Women Education In Afghanistan

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Afghanistan has been at war for three consecutive decades. The education system of the country was jeopardized during war, and girls' education was affected the most. The uncertain security during the Taliban regime made the education situation harder for girls. Under the regime, girls access to education was unfeasible because of the violence and threats routinely used. According to the UNICEF report of (2011), under the Taliban regime, the education system struggled, and less than 1 million children were attending school. Today 8 million students are attending school, but only 13% are females of age 15 and older. Even after the fall of the Taliban regime, there are still many impediments to women’s education, such as discrimination on the basis of sex, patriarchy, and male domination in the society. Furthermore, local traditions and discrimination against women’s education, lack of female schools in villages, lack of proper education infrastructure, lack of personal security, and lack of female teachers are still the main problems that Afghanistan, especially the villages, face today. (REfrence) The education of women is one of the main and most difficult areas of concern for donors to spend their money on because of the delayed results in improvement. The agencies and the governments are under pressure to show concrete and quick results for money spent (6). Reforming curriculum, revising textbooks and changing teacher certification systems do not happen as quickly as building school buildings. In Afghanistan, billions are being spent each year on development and humanitarian activities. However,the education system gets a very small share of the aid budget. The main problem in the education system is the planning beyond con... ... middle of paper ... ...discrimination of genders in Afghanistan. The indigo project has done a wonderful work to initiate such progress in Borjgai village. Also, to be successful, this project must obtain community support, adopt an integrated approach that meets women's immediate needs, make post-literacy training available, link the literacy project to community development, and ensure women's participation at each step of program formulation and implementation. Literacy efforts concerned with meeting women's practical needs should be paired with activities aimed at long-term strategic interests, including income generation, formation of indigenous women's organizations, health care, conservation of natural resources, and adequate housing. Finally, the adult literacy programs are most successful when instructional technology is accompanied by a social ideology aimed at empowering women.
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