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Susan Wardak. Delhi, India. MINISTRY OF EDUCATION Islamic Republic of Afghanistan. Providing Access to Education Opportunities in Afghanistan. October 24-26, 2007. Outline. Our commitments to Education
MINISTRY OF EDUCATION
Islamic Republic of Afghanistan
Providing Access to Education
Opportunities in Afghanistan
October 24-26, 2007
Education is the right of all citizens of Afghanistan, which shall be offered up to BA level in the State educational institutes free of charge by the State.
Article 43 of the 1382 Constitution
Islamic Republic of Afghanistan
“By 2020 all children in Afghanistan, boys and girls alike, will be able to complete a full course of primary education.”
Afghanistan’s MDG for Education
By 1389 (2010)
grades will be at least 75% and 60% respectively.
There continues to be open threats to kill teachers. A bounty of Afs 50,000 (US$1,000) for every female teacher and Afs 25,000 (US$500) for male teacher killed was announced through night letters recently in certain parts of the country.
The Ministry of Education reports in its log that threats to kidnap students have led to the closure of schools in 5 provinces.
MoE is attempting to tackle this problem
- Temporary classroom tents are being immediately provided
- When school is closed, MOE staff show up to talk to communities, mobilize and raise awareness
Capacity is defined as the ability of individuals and organizations or organizational units to perform functions effectively, efficiently and sustainable. This definition implies that capacity is not a passive state but part of a continuing process.
Provision of several rounds training along proved in effective beyond any doubts
Internal or external demands to produce quick results interfere with long term needs for capacity development.
Even with a minimum role for the government as non-implementing body, capacity development is vital for not only achieving quality “education for all” but also for sustaining education programs essential for reconstruction and development
The development of a National Education Strategy Plan (Five Years) which has been endorsed by all stakeholders and is being implemented right now.
Vision for Education in the NESP:
To facilitate the development of a vibrant human capital by providing equal access to quality education for all and enable our people to participate and contribute productively to the development and economic growth of our country.
One of the myths regarding girls’ education in Afghanistan is that Afghans do not want to send their girls to school. The strategy of the Ministry of Education (MOE) has been to recognize that supply and demand side issues intermingle.
Poor Families send children to school for better future
500% increased, regardless of security, no easy access and poor quality
More than three thousand schools were rehabilitated or newly built during the past years and 1000 more are in the plan for 2007-08,
A new curricula for secondary schools (for the first time in decades) has been developed and the textbooks will be written in the next six months
Supported by German Technical Cooperation (GTZ) and UNICEF, the Teacher Education new curriculum has been developed in a time-efficient manner and being reviewed, as we speak at the NCERT in Delhi
The MOE has also with support from the GTZ, Japanese and Iranian governments upgraded the pre service teacher training system in the Teacher Training Colleges
Establishment of new Teacher Training Colleges (TTC) in 11 provinces
Recruitment of 9420 student teachers in TTCs
Construction of teaching facilities and female dormitories for TTCs
Decentralization of teacher recruitment is part of the structural reform that is fully designed and in the loop for implementation
A cross cutting and overarching objective that the MOE promotes in all its activities, has been the promotion of girls’ education and increasing the numbers of trained female teachers and principals. Program design included the following elements:
(i) prioritization of girls’ schools;
(iii) strong element of social mobilization to motivate and encourage local communities to send girls to school;
(iv) female representation in the establishment of SMCs and PTAs; and
(v) emphasis on recruitment and training of female teachers.
Due largely to this prioritization of increasing female participation, the trend in national enrolment for girls has been highly satisfactory with an unprecedented number of girls in school.
Program performance data show that of the students enrolled in 2007, 45% are girls and that 35% of teachers in IDA program provinces (at that time this was 12 out of a total of 34 provinces) are female (in 2003, it was 14%).
The MOE’s tactics in gaining support for girls’ education and school protection recognizes that there is a need to look beyond providing for the supply side constraints. There is recognition that households have traditionally had limited control over the school authorities and teachers in their children’s schools
Most rural schools are being built through community contracting for example. This gives communities are sense of ownership towards their schools and is enhancing community ownership, increasing accountability and transparency and allowing communities to manage resources and make decisions that directly affect their children.
A crucial aspect of the above is that increased community ownership will also lead to communities protecting schools from attack and violence. The communities will no longer see the school as a symbol of the state but as something that belongs to them and their children, an entity they have control over