, a learning facility in Kandahar, Afghanistan that provides business education for men and women, offering Business Management, Information Technology, and English and Communications programs on campus, as well as through online classes from Canadian and international institutions. Its programs, staff and partners are identified.
http://www.theafghanschool.org/
