Islamic Republic of Afghanistan - Enhanced Integrated Framework ...

the primary level. In rural areas, girls are muchless likely to be enrolled at any level but afterthe primary years boys are more than ten timesas likely to be enrolled. The shortage of girls’schools and female teachers, especially at postprimarylevels, are the greatest risk factors forachieving higher participation rates and genderequity in rural areas. Access to education fornomadic children, those with learning disabilities,pre-school children and older childrenwho have missed the first years of basic educationand now want to enter the system is alsogenerally low.Equity in access to primary and secondaryeducation will provide a firm base for equity inhigher education. In order to improve and increaseaccess, the government plans to pursuean aggressive building and equipment programin addition to assessing the potential fordistance learning strategies. This will includeassessing the optimal role for government andidentifying strategies for achieving nationalcoverage relatively quickly through the use ofexisting national facilities. As part of the aggressivebuilding program, efforts will be madeto include improved security, comfort and hygienein the building designs in order to improvethe physical learning environment. Improvementin equitable access to education willbe indicated through increased net enrolmentin the various sub-sectors, by gender and specialneeds; additional physical infrastructureand facilities for that caters to all including females,special needs and nomadic communitiesin suitable locations.Quality: The quality of education in Afghanistanis quite low across the sector. There aremultiple reasons for this including teacherswho do not have a thorough knowledge of eitherthe subjects taught or effective teachingmethods; the lack of adequate learning spaces,as well as the lack of quality teaching andlearning materials. The classroom environmentand the quality of education are critically dependenton the quality of teaching. Teachercenteredclassrooms and rote learning are thenorm in Afghanistan’s classrooms across thesector. Existing classroom-based methods dono deliver basic literacy and numeracy andthey do not develop critical thinking and analyticalskills of students. Teachers either do notknow how to implement more studentcenteredmethods or are not motivated tochange their teaching style.Although improving the pedagogical skills ofteachers is a contributor to improving the qualityof education in Afghanistan, recent surveysindicate that the knowledge level of teachers isalso extremely low. This indicates the need fora teacher training program that consists of bothsubject-content training as well as pedagogicaltraining. The quality of education will also beimproved by continued updating and revisionof the curriculum and by increased communityinvolvement in the management of educationdelivery. Enhanced quality of education willbe measured by the progression rates of studentsthrough the system and the numbers ofteachers who have successfully completedcompetency tests and the systems put in placeto monitor and coach teachers on a regular basis.Relevance: For education to contribute topoverty reduction and economic growth it isimportant that the skills and knowledge acquiredin the education system are relevant topresent day needs and market demands. Thecontent of education in Afghanistan has notevolved with the times and not for want ofgood reasons. However, it is opportune now toleapfrog in time and adopt relevant methodologies,content and appropriateness that suitboth the individual and the people at large tobetter contribute to and benefit from economicgrowth.The review and revision of curriculum to makeIslamic education broad-based to allow multiplecareer paths for graduates, the teaching andlearning of technical and vocational skills thatare in demand and will lead to jobs, adult literacythat is linked to productive skills, are someexamples of how government is attempting tomake education more relevant to present dayAfghanistan. For detail information refer toVolume II.Strategic approachesThe underlying principle of government in ensuringequal access to education for all is todevelop a strategy that is national in scope butlocal in focus and delivery. Different measureswill be required to overcome constraints to accessand supply due to geography and therebypromote the diversity of Afghanistan.Government will work towards strengtheningpartnerships, clarifying responsibility andEconomical and Social Development 117