International Consultant (Support to Girls’ Education Policy and Strategy Development)

International Consultant (Support to Girls’ Education Policy and Strategy Development)

 Background:

The situation of Girls’ Education in Afghanistan is at a critical juncture. More than three decades of conflict have devastated Afghanistan’s Education system. Despite tremendous progress in increase in enrolments, completing primary school remains a distant dream for many children, especially in rural areas and for girls. In the poorest and hardest to reach parts of the country, enrolment levels vary extensively and girls do not have equal access.

The education system in Afghanistan is largely unequal and inequitable, leaving 3.5 million children out of schools, and 75% of those are girls. Only 16% of all schools in Afghanistan are girls’ schools, many with inadequate school sanitation facilities hampering girls’ attendance. The young generation and young girls are also not getting the education that we would expect at this time in the world: Only 19% of females under the age of 15 years are literate. Supply-side bottlenecks are paramount and negatively impacting girls’ fundamental right to education and learning. These include lack of girls schools and female teachers in remote areas (Girls schools are only 16% of the total school coverage and around 32 % female teachers of the total teaching force) as a result girls have to walk long distances (often over 8 km) as a result girls over eight years are often not allowed to leave their villages and face risks of violence/abuse on the way to and around schools. Also, around 70% of schools do not have boundary walls and 60% have no sanitation facilities, which are critical in terms of girl’s friendly school environment.

The low number of female teachers is one reason why girls do not go to school: Only 33% of teachers in Afghanistan are female teachers.  Gender disparities remain high (0.74 in primary Education). The issue of security and continued violence, particularly against girls that continuously impeding speedy progress in education, also a serious threat to jeopardise the overall stability and effectiveness of the system.

Besides systematic inequalities and deeply rooted cultural norms, beliefs and discriminatory practices, Certain socio-cultural factors and traditional beliefs also undermine Girls’ Education. Girls continue to get married at a very early age – 17% are married before the age of 15 years. This affects not only their own health, but the health of the children they bring into the world and increases the number of children per family which in turn means that children do not get the opportunities they need to survive and thrive. Yet, it is a well-known fact that investing in girls – their health, education and safety – allows them to build better lives and to create a more peaceful and prosperous world for ALL.

Limitation of resources, financing a sustainable service delivery and widening the education footprint still a major issue. Education sector is largely dependent on donor’ support; the government resources are minimal; the National Education Strategic Plan was only 30% funded in 2013.[i]  Numerous analysis confirm that unless concerted and unconventional efforts are made neither girls, particularly those systematically excluded, living in a particular geographical locations and security compromised area, can have speedy access to good quality education, nor can they transit from one level to another with required learning competencies and life skills.

If current trends continue (considering the last decade speedy progress), it will still take another 60 years for all rural girls to complete primary education and close to a century  for all poorest girls to complete Lower Secondary Education[ii]. So, business as usual is not an option for Afghanistan.

However there are some key opportunities in the education sector of late that have created a more enabling environment for the prioritisation of Girls’ Education both in terms of scaling up access to the development of a Girls’ Education Policy and Strategy.  

The new National Education Strategic Plan (2017-21) (NESP III) has set ambitious targets for Girls’ Education is a key opportunity for strengthened work on Girls’ Education[1]: To achieve these and other strategic targets of the plan, the country needs clear policy guidelines and multi-dimensional strategy. Out of school Children are a key focus in the new sector plan and strategies are being laid out to address this issue. Since girls constitute the majority of the out of school children, it will go a long way in prioritising the interventions which reduce gender disparities. In the sector plan, MoE has committed to provide equitable quality education and have specific policies in place to support girls’ education. The NESP also is an opportunity to move away from policy dialogue being focused at the project level to cover a broader sectoral issues/reforms. 

While provision of Community Based Schools (CBS) and Accelerated Learning Centers (ALC) have been a successful strategy, transition to higher levels of education continues to be a challenge, particularly for girls. There are various Girls’ Education interventions practiced by different implementing partners at the country level, which though have not been sustainable and comprehensive to address the issues of Girls’ Education.

UNICEF in collaboration with relevant Education sector partners has taken the lead in supporting the Ministry of Education to develop a comprehensive Policy and Strategy on Girls’ Education. An overall roadmap has been developed and consultations and workshops held under the leadership of MoE. A Steering as well as a Technical Committee to develop the policy/strategy is in the process of being formalized, this based on specific TORs and strong advocacy from UNICEF and partners’ side.

UNICEF Afghanistan has initiated consultation with the MoE, mainly the Deputy Minister (General Education), program Directors; Development Partners, mainly Canada, DFID, USAID, SIDA; and the implementing NGOs, mainly Save the Children, Agha Foundation and BRAC international.

Based on broad-based consultations and inputs from key stakeholders, it was agreed that (a) Girls’ Education Strategy and Policy will be developed simultaneously (b) technical support (national and international) will be important to provide to MoE to support the process and (c) strengthen partnership and coordination.

The process of developing Girls’ Education Policy and a comprehensive Girls’ Education Strategy can potentially provide a platform to MoE, other ministries, bilateral /multi-lateral donors, CSOs and political leadership to articulate a shared vision, align priorities and synergize technical and financial inputs for girls’ education in the country. It can further boost policy discourse, capacity development process and coordinated actions to address critical issues related access, equity and quality for girls’ education.