ZiiK-Report Nr. 45

Education in Afghanistan: Challenges andSuggestions for Improvement

Abdul Rahman Sherzad

April 2017

ISSN 1619-3660

Technische Universität BerlinZentrum für internationale und interkulturelle Kommunikation (ZiiK)Fakultät Elektrotechnik und InformatikFraunhoferstr. 33-36, 10587 Berlinwww.tu-berlin.de/ziikTel.: 030 314 27897

ZiiK-Report Nr. 45

Education in Afghanistan: Challenges andSuggestions for Improvement

Abdul Rahman Sherzad

This paper is an attempt to summarize the emergence of modern education in Afgh -anistan since 1875, and the consequences thereof using different sources. The forma-tion of the Ministry of Education (MoE) to oversee education, and the founding of theMinistry of Higher Education (MoHE) to supervise higher education are described.Moreover, the current Education and Higher Education systems in Afghanistan and theirstructures, as well as the Grading System and the National University Entrance Exam(Kankor), are reviewed. In addition, this paper outlines the factors which negatively im-pact the growth and quality of both Education and Higher Education in Afghanistan suchas external aggression and war, political use of educational institutions, intervention ofexternal powers, radical and rapid changes in cultural and traditional aspects of life, lackof literacy and knowledge, lack of qualified human resources and teaching materials, etc.At the end, the author proposes appropriate solutions to overcome/alleviate the prob-lems and to improve the quality of education in Afghanistan.

Keywords: Education in Afghanistan, Higher Education in Afghanistan, Afghanistan Edu-cation System, National University Entrance Exam, Kankor, Grading Systems, EducationChallenges and Proposed Improvements.

Abdul Rahman SherzadLecturer at Computer Science faculty of Herat University, AfghanistanPh.D. Student at Technische Universität Berlin, Germanyabsherzad@gmail.com | absherzad@mailbox.tu-berlin.de

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1. INTRODUCTION

Little or insufficient availability of valid and concise English resources on the web about

Afghanistan's education system and its history is one of the objectives of writing this paper.

Another aim is to discuss the factors that have impacted the growth and quality of education

in Afghanistan.

In Afghanistan education centers in which modern sciences are taught are called School, and

education centers in which Arabic and Islamic studies are taught are called Madrasa (Kamgar

2008, 15–16; B. Safi 1987, 1–2; Samady 2001, 25–26). The graduates from Madrasas have

various skills depending from which Madrasa they graduate. They become Mullahs after

graduation and work as preachers in the mosques. Some also work in the jurisprudence area.

In this paper, the term "modern education" refers to schools that are run by the government

with a standard syllabus that includes natural science and social and historical studies with

a minimum of Islamic studies. After graduation, a pupil can either go to university or work,

mostly, in governmental institutions. On the other hand, traditional education refers exclu-

sively to religious-oriented form of education where the children learn the fundamentals of

Islamic religion with basic reading and writing skills in mosques and private homes. Tradi-

tional education in mosques are run by the community and funded by the community.

The documents related to the history of education in Afghanistan show that modern or West-

ern-style education in Afghanistan began in 1875 with the establishment of schools for civil

and military purposes for the royal family. Subsequently modern schools were re-introduced

with the founding of Habibiya School with elementary, lower and higher secondary educa-

tion levels. The development of many general and vocational schools in Kabul and other

major cities led to the formation of Ministry of Education (MoE) in 1922. Next, due to the

expansion of higher education institutions in 1970, the Ministry of Higher Education

(MoHE) was formed in 1977 to consolidate the country's institutions of higher education.

This paper, initially presents the emergence of modern education, the development of both

the MoE and the MoHE. Next, it briefly explains the structure of both the Education and

Higher Education systems. Finally, the current challenges and suggestions for improve-

ments, are outlined and discussed.

2. THE EMERGENCE OF MODERN EDUCATION IN AFGHANISTAN

Afghanistan started its first modernization efforts during Amir Sher Ali Khan's1 reign. In

1875, along with traditional education, two modern schools were officially founded in Ka-

bul. Maktab-e Mulki WA Khawanin (Royalty school) and Maktab-e-Harbiyah (Military

1 Amir Sher Ali Khan was Emir/Amir of Afghanistan (1863-1866) and (1868-1879).

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school) were predominantly built for members of the royal family. In these two schools,

traditional education was combined with some curricular and structural aspects of modern

education, including mathematics, chemistry, geography, cartography, and strategic and mil-

itary studies. Both Afghan and foreign teachers worked under the government director of

education. However, due to the burden of Second Anglo-Afghan War2, this moderate mod-

ernization education had begun with Sayed Jamaluddin Afghani and other country intellec-

tuals' movement were then discontinued (Andishmand 2011, 7–8).

In 1903, Amir Habibullah Khan3 re-introduced modern education. He established Maktab-e

Habibiya (Habibiya school), with elementary (grades 1 to 4), lower-secondary (grades 5 to

7), and higher-secondary (grades 8 to 10). In the elementary school pupils studied Islamic

studies, local languages (Dari and Pashtu), mathematics, geography, and calligraphy. The

curriculum for lower-secondary included Islamic studies, local languages, history, geogra-

phy, foreign language (English, Urdu, or Turkish), drawing, hygiene, and systems of numer-

ical notation. In the higher-secondary school the curriculum consisted of Islamic studies,

local languages, history, geography, algebra, trigonometry, geometry, physics, herbalism,

chemistry, and English. Later elementary branches of Habibiya School were founded in six

other districts of Kabul. Ultimately the enrollment reached 1,534 students with 55 teachers

(Andishmand 2011, 10–11; Dowlatabadi 2011, 100; Ghobar 2015, 916–17). This school had

a significant impact on generations of Kabul intellectuals and scholars. For example, Mo-

hammed Zahir Shah the former King, Mohammed Najibullah the President from 1987 until

1992, Sebghatullah Mujadidi the Interim President in 1992, and Hamid Karzai the former

president, Ashraf Ghani Ahmadzai the current president of Afghanistan, and others are the

notable alumni of this school.

In 1909 Maktab-e Harbiya (Military school) was opened in Kabul. The lower and higher

secondary school teachers were mainly Indian and Turkish; later some Europeans also taught

in Afghanistan. It became necessary to create an independent teacher-training institute that

would have its own standard curriculum and competency. Therefore, in 1912, the first

Teacher Training College (Daral-Moallemin) with 80 participants was established in Kabul

to train teachers for elementary schools. In addition, in 1918 the first modern medical clinic

under supervision of Turkey's specialists was established. Habibia School graduates were

the first participants. In 1913, the Department of Education was founded to oversee both the

modern and traditional education with a view to extend the curriculum of mosque schools,

to train teachers for elementary school, and to publish standard textbooks (Andishmand

2011, 11–12; Ghobar 2015, 918–19).

However, the formation of Constitutional Movement (Junbish-i Mashrutiyat) in education

sectors made Habibullah Khan pessimistic to education. The constitutional monarchists out-

lined their demands: they declared that national sovereignty is a right of the nation, and that,

through a constitutional monarchy system; the nation must gain the executive powers in the

2 The Second Anglo-Afghan War began when Britain invaded Afghanistan (1878-1880). 3 Amir Habibullah Khan was Emir/Amir of Afghanistan (1901-1919).

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form of an elected parliament. They included these demands, which were against what the

British and Amir Habibullah Khan wanted, in their manifesto. Hence, they decided to de-

stroy this popular movement as soon as possible. Therefore, sadly Amir Habibullah Khan

killed some teachers, put others in prison, thus educational development came to a halt

(Ghobar 2015, 936–41; Habibi 1984; Najafi 2005).

During Amanullah Khan's4 reign extreme reforms and transformations in social and educa-

tional development were introduced, including education for women. The reforms were

based on models in other countries. Cultural and scientific relationships with other countries

were established.

Amanullah Khan, with cooperation of his wife, Queen Soraya established Maktab-e Mastu-

rat, the first primary school for girls and over 800 girls attended (1921-1928). A year later

Queen Soraya and her mother established Maktab-e Eṣmat (later in 1942 Malalai), the sec-

ond primary school for girls, in 1921. In addition, literacy classes for adults opened and King

Amanullah Khan personally taught in some literacy classes (Andishmand 2011, 17–19; Ra-

soli 2011).

Besides Habibiya School, three other secondary schools for boys were established in Kabul.

Amaniya (later in 1931 Esteqlal) was established on the French model in 1922, Amani (later

Nejat) was established on the German model in 1923, and Ghazi was established in 1927

taught in English. Primarily the teachers were from Germany, France, and India (Dowlata-

badi 2011, 101; Hussainzadeh 2008; Kamgar 2008, 27).

In addition, Vocational schools were also founded in Kabul. For example architecture, agri-

culture, fine and applied arts, telegraphy, carpentry, construction, police training, music, car-

pet weaving, home economics, and women's health and other professions. Expansion of ed-

ucation in other regions of Afghanistan was another big step. Similar schools were estab-

lished in Herat, Jalalabad, Qandahar, and other major cities.

In 1920, Ministry of Education (MoE) was established, to oversee education across the coun-

try (Andishmand 2011, 299). The same year, per article 68 of the first Afghan constitution,

elementary education became compulsory for both boys and girls. The school divisions were

reformed: Elementary (5 years), lower-secondary (4 years), and higher-secondary (3 years).

Cooperation was built among the modern and traditional educations. In 1927, there were

around 322 elementary schools, with a total enrollment of approximately 51,000. Since no

formal higher education system existed, top graduates (more than 100) were sent abroad to

the Soviet Union, France, Germany, Italy, England, and Turkey for higher education studies

(Andishmand 2011, 17; Shorish 2011).

Amanullah Khan, after returning from his European trip in 1928, brought many Western

styles, including social and cultural changes with aims to rapidly modernize the country. For

example, holiday on Thursday instead of Friday, Installation of billboards on special roads

with the message "women with a burqa cannot pass these roads", mandatory wearing suits,

4 Amanullah Khan was the King of Afghanistan (1919-1929).

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removing the cap for greetings, and others. In addition, propaganda that Amanullah Khan's

reforms were anti-Islamic, especially female education and sending them abroad for higher

studies stimulated religious reactions. This tension coupled with foreign-sponsored insur-

gents led to the 1929 rebellion and fall of Amanullah Khan's Kingdom. Within a few months

all educational institutions were shut down (Andishmand 2011, 23–24).

Many scholars believe that if educational development had continued during Amanullah

Khan's reign, Afghanistan would have been one of the most developed and stable countries

in the region now (Andishmand 2011, 34; Dowlatabadi 2011, 472).

Mohammad Nadir Shah5 during his rule closed lower and higher secondary schools across

the country and reopened few schools in Kabul only for the demonstration purpose (Ghobar

2015, 89–90). Later in 1931 some schools reopened, also midwifery courses and girl's school

established. He also laid the foundation of higher education in 1932, with establishment of

faculty of Medicine (later became Kabul University with addition of a few more faculties)

with 10 students from Amaniya and Habibiya schools (Andishmand 2011, 48; MoHE 2015).

Once again during the four decades of Mohammad Zahir Shah's6 rule, Afghanistan experi-

enced a promotion in education with an emerging system of public education from primary

school through higher education, but with low levels of enrollment and few educational op-

portunities for females.

In 1940, the government declared only Pashtu as language of instruction for the entire coun-

try (Dari was taught as a second language). Later Dari was adopted as the language of in-

struction in Dari-speaking regions (Benjamin 1950; Hussainzadeh 2008; Shorish 2011).

Following a reform in 1944 the 4+4+4 education system was transformed into 6+3+3. In

primary education, Islamic Studies, Pashtu or Dari, mathematics and geometry, history, ge-

ography, science, physical education, art and calligraphy were taught. In lower-secondary

education students studied Quran Kareem, Pashtu, Dari, Arabic and other foreign languages,

mathematics, history, geography, economics, chemistry, physics, biology, art and physical

education. The curriculum for higher-secondary education included Islamic Studies, Pashtu,

Dari, foreign languages, mathematics, geometry, trigonometric, chemistry, physics, biology,

geology, history, geography, physical education, and logic and philosophy. In addition, rural

schools were founded in 1949, with 1 to 3 grades and few with 4 or 5 grades. In 1966, three

exams per grade in schools were reduced to mid-term and final exams (Andishmand 2011,

317–23).

In addition, in 1944 MoE to improve schools reported all education departments across the

country to prepare the following official logbooks available at schools: Both teacher and

student attendance, training progress per subject, exam results registration, student's certifi-

cates registration, student's resumes, student's exchange process, student's facts and figures,

5 Mohammed Nadir Shah was the King of Afghanistan (1929-1933). 6 Mohammed Zahir Shah was the last King of Afghanistan (1933-1973).

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documents incoming and outgoing registration, reports registration, inventory, etc. (Kamgar

2008, 43–44).

In 1971, there were 2,096 rural schools, 1213 elementary schools, and 675 lower and higher

secondary schools respectively with 129,224 students, 421,901 students, and 113,020 stu-

dents (Kamgar 2008, 80).

In higher education, Kabul University was opened in 1947, while some faculties had been

established earlier (medicine, 1932; law, 1938; science, 1942; and literatures, 1944). Almost

all institutions of higher education received foreign assistance since inauguration. Therefore,

instructional materials of most faculties at Kabul University were mainly English, German,

French, Arabic, or Russian. Consequently, faculties of theology (1951), agriculture (1956),

economics (1957), pharmacy (1959), veterinary medicine (1961), home economics (1962),

education (1962), and engineering (1963) were opened, as well as a polytechnic institute

(1967) and the Institute of Education (1961), oriented toward practical teachers' training. A

branch of the faculty of medicine was founded at Jalalabad in 1965 and later expanded into

a university (Shorish 2011).

By 1972, enrollment in higher education reached 7,000 with a total of more than 800 local

and foreign teachers. In that year, an estimated 1,000 students graduated from higher educa-

tion institutes (engineering, 61; science, 106; agriculture, 115; medicine, 79; Nangarhar med-

icine branch, 8; economics, 82; polytechnic, 109; literature, 146; theology, 49; education,

124; and law, 101 (Kamgar 2008, 81).

Mohammed Daud Khan7 transformed education systems from a 6+3+3 into 8+4 system, 8

years for primary education and 4 years of secondary education. Upon successful completion

of primary education, students had to participate the Kankor exam, and only those who

passed could continue secondary education which was centering on science and social sci-

ence majors. Those who had not passed, were provided short-term vocational training

courses and after that could enter the job market (Andishmand 2011, 323–27).

Although the changes in education system was a good decision, the Kankor exam upon en-

tering secondary education was a failure and led to reduced literacy in the nation as many

students were deprived of education, and the number of unemployed population increased.

To compare this system with other developed countries, consider the test in Netherlands

which is very successful and is known as (Citotest) which is designed to recommend the

proper type of secondary education for pupils helps the school, the parents and the child to

make the right decision about the type of secondary education that is best suited to a pupil.

In addition to the Citotest, each primary school is officially obliged to issue counsel and

guidance about the type of secondary education a pupil should go to. Also, the wishes and

ideas of the parents and the pupil itself, of course, count. On the other hand, education is

compulsory until the age of 17 or 18, therefore, all pupils must attend secondary education

(van der Lubbe 2007).

7 Mohammed Daud Khan was the first President of Afghanistan (1973-1978).

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Beginning with the Soviet invasion of Afghanistan in 1979, successive wars fundamentally

destroyed the country's education system. On the one hand, education was subjected to pres-

sure in politics and ideology of the ruling party. Also, most teachers fled during the wars to

neighboring countries. In 1979, the basic and general education system was transformed to

4+4+2, then in 1985 to 5+4+2 and later in 1990 to 6+3+3. Russian language substituted most

foreign languages at schools. In this period the decline of education was not only limited to

the quantity, but education deteriorated in terms of quality too (Mirzazadeh, Amaaj, and

Shafi 1990, 36–46). In the middle of the 1990s, the total number of primary school students

were 628,000, of which 212,000 of them were female who were studying in more than 600

primary schools throughout the country (Andishmand 2011, 336–40; Samady 2001, 19).

After the Mujahedeen parties came to power in 1992, the Afghan people thought that peace

would prevail in the country. Increase the quantity of students and number of primary and

secondary schools and other educational institutions in the first half of the nineties of the

Mujahedeen government was remarkable in the education sector. In 1994 and 1995, the

number of students in primary and secondary schools were more than 1.6 million, out of

which, more than 250,000 of them were girls. The number of school teachers in these years

reached 23,697, including 13,185 female teachers. In addition, in teacher training colleges

5,300 male and female students were studying (Andishmand 2011, 216).

In 1996 the Taliban regime restricted education for females until their collapse end of 2001.

The madrassa (religious form of education and mosque schools) became the main source of

basic and general education. In 1999, about 875,605 students were enrolled in schools, out

of which, 64,110 of them were girls (Andishmand 2011, 237; Samady 2001, 19).

The establishment of the new democracy in Afghanistan in 2001-2002, received substantial

international aid to restore the education system through a nationwide rebuilding process.

Despite obstacles, numerous private and public educational institutions were established

across the country.

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Significant progress has been made since the fall of the Taliban in 2001. The children are

appreciating easier access to 15,081 general education schools. The increase in enrollment

from 1 million pupils, almost all boys to today’s enrolment of about 9 million students, 3.5

million of whom are girls, stands out as one of the most significant achievements in terms

of quantity. This comprises all students in basic, general, Islamic studies and vocational ed-

ucation. The number of teachers has also significantly increased from 110,000 in 2007 to

more than 200,000 in 2015 of which 65,912 are females. The annual number of secondary

graduates has risen from about 10,000 in 2001 to more than 266,000 in 2013 and it is esti-

mated to reach 320,000 in 2015. Enrolment at semi higher education institutions has risen

from less than 8,000 in 2001 to 461,735 in 2015. Investments have been made to improve

quality and relevance of education (CSO 2014). In a nutshell, education growth since 1950

to 2014 - 2015 is reflected in (see Figure 1). Since 2007 students' enrollments in teacher

training, Islamic education, technical and vocational trainings are also included.

During this period, there has been significant progress and development in higher education

sector. For example, the growth in enrolment from 7,881 students in 2001, to more than

256,140 students in 2014-2015, out of which, 52,832 students are girls. The number of uni-

versity teachers has also considerably increased from 2,408 in 2007 to 11,381 in 2014-2015,

out of which 1,369 are females. The number of public university has risen from 22 in 2007

to 31 in 2014-15. Since MoHE have limited capacity to engage all the Kankor (university

entrance exam) participants, the MoHE as part of its reformed policy of inclusiveness, cre-

ated private educational institutions where 95 private universities currently fill the gap not

met by the public universities. This students and teacher facts and figures cover both public

and private universities (CSO 2014).

Figure 1: Education growth since 1950 to 2014 – 2015.

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3. FORMATION OF MINISTRY OF EDUCATION AS A CENTRAL BODY

TO ADMINISTER EDUCATION IN THE COUNTRY

Afghanistan's MoE, since formation of modern education and until now, is the central ad-

ministrative body to manage basic, general, technical and vocational, and Islamic education

across the country.

The first modern department of education was formed along with the establishment of civil-

ian and military schools in 1875. Then in 1903 with the establishment of Habibiya School,

creation of Anjoman-e Maaref (Board of Education) to oversee education was the second

important step in the formation of modern education. In 1909, the education council was

created in education department to review and approve schools' curricula and textbooks, to

monitor financial and health situation of educational institutions, and to review schools' ad-

ministrative affairs and students' examination. Subsequently with the development and ex-

pansion of education, in 1920 the department of education was promoted to MoE responsible

for management and administration of education across the country. Currently the MoE is

one of the largest ministries among all ministries and other government organizations with

more than 60% of government official employees (Andishmand 2011, 297–310). The total

number of MoE employees, including teachers and administrative employees in the capital

and the provinces is about 206,527.

As such, the MoE is the driving force for change, expansion and development in education,

providing the legislative framework, policies, strategies, plans, and resources to enable in-

stitutions and other bodies to achieve their agreed mandates. The ministry is guided by the

vision, "to develop human capital based on Islamic principles, national and international

commitments and respect for human rights by providing equitable access to quality educa-

tion for all to enable them to actively participate in sustainable development, economic

growth, and stability and security of Afghanistan." as it pursues its developmental goals for

the nation. All offices and departments of education in the capital and provinces are sub-

jected to the discipline of MoE.

It is worth mentioning that MoE organization during the development of modern education

experienced deficiencies and flaws that were counted as negative factors in promoting qual-

ity education in various fields. For example, the presence of administrative and financial

corruption, politicization of education in different periods and lack of meritocratic practices

have been mentioned by many observers.

4. FORMATION OF MINISTRY OF HIGHER EDUCATION AS A CENTRAL

BODY TO ADMINISTER HIGHER EDUCATION IN THE COUNTRY

In the late seventies (1977), the management and supervision of education institutions was

divided into two organizations: MoE and MoHE. The MoHE was established to manage and

lead higher education. Until 1994, all technical and vocational educational institutions were

under the leadership and administration of Ministry of Higher and Vocational Education. In

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the same year, institutes of technical and vocational training were integrated into the struc-

ture of the MoE, and all the pedagogical education with bachelor degrees were integrated

into the MoHE (Andishmand 2011, 311–12; MoHE 2015).

MoHE is in charge of regulating, expanding and developing Afghanistan's institutions of

higher education and sets rules and regulations for the purpose of assuring the quality of both

public and private universities. It is responsible for developing the capacity of lecturers and

for establishing a national higher education curriculum as well as special education pro-

grams, in-service training, and promoting further education for university academicians.

Higher education is provided by public and private higher education institutions. Admission

depends on the results of the national entrance examination (Kankor, from the French word

Concours; English: "Contest"). Universities and other higher education institutions generally

offer bachelor and master's degree programs. Recently a limited number of doctoral studies

are also offered.

5. THE NATIONAL UNIVERSITY ENTRANCE EXAM (KANKOR)

To enter higher education, high school graduates need to pass Kankor. Kankor is held every

year, mainly in the capital and large provinces, usually between December and the end of

February.

The Kankor exam comprises 160 questions about subjects taught at high school mainly in

grades 10 to 12 categorized into the following categories: Mathematics, Natural Science,

Social Science, and Languages. Kankor questions are provided both in Pashtu and Dari, in

Pashtu and Dari speaking regions respectively (MoHE 2011, 45–56). All the questions are

multiple choice, and generally, the participants have two to three hours to answer and choose

the proper options. Usually, correct answers are worth one to three points. The maximum

number of points are between 320 and 370, but more important is the minimum number of

points needed to qualify for a university slot. Applicants can choose five favorite fields of

study, and each field of study requires a certain score. In general, admission into popular

fields of study like medicine, engineering, computer science, economics, and political sci-

ences and into institutes in the capital and main cities requires higher scores. However, if a

student does not score high enough for any of his/her chosen fields of study, he/she is

dropped altogether and is not assigned any field of study, a result called result-less (benat-

edja) (Ali 2015).

The Kankor candidates could opt for ten fields of study they favor, and for one location for

each field of study. They also had three chances to participate in Kankor in lifetime until

2011. Since then, they can opt for only five fields of study and have only two chances in the

lifetime.

6. AFGHANISTAN'S EDUCATION SYSTEM: STYLE AND STRUCTURE

Afghanistan's education system did not experience massive transformation and changes in

terms of structure and style since its early foundation. In fact, the basic and general education

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with only few changes in some years remained the same. At present, the education system

is on the same lines and foundation that was laid in the early years of the twentieth century

with only few changes.

Presently, the education system of Afghanistan is divided in six different levels: pre-school

(with no serious attention and focus on that), primary school (grades 1-6), lower secondary

education (grades 7-9), higher secondary education (grades 10-12), a parallel system of Is-

lamic education, technical and vocational training education, teacher training, and higher

education. Higher education is provided by public universities, and private higher educa-

tional institutions. The education is mainly provided in Pashtu and Dari.

The MoE and MoHE share responsibility for the entire education system across the country.

The MoE is responsible for basic and secondary education, including teacher training pro-

grams and vocational education. On the other hand, the MoHE is responsible for higher ed-

ucation.

The facts in this section are based on personal communication with MoE

(the data generated through EMIS), and Afghanistan Central Statistics

Organizations website (http://cso.gov.af/en).

6.1. BASIC AND GENERAL EDUCATION

6.1.1. Pre-school Education

Pre-school education is optional (neither free and nor compulsory) and covers children (3-6

years) who have not yet reached the age of entry to primary education. The aims are to foster

spiritual development of children, and to prepare them for primary education by reinforcing

cognitive/intellectual skills.

6.1.2. Primary Education

Primary education (Maktab-e Ibtedai) lasts 6 years, grades 1-6. According to the education

law it is compulsory for children between the ages of 7 and 13 and free at all public schools.

The objectives are to provide the pupils with common general culture, basic principles of

Islam, basics of reading and writing, and basic math to prepare them for lower secondary

education. In addition to pre-school and primary education, the mosques (masajid) are play-

ing a significant role in basic education by providing basic literacy and Islamic education to

the children from an early age.

As of 2015 academic year, there were 6,216 primary education schools, and 6,037,663 stu-

dents enrolled in these schools. The proportion number of students in primary education to

total population is 20%.

6.1.3. Lower Secondary Education

The secondary education (Maktab-e Mutawasetah) is organized in two three year phases:

lower secondary and higher secondary. The lower secondary education lasts 3 years (grades

7-9) which is free and compulsory per the education law, for pupils aged 13-15. Successful

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completion of lower secondary education grants admission to higher secondary education,

or to secondary technical and vocational schools. It is worth mentioning, that based on Arti-

cle 17 of Afghanistan's education law, primary and lower secondary education levels (grades

1-9) are known as basic education.

As of 2015 academic year, there are 3,990 lower secondary schools with a total number of

1,599,485 students. The proportion of this figure to the total population is 5.3%.

6.1.4. Higher Secondary Education

Higher secondary (Lycee), technical and vocational schools are referred as general second-

ary education. The higher secondary education also lasts 3 years (grades 10-12) for pupils

aged 16-18. The students have a choice between continuing with an academic path for 3

years that could perhaps lead on to university, or study subjects such as applied agriculture,

aeronautics, arts, commerce and teacher training instead. Students are awarded a 12-grade

graduation certificate upon successful completion, formerly Baccalaureate certificate.

There were 946,558 students attending 4,875 higher secondary schools in 2015 academic

year, and its proportion to total population was 3.1%.

6.2. TERTIARY EDUCATION

6.2.1. Technical and Vocational Education

Technical and vocational educational programs are delivered in formal education led by

MoE, which train individuals for business and vocational fields to develop and expand

knowledge and skills through theoretical and practical training, such that they are prepared

for tertiary and higher education. Technical and vocational education is composed of tech-

nical and vocational institutes, and technical and vocational schools.

Successful completion of lower secondary education grants admission to technical and vo-

cational schools. The program lasts 3 years and upon successful completion a diploma is

awarded to graduates that grant them permission to enroll for a specialized Kankor or enter

the job market.

On the other hand, high school graduates get admission to technical and vocational institutes

through Kankor. The program lasts 2 years and upon successful completion, students are

awarded an associate degree also called vocational education certificate. Students with equal

or greater than 80% overall score can participate another specialized Kankor and upon suc-

cessful acceptance get admission to higher education.

There were 263 technical and vocational schools and institutes with a total number of 80,830

students and 4,229 teachers in 2015 academic year. The proportion of student's figure to the

total country population is 0.27%.

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6.2.2. Teacher Training Education

Although the foundation of first teacher training college dates back to the early twentieth

century, the development of these centers took place in mid-1960s with cooperation of in-

ternational organizations such as UNESCO, UNDP, and UNICEF.

Passing a successful Kankor grant admission at Teacher Training Colleges (grade 13-14)

under the Teacher Education Department of MoE. Qualified graduates (obtaining >=80%

overall score) with the acquisition of vocational training will be appointed as teachers in

primary school and lower secondary school, or they could join the specialized Kankor to

continue higher education studies.

As of 2015 academic year, there are 318 teacher training centers with total number of 3,369

teachers, and 81,212 students. The proportion of this figure to the total country population

is 0.27%.

6.2.3. Islamic Education

The Islamic Education centers are educational institutions which offer programs at second-

ary education level that prepare the students both for tertiary education and work as mullah

and preachers in the mosques. Some also work in the jurisprudence area. Islamic education

is composed of Madrasa, Darul Huffaz, and Darul Uloom. As of 2015 academic year there

were 865 Islamic education centers, 299,693 students and 9,595 teachers in these centers.

In a nutshell, enrollment in both general and tertiary education in 2014-2015 is reflected in

(see Figure 2).

Figure 2: Enrollment in both general and tertiary education in 2014-2015.

Page 14 of 25

6.3. HIGHER EDUCATION

In addition to the successful completion of higher secondary education, admission to the

university also requires a successful Kankor, introduced in 1966. The students who fail the

examination are required to take it a year later. The Kankor is organized once each year and

the students are permitted to take it twice in their lifetime.

In Afghanistan, higher education is led by MoHE and is provided by many public universi-

ties (pohantoon or daneshgah) and private higher educational institutions. Public universities

offer free education. The general structure of higher education consists of Bachelor degrees

(generally 4 years and there is exception i.e. veterinary requires 5 years and medical takes 7

years), Master degrees (2-3 years) and Doctorate/PhD degrees (at least 3 years). Presently a

limited number of Master and PhD degree programs are offered in Afghanistan. The degrees

awarded by private higher educational institutions are regarded as equal to those from public

universities and are officially recognized by the MoHE.

Page 15 of 25

6.4. AFGHANISTAN EDUCATION AND HIGHER EDUCATION SYSTEMS AT A GLANCE

6.5. GRADING SYSTEMS

In Afghanistan's educational system one grading scale is used for both general and higher

education ranges (0 to 100). In general education, a grade below 40 and in higher education

Page 16 of 25

a grade below 55 for a specific subject is deemed unsatisfactory. In higher education, an

average overall score of 60 is required to transfer to the next semester.

7. PROBLEMS AND RECOMMENDATIONS

According to the author, Afghanistan key-positioned people should pay attention that pres-

ence foreign assists in Afghanistan ends, sooner or later. Hence, it is essential to invest on

education and production of scientific and intellectual human resources that the cultural,

educational and scientific interaction of this country with the outside world is not merely a

one-way flow. Although the achievements of the past decade in the field of education, de-

spite the lack of balance between quantitative and qualitative growth is valuable and should

not be lost; but improvement and development of quality of education, both in general and

higher education play a very remarkable role to build a stable Afghanistan in various spheres

of life.

The following recommendations and proposals are based on author's experiences as a student

at school as well as university lecturer, informal discussions with many high school students

and staff, and studies while writing this paper.

7.1. PROVIDING HIGH SCHOOL STUDENTS WITH SPECIALIZED STUDIES

In order to find out about the impact of offering specialized studies at schools, two online

surveys a general one and one among Computer Science students were conducted by the

author of this paper. Most participants were higher education students who had either com-

pleted their studies or presently are students in higher education institutions (e.g. freshmen,

sophomore, and male and female graduates). Most participants were from different univer-

sities in Herat and few from other provinces.

Results of the surveys show that 70%8 confirmed that school studies are largely uncoopera-

tive with the market and higher education. It does not prepare the students for a career to

enter the job market when they graduate. Neither does it equip students with a strong and

quality academic background for entering higher education. Accordingly, 95%9 agreed that

it is very supportive and a good decision if the students are offered specialized study upon

entering higher secondary education.

8 70% out of 339 respondents of the author's online survey. 9 95% out of 339 respondents of the author's online survey.

Page 17 of 25

Based on the conducted survey among Computer Science students, around 90%10 did not

have the basic skill and knowledge of programming, database, and operating systems when

they were admitted into Computer Science major at the university, as reflected in (see Figure

3).

The result of the survey made clear that it is one of the major reasons for weak academic

performance and an increase in the attrition rate in higher education, which has adverse eco-

nomic, social and psychological effects for the students and society. 92% of the responders

believed that if they were offered subjects related to their favorite field of study during

school, the impact would have been very much effective during their higher education stud-

ies.

Therefore, providing high school students with specialized courses with a practice-oriented

approach will prepare them for the job market far better. Also, should they choose to con-

tinue at the higher education level; they would be more qualified for the courses they would

choose.

7.2. DEVELOPMENT AND PROMOTION OF PRE-PRIMARY EDUCATION

Officially there is no pre-primary/kindergartens education under the supervision of MoE.

Development and promotion of public and private kindergartens, particularly in cities can

be the founding step for promoting basic education. Research confirms (A. Safi 2012) that

10 90% out of 227 respondents of the author's online survey.

Figure 3: Basic ICT Skills of Computer Science students prior of their admission through

Kankor.

Page 18 of 25

children who have studied pre-school (pre-primary) are more successful than children who

entered into primary school directly. Research also confirms (A. Safi 2012) that the cost and

future services needed for the group of children not trained (pre-school) were seven times

more than what was needed for the group that had been trained in pre-school, in terms of

academic failure and the need for support and extra classes.

In Japan children attend classes in pre-school or kindergarten before entering primary school.

Presently, 90% of five-year-old children are present in Japan's educational centers, and 60%

of these centers are run by the private sector. Germany, Australia, France, Canada, South

Korea, Taiwan and some other countries are trying to bring pre-school education under pub-

lic education sector (A. Safi 2012).

7.3. PROPER MONITORING AND EVALUATION OF BASIC AND GENERAL EDUCATION

Students at Afghan educational institutes mostly do not complete the syllabus and the text-

books (informal survey with students, teachers and author's experiences). Besides, out of the

predefined goal and objectives for the primary and secondary education (only) basic reading

and writing is accomplished. This is one of the major challenges when students get admission

to secondary education or higher education. Therefore, the incomplete and inappropriate

teaching methodology in primary and lower secondary education requires more attention

and serious evaluation to overcome these issues (since education is the foundation for higher

education!).

Additionally, UNICEF estimates that close to a quarter of Afghan children between the ages

of seven and fourteen are working. In rural areas, the problem is worse (Jablonský and Ko-

váč-Petrovský 248). There are families asking their children to get to work when their chil-

dren have completed primary education. This is due to the weak economics of families or

their thoughts and beliefs that basic reading and writing is enough for their children. This

disrupts children's education and possibly prevents them from education completely. Hence,

the MoE should take and implement appropriate action plans to enroll all eligible children

in primary and secondary schools.

Page 19 of 25

7.4. DEVELOPMENT OF SCIENCE AND TECHNOLOGY IN EDUCATION

Development and strengthening of science and technology in education is another ground-

work step in the development of a strong educational system. It is necessary to strengthen

the teaching of these subjects by professional and expert teachers with practical approaches

for the students with more attention and seriousness. The result of the surveys shows fur-

thermore that majority of students who plan to take the Kankor exam, attended supportive

classes besides their school studies. Almost all of them attended Mathematics, Physics, Ge-

ometry, Trigonometry, Chemistry, English, and Computer supportive classes, as it is demon-

strated in (see Figure 4). The reason is the Kankor exam, as 50% of the questions focus on

mathematics and physics.

On the other hand, when students are either in 10th or 11th grades, the parents take them out

of public high schools and instead register them in private high schools. This is because they

think the students in private high schools have more chances to pass the Kankor. The author's

own experience and observation shows that parents were trying to sign off their children

from a very remarkable and popular public high school and enroll them to private high

schools. Their main reason was that their children in private high schools have more chances

to get admission in the higher education institutions through the Kankor. If a proper and

effective early intervention is not taken into account, public schools will lose credit and rep-

utation. Likewise, subjects except natural sciences will be ignored and disregarded by the

students! The definition of literacy and education is not just studying mathematics, physics

and chemistry and ignoring other subjects. Knowledge and skills in other subjects in a civil

Figure 4: Majority of students who take the Kankor, attended only science related supportive

courses besides their school studies.

Page 20 of 25

society is a need for everyone, but physics and chemistry may be very efficient for a certain

class.

7.5. RECRUITMENT OF QUALIFIED TEACHERS AND IMPROVE

TEACHERS' QUALIFICATIONS

Since the Taliban regime collapsed in 2001, more than 9 million girls and boys started at-

tending schools up to now and this figure is increasing. The supply of students far exceeded

the pool of qualified teachers. Per statistics provided by the MoE, 80% of the country’s

165,000 teachers had achieved the equivalent of a high school education or did not complete

their higher education studies, as demonstrated in (see Figure 5).

Based on author's experiences and familiarity with the subject, a lot of female university

graduates are eager to be teacher at schools. However, despite that, the education sector still

suffers from not having enough qualified teachers. Thus, it is recommended that MoE focus

on making an effective national strategy to increase the capacity of the existing teachers.

Prospective teachers should ideally enter teacher education programs knowing enough about

the subjects they are going to teach. Besides, the recruitment process should be improved

and made more efficient.

7.6. BUILDING OF TRUST BETWEEN BASIC EDUCATION AND MOSQUE

Some religious leaders preach their communities not to send their children (particularly, the

girls) to schools. The basic beliefs and fear of foreign ideas and customs is widespread in

the country. These fears and beliefs will not be overcome soon. Generations of peaceful and

Figure 5: Majority of the teachers mainly have degree below bachelor and are inexperienced,

(Based on personal communication, the data generated through EMIS of Ministry of Educa-

tion).

Page 21 of 25

gradual development is needed to weaken these fears. If Afghanistan manages to bring peace

and security to the people, gradual development could pave the way for a better educational

system to serve the children of the country and give them the necessary skills for their future.

Coordination and building of trust between basic education and mosque education will

strengthen education sustainability in the country. Such harmony and alignment was not

formed. There are various reasons for this that have their roots in the past. Formation and

strengthening of such coordination is essential for peace and stability in the society and the

country. One of the effective ways in the formation and strengthening of trust is creating an

atmosphere of national dialogue between schools and Madrasas. It is better to start the pro-

cess from the large cities and then gradually extend it to other cities and rural areas.

Page 22 of 25

7.7. THE PROPOSED AFGHANISTAN EDUCATION AND

HIGHER EDUCATION SYSTEMS AT A GLANCE

Page 23 of 25

8. CONCLUSION

External aggression and war, political use of educational institutions, radical and rapid

change in cultural and traditional issues, intervention of external powers, and low literacy

and knowledge rate in the society have negatively impacted the growth and development of

education. The causes range from the drop in education both in terms of quantity and quality,

to restricted education for females and the fact that most teachers fled to neighboring coun-

tries.

Afghanistan's education system (as a base for higher education) is largely uncooperative with

the market and higher education. It does not prepare the students for a career to enter the

labor market when they graduate. Neither does it equip students with a strong and quality

academic background for entering higher education. Thus, what is taught at schools and

universities in Afghanistan will not be very helpful in meeting the needs of the society, and

the students will not be able to easily get into the labor market after graduation.

The following challenges are identified and outlined in the paper and should be addressed

properly: The severe Kankor led to more trust in private schools because a Kankor centric

curriculum is taught there. On the other hand, because more than 50% of Kankor questions

focus on mathematics and physics; this leads to less attention by students to non-science

subjects. In addition, lack of specialized studies at schools generates more generalists than

specialists and leads to weak performance in higher education and increase in unemploy-

ment. Finally, the lack of qualified teachers where most of the teachers do not have a bach-

elor's degree and are inexperienced.

Serious attention at primary and secondary school strengthens student skills and will lead

toward a far better and qualified Higher education. Therefore, the following main points are

to be considered for the improvement of education and further attention must be paid to

them:

Coordination and building of trust between basic education and mosque education

will strengthen education sustainability in the country.

Development and promotion of public and private kindergartens, particularly in cit-

ies can be the founding step for promoting basic education.

Proper monitoring and evaluation of basic and general education is crucial (since

education is the foundation for higher education!)

Providing high school students with specialized courses with a practice-oriented ap-

proach will prepare them for the job market far better. Also, should they choose to

continue at the higher education level; they would be more qualified for the courses

they would choose.

Advanced teacher training programs to increase teachers' qualifications.

Quality of higher Education cannot be realized without quality basic and general ed-

ucation. Hence, strong cooperation between the MoE and the MoHE is required.

Page 24 of 25

9. ACKNOWLEDGEMENTS

I thank my supervisors at Technical University of Berlin (Prof. Dr.-Ing. Uwe Neumann, Prof.

Dr. Sebastian Bab, and Dr. Nazir Peroz) for their constructive feedback. I am also grateful

to Bashir Ahmad, a friend of mine, for proofreading this paper. Finally, I also thank Mr.

Daniel Tippmann for his feedback on the title of this paper, and the respondents.

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