They’ve had two years on and off of just not being taught spelling.” If there’s one thing they won’t do for their parents, it’s write. “Nobody can tell the time, nobody can do fractions, nobody can spell anything and nobody can write. UNICEF focuses on promoting social cohesion and a culture of peace in local communities, especially in regions where fear and violence persist.“Almost none of my students have moved from where they were in the middle of the year,” Melissa says of the children she teaches in grades prep, one and two. UNICEF and Save the Children co-lead the Education in Emergencies Working Group which supports the Ministry of Education in its disaster response. UNICEF provides emergency education to ensure children continue going to school during disasters and conflicts. At the community level, UNICEF works closely with School Management Shuras (consultative councils), parents, community members, decision-makers, and children themselves to improve community school management. UNICEF advocates with the highest levels of Government and provides continuous technical and financial support to the Ministry Education to improve management practices and coordination for partnership at all levels.Īt the national level, UNICEF supports the development and roll-out of new policies, strategies, and programmes with a special focus on out-of-school children, girls’ education, and early childhood development. UNICEF also helps the Ministry of Education in its efforts to develop a National Assessment Framework for the primary education system, linked to a national qualification framework. The government of Afghanistan has adopted an approach, which focuses on inclusiveness, child-centred learning and a safe, healthy, and protective learning environment with active community participation. UNICEF works with the Ministry of Education and other partners to improve the quality of education, build better education systems, and support environments that are conducive to learning and development. The vision for the coming years is to enroll around 50 per cent of the out-of-school children, which is around 1.7 million children by mobilizing support to the CBE Investment case. We help identify alternative pathways to learning and increase education opportunities for the hardest-to-reach. We support the formal school system and the government’s Community-Based Education (CBE) programme, establishing Community-Based Schools and Accelerated Learning Centres within a three-kilometre range of each child’s community. UNICEF focuses on the enrolment and retention of the most vulnerable children, specifically those who are out of school, and girls. UNICEF has worked with the government and partners for decades to increase the number of children going to school. These factors raise parental concerns about safety and can prevent them from sending their children to school.Īccess to education is a right for every child. Natural disasters such as floods, earthquakes, and landslides exacerbate the situation for all children. The socio-political and humanitarian crises that Afghanistan faces critically affect a fragile education system. Once children do make it, they often receive a lower quality of education because only 48 per cent of their teachers have the minimum academic qualifications (equivalent to an Associate Degree). Geographical barriers, especially in mountainous areas, also make it hard for children to reach the classroom. In some parts of the country, a shortage of schools and insufficient transportation are the main obstacles to education – a long walk to school means fewer children go. Girls continue to marry very young – 17 per cent before their 15th birthday. Certain sociocultural factors and traditional beliefs also undermine girls’ education. Only 16 per cent of Afghanistan’s schools are girls-only, and many of them lack proper sanitation facilities, which further hinders attendance. Other reasons can be explained in part by a lack of female teachers, especially in rural schools. The underlining reasons for low girls’ enrolment is insecurity and traditional norms and practices related to girls’ and women’s role in the society. In the poorest and remote areas of the country, enrolment levels vary extensively and girls still lack equal access.Īn estimated 3.7 million children are out-of-school in Afghanistan – 60% of them are girls. For many of the country’s children, completing primary school remains a distant dream – especially in rural areas and for girls – despite recent progress in raising enrolment. Afghanistan’s education system has been devastated by more than three decades of sustained conflict.
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