UNESCO AFGHANISTAN Paris, December 2001
TABLE OF CONTENTS Page 1. Introduction 3 2. The Current Situation 4 2.1 In Afghanistan 4 2.2 Refugees in neighboring countries 5 3. The Strategy for Education Reconstruction 6 3.1 Transition Education Programme (TEP) 6 3.2 National Plan for Reconstruction (NPR) 8 3.3 Mode of operations 9 3.4 Investment requirements 10 4. Conclusion 11 2
1. Introduction After 22 years of armed conflict the people of Afghanistan continue to face a harsh reality despite the recent collapse of the Taliban regime. Socio-economic conditions continue to deteriorate within a context of limited resources. The basic infrastructure is completely destroyed. Education and health systems are disrupted or disorganized. A high proportion of the Afghan population (26 million) has been displaced and around 6 million are refugees in neighboring countries (Pakistan, Iran, Uzbekistan, Tajikistan, Turkmenistan). At the same time, for far too long, Afghanistan has remained isolated outside the mainstream of the international community. Under the Taliban regime, women and children, in particular, have endured massive restrictions of theirrights,discrimination in many spheres of life, including education, employment and health. Despite the ongoing difficult situation and because of the political change, the Afghan people need the assistance of the international community, in particular UN Agencies. A united effort will need to be undertaken to alleviate their suffering; to consolidate the peace and reconciliation process and ultimately to support the long-term task of reconstruction. UNESCO has an important role to play in the current context by restoring education within an overall framework based on strategic approaches to the sector's overall reconstruction. This involves cooperating with all partners in thefield, so that Afghans can define their own educational policies, goals, priorities and content. There must be institutional development, national capacity building and planning for allocation and effective utilization of needed resources. Afghanistan must be rebuilt through educational efforts based on shared national development tools and goals: skill development; proficiencies to understand and adapt processes of modernization, technical progress and human resources; peace and democratic values and institutions. Poverty, ecological destruction, social injustice and human rights violations aggravate violent conflict, social divisions and are major barriers to sustainable development. Peace is thefirstcondition for achieving and consolidating social progress especially in the context of political pluralism, multiculturalism and the socio-economic diversity found in Afghanistan. Education reconstruction should be based on new process of pedagogy, socialization, transfer of knowledge and skills. Above all, it should serve social change aiming to eradicate structural and cultural violence and to develop non-violent alternatives for peaceful coexistence, conflict resolution and security. UNESCO and all concerned U N agencies have to support the cause of peace building through the reconstruction of Afghan educational system. 3
2. The Current Education Situation 2.1 In Afghanistan Afghanistan has a long tradition of education development. In 1950 the enrolment in primary education represented 6% of the corresponding age group. Efforts to expand education and improve its quality were initiated at that time with systematic planning (Three five-year educational development Plans were introduced between 1956 and 1973). In 1964 in accordance with the Karachi Conference on Basic Education, UNESCO concluded that by 1980 the enrolment ratio for primary education would be between 37 and 57%. The actual ratio attained in 1980 was 36% according to officially available data. After the long period of conflict, the education sector is in a state of collapse and Afghanistan has some of the worst education indicators in the world. This situation is caused by various factors, including the movement of population within Afghanistan. Cautious estimates indicate that at least 2 million people are displaced. Access to education remains poor at all levels, with very limited resources. Demand for education however, is high, in particular after the current political change. Since girls and women were excluded from schools in Taliban areas, a major effort needs to be made to ensure their equitable participation in all forms and levels of schooling. The EFA assessment of Afghanistan 1 shows that the global primary Gross Enrolment Ratio (GER) calculated in 1999 was 29.4% with scarcely 875.000 children in school, of whom the majority are boys. The latest estimate (2001) suggests a ratio of around 39% for boys 2 and 5% for girls and more than 70% of adult population is illiterate. From 3 500 primary schools in 1978, the number declined to 600 by 1990. 3 In 1999 the number was estimated to be 3 000 in which a major part is constituted by Mosque buildings, rooms in private houses and outdoor classes. Afghanistan is thus far from being able to achieve the global goal of Education for All, with all children participating fully in primary education by 2015 as required by the Dakar framework. The same challenges exist for secondary, vocational and higher education, which are strategic sectors for training future skilled professionals for reconstruction and sustainable development. Afghan people use three major languages of wider communication: Dari (50%), Pushtu (35%) and Turkic (11%) although greater actual linguistic diversity is characteristic of the country as a whole. Despite the difficulties in obtaining information and statistics from thefield, we know 1 Education for All (EFA). UNESCO-June 2000. 2 UNDP Strategy Paper 3 UN Interim Operational Strategy Note -June 1996 4
that armed conflict and neglect have extensively damaged infrastructure and equipment. Also many experienced educators and teachers have left the country for different reasons. Learning and teaching are largely based on out - dated curricula and pedagogical methods emphasizing rote learning. Education management systems, while still functioning in some localities, have largely broken down. A significant number of agencies and NGO's have provided support to rural and urban schooling for Afghan children, with success 4, despite restrictions, interruptions and various difficulties in thefield. UNESCO participated during the conflict and until 1995-96 in several important education projects in Afghanistan 5. 2. 2 Refugees in Neighbouring Countries Since the beginning of the conflict, the situation of Afghan refugees has been complicated. In January 1999, UNHCR had officially registered 2 562 000 refugees from Afghanistan. This figure is in reality much larger, and probably twice as large. Recent estimations total 6 million refugees in several countries : Pakistan (3 million = 1.7 in the camps and 1.3 integrated into the local population) ; Iran(2,4 million), and smaller numbers within Turkmenistan, Tajikistan and India. In the year 2000, apart from education given in refugee camps, over 100 000 Afghan children were officially registered in Iranian primary schools (47% are girls), 44 000 in secondary schools and over 350 students in university. A similar situation exists in Pakistan where 150 000 students (30% of girls) are in refugee camp schools. Education in this context is specific to each country where children are integrated in national schools or refugee camps supported or managed by UNESCO, UNHCR, UNICEF and international and national NGOs. In fact within Afghanistan or outside, education provided to Afghan children can be categorized according to different sub-systems with widely different content, methods, quality and languages of instruction or instructional materials. Refugee return movement is not an easy process. Repatriation requires time and signficant resources and support from the international community. For example, more than 900 000 Afghan refugees have taken jobs in Iran and their children are enrolled there. The same considerations apply to the established caseload of refugees in Pakistan. How can Afghans return without a clear context in which their basic needs and security are ensured? The absence of a comprehensive political settlement, combined with inadequate infrastructure (shelter) and basic services in many parts of Afghanistan and the presence of mines in rural areas, are still major impediment to rapid return of the remaining groups of refugees. 4 A total of 34 education agencies and NGOs working in Afghanistan and with Afghan Refugee communities met recently under the auspices of ACBAR (Agency Co-ordinating Body for Afghan Relief). 5 Among others: School building and management, Education through the radio (BBC), women's education, basic education, textbook production, teacher training... 5
3. The Strategy for Reconstruction After such a long period of conflict, the current situation is politically and socially complex. The installation of the transitional national Government in Kabul resulting from the United Nations sponsored Berlin Conference (exact dates)november-december 2001, the restablishment of security everywhere, the optimal running of official state institutions, and the reconstitution of national capacity, require several well-planned and successive phases of development. Strategies with any hope of success and sustainability must be built on reconciliation, peace, stability, and reconstruction that is accepted by all partners. UNESCO's strategy involves the most judicious use of past experience in the region, close consultations with concerned partners including neighbouring countries and encouragement of the flexibility required to meet new and changing needs. Provision of education services (two successive phases are necessary ): 1 st phase (Short -Term 2002-03): Transition Education Programme- (TEP) 2 nd phase (Mid-Term 2003-07): National Plan for Reconstruction-(NPR) 3.1 Transition Education Programme (TEP) This short-term period is crucial for post-conflict recovery. To address the ongoing situation, the major goal is to provide rapid response to improve the current education framework inside and outside of Afghanistan. This is necessary in order to prepare minimum objective conditions for a national reconstruction plan. Essential factors include political stability, legitimate authorities, orientation, priorities and mobilisation of all partners and national competencies. During this period, the effects of the conflict on the population and social fabric must be addressed. The more complex elaboration of a national plan of reconstruction constitutes a second phase. The Strategy for this first phase is based on 10 major action-programmes: Strengthening of existing education delivery inside and outside Afghanistan. - Reinforcement of refugee education programmes and plans for repatriation including alternative approaches. - Improving education within Aghanistan by expanding the existing network of schools. Restoring schooling for girls by appropriate policy dialogue and actions. - Undertaking a large advocacy campaign to restore girls and women's right to education. - Opening new schools for girls and improving the existing ones. 6
Rehabilitation and prioritization of schools for returnee areas and areas affected by fighting. - Identification and prioritisation of infrastructure needs in rural areas. - Opening of new classes after rapid rehabilitation. Intensive training and redeployment of teachers (women in particular). - Organization of workshops for intensive teacher training. - Undertaking recruitment and redeployment of teachers, in particular women, in priority schools through an advocacy and motivational programme. Strengthening non formal education education including use of radio broadcasting (girls, women, ex-combatants, handicapped and traumatized children). - Opening when possible special community centers providing non formal education for specific groups using all modern teaching means. Development and provision of textbooks and teaching materials (Teacher Emergency Packages) for all. - Production/ translation in local languages and distribution of emergency education packages including essential textbooks and teaching materials. Improvement of curricula by introducing relevant new experimental content in particular: - Education for peace, conflict resolution,tolerance, dialogue and human rights - Education for landmine awareness, health, environment and basic survival skills in particular rapid vocational training for social insertion and reconstruction. Development of capacity building : institutional improvement and basic education data base. - Support rebuilding education institutions (Ministry of Education, Provincial and District administration with priority on vital fonctions: pedagogy,financing,human resources,programming and international co-operation). - Development of data collection surveys for decision-making on educational reconstruction. - Setting up and/or improving of local and regional community participation processes Expanding opportunities for secondary and tertiary education. - support to open new secondary schools for girls in particular. - support to rehabilitate and strengthen the University of Kabul. Undertaking systematic needs assessment within Afghanistan for NPR preparation. - Installation of Special Task Team in Kabul specialized in education planning, school building, curriculum and teacher training. - Preparation of workplan of reconstruction national Plan in collaboration with local authorities, UNESCO offices in the region and UN Agencies. - Undertaking consultations, studies and surveys for technical preparation. 7
3. 2 Nation Plan for Reconstruction (NPR) Reconstruction cannot be separated from the longer-term economic and social development of Afghanistan. Within a long term vision, this second phase (2003-07) must be based on the results of the first one (TEP). The NPR has to generate quantitative progress and qualitative change of the new educational system in Afghanistan though the reconstruction programmes despite the human capital having been eroded by decades-long conflict. The new education system has to play this role during the next decade. The NPR Strategy must be based on the co-ordination of different levels and components of the education system, leading to coherent objectives and means for the sustainable development of the education sector in Afghanistan. Promoting a new national education framework opening new horizons to sustainable development and modernization of education in Afghanistan. - Education policy, objectives, strategy, priorities, planning and means. Expanding the level of participation in basic education, in particular for girls, in accordance of Dakar Framework of Action (objective for full participation, 2015). - Development of school enrollment capacities. - Girls' Education Plaa Elaborating a national plan of rehabilitation and reconstruction of damaged school infrastructure. - School mapping by level, region and local priorities. - Development of norms, standards and guidelines. Improving quality and efficiency of education at all levels. - Assessment/evaluation of the existing education. - National plan for promoting quality education in rural areas. Undertaking the educational reform updating and modernizing curriculum, methods, textbooks and teaching materials, incorporating universal values. - Innovation programme for curriculum and methods. - Textbooks and education materials reform. - Language in education policy Developing national capacity building and executive human resources. - National and regional plans for capacity building needs. - National and regional plan for training education managers and professionals. Improving institutional and management capacities in national and regional levels - Institutional development plan toward modernization of education structures at the national and regional levels including decentralization. 8
- Development of managerial capacities (norms, standards and methods, data base, educational planning and Education Management Information System (EMIS). Strengthening teacher training capacity and redeployment of teachers. - Reorganization of training centers for teachers. - Updating status, curriculum and certification of teachers. - School mapping for teachers' redeployment based in sectorial and regional priorities. Promoting special non-formal education programmes especially for girls and women, introducing new information and communication technologies (ICTs). - Reorganization and adaptation of non-formal education programmes to different groups of population concerned. Expanding intensive and extensive vocational training centers for youth in rural areas in particular. - Development of intensive vocational training network of centers for youth (excluded, ex-combatants, unemployed) for self-employment generation. - Reorganization and modernization of vocational and technical schools. Undertaking a large programme of psycho-sociological rehabilitation of children and youth traumatized and affected by the conflict, supporting education actions. Taking charge of traumatized children and youth through specialized centers with specific education and psycho-social programmes. 3.3 Mode of Operations The implementation of this Strategy is dependent on three conditions: i. Reinforcement of inter-agency collaboration at all levels(headquarters andfield)in order to build complementary partnerships and shared frameworks including INEE and ACBAR. 6 ii. Close co-operation with the national authorities in Kabul, UN agencies and local communities, iii. Commitment of donors to meet Afghanistan's needs and implement the education plans, in order to consolidate the peace process and build stability in the region. On its side, UNESCO has taken measures to reinforce three poles of action to implement its Strategy in the field: 6 INEE: Inter-Agency Network For Education in Emergencies. ACBAR.Agency Coordination Body for Afghan Relief. 9
Islamabad Office: To support education for Afghan refugees in Pakistan, notably preparing for repatriation, in close collaboration with national authorities and UN agencies. Teheran Office : To support education for Afghan refugees in Iran, notably preparing for Office repatriation in close collaboration with national authorities and UN Agencies. Tashkent Office: To support education for Afghan refugees in Uzbekistan notably preparing for repatriation in close collaboration with national authorities and U N agencies. Kabul Special Task Team (TPR Strategy) : To undertake in cooperation with national authorities, UN agencies, Islamabad, Teheran and Tashkent offices and local organizations, the development of the framework of TPR. An Afghan National Education Policy Dialogue Conference: Afghan policy dialogue on education reconstruction could take place in a national education conference to be planned in Kabul in 2002 under Afghan Government auspices. It would aim to define a shared Afghan vision and goals, policy statement and agreed first measure to ensure educational provision for all. The long-term commitment of the international community is essential in this process but should be guided from within Afghanistan. 3.4 Investment Requirements Investment in the Rapid Response Strategic Education Programme and the Transition Plan for Reconstruction will be an investment to consolidate the peace process and to enable Afghanistan to rebuild its human resources, which are the «sine qua non» condition for long term reconstruction and sustainable development. The major results expected through this investment for the two phases(2002-2007) include the following : To ensure unification of, and coherence in the national education system both formal and non-formal. To bring up the global GER (boys and girls) from 29% to 45/50%. To bring up the rate of girls' enrollment from 5% to 35/40%. To undertake new experimental programmes in schools with a view to introducing innovations. To train considerable numbers of teachers to meet education demand. To rehabilitate, rebuild and extend a large proportion of the needed educational infrastructure. To elaborate, produce and distribute new textbooks and education materials for the majority of children. To modernize education institutions. To develop capacity building and management. The first estimation to cover the Afghan Education Sector is as follows: 10
SEP Strategy : TPR Strategy : 35 000 000 US$ 225 000 000 US$ Total (2002-07): 260 000 000 US$ 4. Conclusion UNESCO's strategy for the education sector in Afghanistan, 2002-2007, is to support a phased modernisation of the national education system, reflecting its cultural identity; bringing sustainable qualitative change, needed human resource development, and system-wide capacitybuilding. This reconstruction of the educational foundations of Afghan society is vital to economic progress, reinforcement of the peace process, harmonious coexistence of communities and regional stability. Educational reconstruction will require a major commitment of resources by the international community, but the benefits in terms of human welfare and international security will indeed be commensurate with this investment. The challenge of rehabilitation and modernisation of Afghanistan's education system should be taken upright away. 11