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Girl education in afghanistan
Factors influence and shape the education system in Afghanistan
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One of the greatest example is, Mrs Mary Nawabi. She is currently 65 years old residing in Maryland with Mr Nawabi and other family members. Mr Nawabi, my maternal grandfather, was a minister of petroleum in Afghanistan. He had received his graduate, and post graduate from the University of Oklahoma and Carnegie Mellon. Mrs Mary Nawabi had a passion of learning and teaching in Afghanistan in her early 20s. She had finished her education in Kabul University (Nawabi, 2016). Her degree consists of early education and higher education. She graduated first in her class from 1st grade and all through her university (Nawabi, 2016). Mrs Nawabi received her Master’s degree from the University of Maryland in the late 1980s. Her life in Kabul, Afghanistan, she held a prestigious position in the board of education. She was the director or superintendent of the country’s capital, Kabul. Mrs Nawabi’s view about Afghanistan was a relatively liberal country with a progressive on women's rights (Nawabi, 2016).
In Kabul, Afghanistan, 70% of women were school teachers, 50% of them were government workers, and 40% of them were doctors under King Zahir Shah empowerment (“History of Afghanistan”, n.d). As a superintendent, her desire was mainly to address girl’s needs and concerns as well as human
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Since there were four tribal groups, the country went to different political policies. Mrs Mary Nawabi states, “The Russians had the biggest educational influence in the lives of Afghans. Many Afghans received to attend universities in Russia. After the completion of education, they came back to Afghanistan with a communist mindset. It was unfortunate, that most government positions were held by Afghan communist individuals. That if you do not believe in communism, you do not have a job. (Nawabi,
In the article titled “Pashtana’s Lesson” by Beth Murphy, she records the story of a 15 year-old Afghani girl who has a fiery passion for acquiring knowledge and pursuing education, but old traditions oppress her devotion to study. Pashtana is in the 7th grade at an all girls school which has been rejected by the elders in their community, asked to be torn down, or turned into an all boys school. Her mother strongly enforces studies on her children because she never went to school herself and she doesn’t want her children to end up blind to things in the world like her. In order to support her mother and three younger siblings financially, Pashtana is being forced by her uncle and father to marry her first cousin which is not uncommon, the
The Taliban regime was infamous for its treatment of women. Windows had to be painted black so men could not look into the windows of houses and see the women inside. Women were unable to work. Under Taliban rule, women were not allowed to be educated, unable to go to school or university. 9 out of 10 Afghan women are illiterate. Unfortunately, Meena was unwillingly cast into the role of teacher to young girls who wanted to learn how to read. Because she had been to university, girls flocked to...
...made. “Their domain of activities has extended, if not in the formal market, to the informal sector of the economy and to social affairs. The remarkable indices of these reforms are that urban and rural women volunteers participate in most important political institutions (i.e., parliament and Islamic councils) or in the establishment of NGOs.”21 This is a very large improvement, furthermore, women are gaining access to and “empowerment through higher education”21. Higher education leads to many positives, higher paying jobs, greater social standing, are just some of the advantages that will be accelerated over time as the gender gap becomes less prominent. However, “in Iranian society, men still are perceived to be more important than women”21 though this idea is decreasing at an increasing rate, it illustrates how pervasive and damaging a negative ideology can be.
In Afghanistan, education is not easily attainable especially as a woman. “For girls in much of the country, education remains a dream no more attainable now than it was under the Taliban. If women are educated, that means their children will be too. If the people of the world want to solve the hard problems in Afghanistan--kidnapping, beheadings, crime and even al-Qaeda--they should invest in education”(Baker).This quote explains the struggles that young afghanistan children have to go through by not getting the opportunities that American children get every day. Even after Afghanistan was under the Taliban, it was still rare for children to attend school which is a horrible reality. Education is explained as one Afghanistan's worst problems of this time. Future generations are in trouble if this problem is not fixed. The tragedy that these children are facing needs to evolve towards a better system. Afghanistan’s current educational structure is unacceptable to the growth of children. “It's hard to overstate the amount of work to be done. The literacy rate in the country has dropped below 40 percent for men, and it is believed to be as low as 4 percent for women” (Whitelaw). Though there is clearly a lot of work to be done in the education systems, it is crucial to the well-being of many children that the systems improve to inspire kids that education along with hard work and dedication is essential to future success. This is only one
One of the main controversies in this book is the plight of women and men’s struggles. Although both experienced different kinds of inequalities, women were the target of the Taliban. In 1978, women in Kabul were demanding their rights during the Afghan Women’s Year. The president who was in charge then was president Daoud, and he decreed, “The Afghan woman has the same right as the Afghan man to exercise personal freedom, choose a career, and fins a partner in marriage” (53). This decree was absolutely invalid when the Taliban expelled a humanitarian organization that was run by women, and because of that, the Taliban took over Kabul. Women were not allowed to work outside of home. Because of that, Latifa mentions that women in Kabul usually just bake bread, do embroidery,
Since the tragedies of September 11th 2001, Americans have really opened their eyes to the political state of Afghanistan. The poor treatment of women in Afghanistan is an issue that, for many Americans, just seems to be coming to light as a serious concern that requires outside attention. Extreme Islamic leaders in the country persist in limiting the freedom that Afghan women have. Women in the Taliban-controlled country suffer unusually hideous acts of torment and are forced to abide by outrageous regulations because of stringent enforcement methods. Afghan women daily live lives restricted by Taliban law and risk having to endure cruel punishment and torture, yet Afghan political leaders continue to justify the their treatment of Afghan women.
Interestingly enough, many different ethnic groups can be found in Afghanistan. Some are from other countries and others have only Afghan routes. Discoveries show that Hazaras are one of the lowest and Pashtuns one of the highest powers in Afghan society. People would automatically assume that there were only one or two different ethnic groups, which live in Afghanistan. However, there appears to be a great variety of different peoples living in Afghan society. All together, fourteen different ethnicities can be discovered in Afghanistan. I have found the following: Arab, Hindu-Sikh, Farsiwans, Wakhis, Sunni Brahui, Qizilbash, Aimaqs, Baluchs, Nuristanis, Turkmens, Uzbeks, Hazaras, Tajik, and Pashtun people.
The book “The History of Mary Prince” by Mary Prince is a unique text that puts offers a comprehensive approach to slavery. Specifically, what makes the narrative exceptionally appealing to readers is due to the fact that it is written based on Prince’s own idea that her experience could have been informative to the public in England. As such, this paper seeks to not only know when and why this narrative was written and published but also the intended audience, as well as its importance in an historical context. As noted by Pringle, the text purposed to make sure that the truths about slavery is spread across England. She notes “for few people in England to know what slavery is” (Prince 10).
Within weeks after the invasion, the People’s Democratic Party of Afghanistan would be ousted from the region and replaced by Soviet forces. Soviet forces would next encounter an enemy that hid in the mountains and fought with guerrilla tactics. This Muslim rebellion group is known as the Mujahideen. The Mujahideen opposed the Soviets and Karmal government because both supported a communist government which rejected religion and wanted to modernize the government away from Muslim tradition that involved government and religion together.... ...
“I am Malala” by Malala Yousafzai is a beautiful and hard breaking book at the same time. This book is an autobiography that describes the author childhood and her support on the right for girls to have an education. Through this autobiography, Malala describes the restrictions that are imposed on females in her country. There are many that believe that woman of Pakistan should not be educated in the other hands there are a few that oppose this idea. Malala’s support on education for girls almost cost her life, since she was shot by the Taliban. From a multicultural perspective Malala’s story touches on topics such; culture shock, discrimination within your own culture, oppression, religion, family and woman’s right. Despite the opposition
Afghanistan since its beginning has been a place of conflict, despair, and at times lost hope. It has been taken advantage of and lost its sense of identity, which has had a direct effect on its people, and there own sense of what justice truly is.
From the 1950’s until around 1985 the Soviet Union had Afghanistan under its control. This Soviet involvement in Afghanistan caused the ideologies of communism to spread into the Afghanistan culture. One of the communistic ideas that were assimilated into was the thought that every person is equal. This idea made life a lot easier for the women of Afghanistan. One of the freedoms they were given under Soviet control was the allowance of woman being educated, “The government had sponsored literacy classes for all women. Almost two-thirds of the students at Kabul University were women now… women who were studying law, medicine, engineering” (135) Hosseini expresses this through the character Laila. Laila’s father, Babi, was a professor and strongly urged the necessity for Laila to get an education. He was so dedicated that he would help out Laila with her homework every night. Hosseini expressed this when Laila claimed “Babi thought that the one thing that communists had done right- or at least intended to- ironically, was in the filed of education… More specifically the education of women.” (135). To Babi there was nothing more impertinent than the education of woman in Afghanistan. He knew that when half the population is illiterate the country cannot properly aspire to new and better things. Along with the new right to learn, women’s requirement to cover their skin was relaxed all throughout Afghanistan. ...
Print. The. "Society and Norms-Gender Roles: Women." Islamic Republic of Afghanistan. N.p., n.d. Web. The Web.
“You educate a man; you educate a man. You educate a woman; you educate a generation” Brigham Young ("Good reads," 2008). I have started with this remarkable quote to support my topic and how the women education is important for any community and nation. I have chosen to write about the women’s education rights in Afghanistan I believe that the education of women is necessary for any country’s development. In fact, women are the mothers, sisters and daughters and they deserve to be a part of the society. Also, Women should be treated the same as men, so they can be productive in their countries and contribute to its development. Women need to be independent and have their right to study and join schools and colleges. Actually, they can be effective citizens if they have enough support. Woman who can take an active part in the development process improve the economy power of the country raise the level of economic and for her family, can raise the level of personal income. Women need to have the basic knowledge, so they can deal with different life issues. They need to be educated, so they can be aware of different diseases and participate in the development of their country. Also, the lack of education for women can be a reason of social and economic problems. This will not help to develop their country if government doesn't believe in the importance of the education for women. As Nelson The role of women's education in development. Mandela said “Education is the most powerful weapon which you can use to change the world.” ("Good reads," 2008).
Despite progress in recent years girls still suffer a lot of disadvantage in education systems. While gender equality in education remains a crucial issue for many countries women still account for two-thirds of the world’s illiterate population. Estimated thirty one million girls of primary school age and thirty four million girls of lower secondary school age were not enrolled in school in 2011. (http://www.UNICEF.org/education/bege-61657.html) Girls’ education is both an intrinsic right and a critical lever to reaching other development objectives says UNICEF. Girls’ education is important to the achievement of quality learning. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children. Education helps girls and women to know their rights and to gain confidence to claim them. However, women’s literacy rates are significantly lower than men’s in most developing countries. UNICEF recognizes the opportunities provided through girls’ education and it supports governments in the reduction of gender discrimination through interventions at national, local and community levels aimed to empower girls. As we look towards 2015 and beyond, UNICEF continues to take a more transformative approach to girls’ educ...