Comprehensive Study of Higher Education in
Afghanistan
Rahima Baharustani
December 2012
Research and Planning Department
Research &Planning Department, AISA 2012
Disclaimer: The views of the author expressed in this report do not necessarily reflect the official
position of the AISA.
Conversion rate of 1$ = 50 AFS has been taken into consideration throughout the paper.
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Research &Planning Department, AISA 2012
Table of content
DECLARATIONS .....................................................................................................................................................III
EXECUTIVE SUMMARY ..........................................................................................................................................IV
INTRODUCTION ...................................................................................................................................................VII
CHAPTER: 1. EDUCATION IN AFGHANISTAN ............................................................................................ 1
SCHOOLING IN AFGHANISTAN ...........................................................................................................................................2
GENERAL EDUCATION......................................................................................................................................................3
VOCATIONAL SCHOOLS ....................................................................................................................................................4
LITERACY ACTIVITIES........................................................................................................................................................4
CHAPTER: 2. HIGHER EDUCATION ..............................................................................................................5
PUBLIC HIGHER EDUCATION INSTITUTIONS ..........................................................................................................................6
PRIVATE HIGHER EDUCATIONAL INSTITUTIONS ......................................................................................................................6
MEASURES OF HIGHER EDUCATION ...................................................................................................................................8
CHAPTER: 3. INVESTMENT AND RETURN ............................................................................................................. 17
GRADUATE STUDENTS (LOCAL) .......................................................................................................................................18
GRADUATE STUDENTS (FOREIGN)....................................................................................................................................20
REASONS BEHIND UNEMPLOYED GRADUATES ....................................................................................................................22
EXPAND HIGHER EDUCATION OPPORTUNITIES ...................................................................................................................23
WOMEN’S HIGHER EDUCATION ......................................................................................................................................23
SWOT ANALYSIS .........................................................................................................................................................24
CHALLENGES ...............................................................................................................................................................25
CHAPTER: 4 INVESTMENT OPPORTUNITIES.......................................................................................................... 26
CHAPTER: 5. RECOMMENDATIONS BY SURVEYED ENTITIES ................................................................................. 31
CONCLUSION ....................................................................................................................................................... 33
SOURCES CONSULTED.......................................................................................................................................... 34
APPENDICES......................................................................................................................................................... 35
APPENDIX A ................................................................................................................................................................35
APPENDIX B ................................................................................................................................................................48
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Research &Planning Department, AISA 2012
Declarations
I would like to acknowledge all those who helped me complete this report. I want to
thank the top management of AISA, especially Mr. Wafiullah Iftikhar the president of
Afghanistan investment support agency for supporting the Research, Planning and Policy
department and Mr. Junaidullah Shahrani (Research, Policy and Planning Director), for his
supervision, encouragement and insightful comments.
Thanks are due to the Ministry of Higher education and individual higher education
institutes and other individuals who helped me in getting the required information.
Last but not the least; I would like to thank all the respondents and my colleagues,
because without their contribution this research paper may not has been possible.
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Research &Planning Department, AISA 2012
Executive summary
Higher education has become an important driver in today’s competitive world, as to
improve employment within any society; there is a need for quality education within higher
education institutes.
Without any doubt it could be very well stated that education is a technical competency
along with mental, moral and aesthetic development. It may include subject specific guidelines
from trained professional teachers, subject based curriculum determines the domain of
knowledge for different age groups. Basically, it is based upon the maturity and proficiency of
mind. Therefore, the entire educational activities are centered up on advancement of knowledge,
general awareness, and understanding of latest technical updates. These activities could be
classified as recreational, educational and society oriented activities since the prime aim of such
activities is building strong foundation for proficient future. Fifth century Athenian philosopher
'Socrates' said "education means bringing out of the ideas of universal validity which are latent in
the mind of everyman”. The point is very clear that education can be termed as aggregation of all
methods whichever enhance capability of a person.
Educated citizens can be key determinant of a nation’s development which builds
economy and reduces poverty, as more educated citizens has capacity to innovate, learn quickly
and capable of dealing with changing circumstances. For these purpose to be attained it’s
important to have quality education that could response to the market need of the society.
The history of modern education in Afghanistan goes back to the year 1863 by
continuous efforts of Sayed Jamal-ud-din Afghan in the era of Amir Sher Ali Khan. Before that,
there was no modern education in the country as people were educating themselves in religious
schools (Madrassas or Masajids), by Islamic teachers known as Mullahs. At the same period,
girls’ education was almost negligible in Afghanistan. King Amanullah Khan was the one who
for the first time addressed education for girls.
Current education system in Afghanistan is run by Ministry of Education whose vision is
to develop human capital, based on Islamic principles and respect for human rights by providing
equitable access to quality education for all to enable them actively participate in sustainable
development, economic growth, stability and security in Afghanistan. Education in Afghanistan
is comprised of general education (private schools, public schools, and night shift schools),
religious education, vocational education, teacher training education, private Islamic education,
and literacy programs.
Over the past few years significant efforts have been made in the education sector. The
education system in Afghanistan has been improving as new public and private education
institutions have been established. Furthermore total number of teachers and students has
increased.
Similarly improvement has been seen in higher education as compared to the last decade.
Public educational institutes increased, private higher institutes established as currently there are
91 higher education institutes out of which 31 are public (19 universities and 12 higher education
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Research &Planning Department, AISA 2012
Institutes) and 60 are private higher educational institues across the country. Higher education
institutes are mostly offering Bachelor programs, however there are certain universities which
offer Master level programs too. Besides, these institutions are also offering diploma courses
such as Diploma in Information Technology, Diploma in English Language and etc.
Constitution of Afghanistan states “Education is the right of all citizens of Afghanistan,
which shall be provided up to the level of Under-Graduate (lisâns), free of charge by the state”.
However private higher education institutes can charge certain amount as fee, but how much
there is no range limit given by Ministry of Higher Education.
There is excessive supply of graduates within the economy, but demand is for high or
skillful educated people. This report measures education in terms of quality: learners,
environment, physical facility, efficiency, violence, content, security, professional lecturers,
financing and governance.
In Afghanistan there are three categories of educated people: Firstly, those who attained
higher education from public higher education institutions free of cost, Secondly, those who had
financial capacity and joined the private higher education institutions, and Thirdly, students who
acquired higher education from abroad either in the form of public scholarships or self finance.
People who have acquired higher education from abroad has captured the market and it is
because the public higher institutions are using outdated curriculum and materials which cannot
fulfill the market need effectively, while some private institutions are not focusing on quality of
education rather are just profit oriented.
Majority of graduates are of the view that the public higher institutions are far better than
private higher education institutions and stated arguments such as: quality of education is better,
makes students to study, have professional & highly qualified lecturers, and have equipped
library as compared to private higher institutions. Few were of the view that private are good in
terms of providing quality education to the nation, provides education in globally recognized
languages, offer more facilities to students, use new methods of instruction and modern
curriculum structure based on international standards. Others stated that both private and private
are good in certain aspects such as: public are good, as the certificates are more valuable, makes
students study, have highly qualified lecturers and is free of fee. While some of private higher
education institutes are good in terms of internationally standard curriculum, introduces new
modern education and new methods of teachings and etc.
Gender inequality or discrimination in Afghanistan is in its peak as females are discriminated
in many areas, one of which is lack of access to education.
Investment opportunities in education system of Afghanistan are there in the areas of
standardization of current education system according to international standards and offering
wide range of facilities required. For example establishing institutions that could provide quality
education and responsive to market demand, establishing higher education institutes for girls,
partnership with current higher educational institutes to improve its quality, Providing more
facilities such as: internet enabled libraries, medical laboratories, transport and any other
facilities related to new technology for students.
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Research &Planning Department, AISA 2012
Despite the achievements, there are a number of challenges that the higher education sector
is facing: Unpredictable security situation which affects the learning environment, Low quality
institutions which create bad reputation to other institutions, Lack of opportunities by Ministry of
Higher Education, huge number of out-of-school or higher institutions children/youths, rural and
urban disparities, low quality education and administration. Timely decision making is hampered
by lack of an adequate information and communication system and complicated, lengthy
procurement and lack of trained staff are among the major challenges. Since the cost of higher
education is high, low income groups cannot afford it. Books are available in library but very
limited and no modern science books are there. Less capacity of campus as higher education
institutes cannot absorb more applicants, high costs, lack of government support, and
unavailability of qualified lecturers constitute major challenge in the society. Girls’ education
and lack of availability of female teachers, Destruction of schools especially of females are
among other challenges facing education system of Afghanistan.
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Research &Planning Department, AISA 2012
Introduction
There is no doubt that education is a technical competency along with mental, moral and
aesthetic development. It may include subject specific guidelines from trained professional
teachers. Subject based curriculum determines the domain of knowledge for different age groups.
Basically, it is based upon the maturity and proficiency of minds. So, the entire educational
activities are centered upon advancement of knowledge, general awareness, and understanding of
latest technical updates. Education is gaining more and more importance in today’s competitive
scenario. Students work hard to make their future brighter through investing in higher education.
Workers usually complete their formal education before joining the labor force, but investments
in human capital does not necessarily end at that time. Through training, many workers continue
to improve their skills throughout their lives. Education further leads to a just, civil and
sustainable society. Finally it builds the national economy, keeps the citizens out of poverty and
leads the nation into a development phase.
More education in the labor force increases output in two ways: it adds skills to labor that
increases the capacity to innovate in ways to enhance productivity. Secondly education places
human capital at the core of economic growth and asserts that the positive externalities generated
by human capital not only produce higher productivity for more educated workers, but also for
less or uneducated labors. Because improved educated workers are more learned, they are easier
to be trained and easier for them to learn and do more complex tasks. The major factor in
determining a country’s economy is education and training of its workers. Variation in the
quality and quantity of education across countries is the sole factor contributing to differences in
workers’ productivity. Moreover, Higher education remains an important contributor to
productivity growth and has a major influence on the standard of living. Ultimately, growth in a
nation’s productivity results from growth in the productivity of individual workers. Higher
education may also improve workers’ employment stability, enabling more educated workers to
maintain their jobs or to quickly find new jobs in the face of changing economic conditions.
Therefore, the association between education and unemployment can be a further indication of
the effect of education on the productivity of workers. Likewise, benefits of higher education are:
earning capacity and employment prospects, firms’ productivity and economic growth.
Education has also been associated with various non-economic benefits, including greater social
cohesion, lower crime and better health. For higher education system to be effective, system
must have: (i) Satisfied structure, to meet the goals of excellence and mass education, (ii)
Adequate and long term funding, (iii) Competition, (iv) System needs to be flexible to adapt
quickly to changing enrollment levels and to changes in the mix skills demanded in the market,
(v) Well defined standard that could fulfill the need of the society, (vi) Immunity from political
manipulation,(vii) linked to other sectors of the economy, (viii) Support legal and regulatory
structure, (ix) System wide resources, and (x) Active oversight of the state.
Education is the right of every citizen exclusive of any kind of gender discrimination and
it has been proven that feminine access to education has improved maternal and child health,
improves their own children’s access to education, and promotes economic growth. In the years
of war in Afghanistan female citizens were forbidden to learn except for some religious
education. Even for men, the curriculum was highly dominated by religious studies instead of
science, technology, literature, etc. What the Taliban did in terms of education goes against Islam
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Research &Planning Department, AISA 2012
and what the prophet of Islam, Hazrat Muhammad (SAW), preached. The Prophet told his
followers in early days of Islam "seeking knowledge is obligatory upon every muslim (both men
and women without discrimination) "(Al-Tirmidhi, Hadith 74). Islam advices education for all,
both men and women.
The purpose of this report is to have an assessment of higher education in Afghanistan to
ensure its quality and its responsiveness to the market’s demand, Moreover, to identify the
problems and issues which are affecting the higher education system of Afghanistan, as to take
proper measures so that the real objectives of higher education should be attained and further
what investment opportunities are there for the improvement of the system.
This report is based on the data up to August 2012. Best effort was made in collecting
appropriate data. However, certain institutes did not respond with the critical information. The
primary information had been gathered through interviews and surveys through distribution of
questionnaires which gave the participants chance to state their views and analyze their own
practices. Sample of 9 private higher educational institutes was chosen randomly from across
Kabul, 26 students who are currently studying in both public and private higher institutions, and
to identify the investments on education and its return students who were graduated both from
domestic as well as foreign countries were being surveyed, while the secondary information was
outsourced from Afghanistan statistical year book (CSO)1, International Monetary Fund, and
other reliable sources.
Reports sequence is as chapter one, introduces and discusses education in Afghanistan,
chapter two is related to the higher education while chapter three contains investment and return,
investment opportunities are discussed in chapter four, and finally recommendations are quoted
in chapter 5.
1
Afghanistan statistical yearbook (2010-11) published by CSO.
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Chapter: 1. Education in Afghanistan
Due to decades of war in the country, people remained in low socio economic conditions,
so the framers of the constitution of Afghanistan charged the state to establish free education
where it could be easily accessible to all. According to Article Forty-Three, Chapter. 2, Art. 22
constitution of Afghanistan: “Education is the right of all citizens of Afghanistan, which shall be
provided up to under-graduate level (lisâns), free of charge by the state”.
The state is obliged to devise and implement effective programs for a balanced expansion
of education all over the country, and to provide compulsory intermediate level of education. The
state is also required to provide the opportunity to teach native languages in the areas where they
are spoken.”
Main purpose of education is to develop physical, mental and spiritual Capabilities of all
Afghans, to consolidate their patriotic and humanistic feelings, and to create awareness of their
obligations and responsibilities to ensure national, social and economic progress. Different
agencies have estimated different literacy rates for Afghanistan which varies from 26 to 35
percent, but according to UNICEF the adults (15+) literacy rate is around 39 percent as of
November 2011.
History of modern education goes back to the year 1863 by continuous efforts of Syed
Jamal-ud-din Afghan in the era of Amir Sher Ali Khan, before that there was no modern
education in the country as people were educating themselves in religious schools known as
Madrassas or Masajids, taught by Islamic teachers known as Mullahs. At the same time Girls’
education was almost negligible in the country, King Amanullah Khan was the one who for the
first time addressed education for girls, which was then opposed by the country’s religious’
people and due to which the progress in education system was decreased.
Up to 1932 there was no higher education institute and people with higher education in
the country were less in number, who mostly completed their higher education from other parts
of the world like Turkey, India and the United Kingdom. In the era of King Mohammad Zahir
Afghanistan’s education system expanded to higher education as in 1932 Zaher Shah for the first
time established faculty of physical sciences which was headed by professor Dr.Fagih Kamil
Baig of Turkey which become foundation for Kabul university in 1946. The process of
establishment of higher education institutes continued till the era of Taliban as the total higher
education institutes increased to 14, but during the era of Taliban decreased to 7. Many problems
existed during the Taliban period; there was shortage of teachers, less number of university
students2. Worldly and modern education was considered next to nothing, limited budget was
allocated to higher education, depletion of libraries, laboratories, and other educational
resources, outdated syllabus, non-availability of books, lack of educational and research
environment, and basic facilities to those who lived in hostels were also not provided. After the
fall of Taliban, number of public and private education institutes increased as currently there are
2
During Taliban regime, there was hardly more than 4 thousand students in universities
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Research &Planning Department, AISA 2012
many schools and higher education institutes in the country. Government is focusing more on
primary, secondary and high school educations by increasing the budget for Ministry of
Education as the Total budget allocated to the Ministry of Education for the year 1390 (2011-12)
was about AFN 29 million (USD 582 thousand) that was making 13.5 percent of total national
budget as compared to the year 1388 (2009-10) where the budget allocated to Ministry of
Education was around AFN 14 million (USD 282 thousand)3.
Schooling in Afghanistan
Education system of Afghanistan is comprised of general education (private schools,
public schools, and night shift schools), religious education, vocational education, teacher
education, private Islamic education, and literacy programs, run by Ministry of Education.
In most parts of the country, educational year starts from March (Hamal) and ends in
November (Qaws). Medium of instruction is Dari, Pashto and in rare cases English. Generally
beginning with kindergarten and culminating in twelfth class4. There is also a non university
level education which is part of post secondary level, admitting graduates of class eight and
trains them for 6 years in specific fields and grants certificate of post secondary education5.
History shows that education sector in Afghanistan has witnessed improvements during
the period of King Zaher Shah who expanded the primary and secondary education to most of
the population. After the years of war in 1990s there were just about 650 schools all over the
country. In 1374 (1996), Madrassa was the main source of primary and secondary education as
the total number of Madrassa was 220 without any formal curriculum or text book. In 2002, there
were less than one million students, 20,000 teachers with almost no female participation, and
3,400 schools with poor buildings and infrastructure.
Over the past few years significant efforts have been made in the Education sector. The
education system of Afghanistan has been improved as new public and private education
institutions have been established and school buildings have been repaired. Total number of
schools as of 1390 (2011-12) was 14,034, teachers 179,142 and 7,697,076 students as compared
to 1387 (2008-09) where total number of schools stood at 11,157 and 161,185 teachers, with
total 6,236,225 students in all provinces of the country. Each year the enrollment of new students
in class one is increasing, in the year 1387 (2008-09) class one students were at 799,990 which
increased to 1,064,462 in the year 1390 (2011-12).
There is also an increase in the Islamic education students from 93,800 in 1387 (2008-09)
to 201,954 in 1390 (2011-12), technical and vocational students increased from 6,606 to 14,056
in 1390 (2011-12). Similarly the students to teachers ratio have increased over the years as for
the year 1390 (2011-12) it was 44 percent as compared to the year1387 (2008-09) where the
students to teachers ratio was 39 percent. Ministry of education is working to increase the
3
Majority of the budget allocated to Ministry of education and higher education was in the form of operating budget
4
Class is known as senf in Afghanistan
5
A person with 14 years of education can take admission in 3rd year of university by providing required documents
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Research &Planning Department, AISA 2012
capacity of current teachers in the form of teacher training institutes, as for the year 2011-12
there was total of 52,617 (19,233 female and 33,384 male) students in teacher training and total
of 26,397(10,017 female and 16,380 male) graduates.
General education
General education which is comprised of primary, secondary and high school, starts from
class one to class twelfth. General public education is available all over Afghanistan with total of
13,556 schools, 172,909 teachers and 7,585,192 students in 1390 (2011-11) up from 1387 (200809) where there was 10,998 schools, 159,244 teachers and 6,200,001 students. Total number of
graduates increased from 78,122 in 1387 to 150,201 in 1390.
General Private Education was available in 25 provinces of the country, with total
number of 6,233 teachers, 111,884 students and 478 schools in 1390 (2011-12) as compared to
1387 where there was 159 schools, 36,224 students, and 1,941 teachers.
Table: 1. General Education
Public/Private Schools
Education
1387
1390
2008- 201109
12
Public
10,998 13,556
General
Education
Private
159
478
General
Education
Total
11,157 140,34
Teachers
1387
200809
159,244
Students
1387
2008-09
Graduates
1390
1390
1387
1390
20112011-12
2008- 201112
09
12
172,909 6,200,001 7,585,192 78,122 150,201
1,941
6,233
36,224
111,884
_
_
161,185 179,142 6,236,225 7,697,076 78,122 150,201
Source: Central Statistics organization
Primary education
Primary education starts from class one to class 6th (known as Maktabe Ebtedia), with age
level ranging from 7 to 13. Total number of primary high school has increased during the past
decade as total number of primary schools in all provinces of the country as of 1390 (2011-12)
were 5,979 primary public schools with 5,422,348 students, for year 1387 (2008-09) there was
6,071 schools, 4,788,366 students. Total private primary school was 45 with 84,697 students in
1390 (2011-12), while in 1387 (2008-09) there was 16 schools, 4,375 students. Most of primary
schools were located in Kabul, while less number of schools in Panjsher, Nemroz and Zabul city.
Middle education
Middle or secondary schooling in Afghanistan consists of 3 years, from class 7 to 9
(Maktabe Mutawaseta), with the age level of 13 to 16. Total number of public middle schools as
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Research &Planning Department, AISA 2012
of 1390 (2011-12) was 3,924 with 1,445,829 students, up from 1387 (2008-09) where total
number of schools stood at 3,061 with 1,038,907 students.
Total private secondary schools as in 1390 (2011-12) was 82 with 18,335 students as
compared to the year 1387 (2008-09) where total number of secondary school stood at 27 with
2,659 students and 141 teachers.
High school
Upper secondary or high school which is for 3 years with age level from 16 to 19.Total
number of public high school was 3,653 with total of 717,015 students in 1390 (2011-12) as
compared to the year 1387(2008-09) where the total number of high school was 1,866 with
372,728 students.
There was 351 private high schools, consisting of 8,852 students in 1390 (2011-12), as
compared to the year 1387 (2008-09) where number of high school was 116 with 29,190
students.
Vocational schools
Basically it’s a kind of school in which students are taught skills needed to perform a
particular job. It is also called job specific skills, and has been considered to be institutions
devoted to training, not education. Total number of vocational schools have been increased as for
the year 1387 (2008-09) there was 33 vocational schools, 6,606 students and 497 teachers which
further increased in 1390 (2011-12) to 97 vocational schools, 14,056 students and 732 teachers.
Literacy activities
In order to remove illiteracy from the country, Ministry of Education has established
literacy courses, which have been increased since past few years as for the year 1387 (2008-09)
total number of literacy courses was 1, 2461 with 302817 students (male graduates of 11,676 and
34,457 female) which increased to 22,660 courses in 1390 (2011-12) with 574,433 students
(278,801 male and 295,632 female), and graduates of 227,539 (90,680 male and 136,859
female).
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Research &Planning Department, AISA 2012
Chapter: 2. Higher Education
Higher education which is also known tertiary education or university level education is
right after high school (secondary education). Both public and private higher institutions are
serving to help and respond the demands made by the people under the supervision and
regulations of the Ministry of Higher Education6.
Ministry of Higher Education has a very important role to play in many areas, especially
in the area of organizing and directing the Higher Education system. Ministry of Higher
Education is working to develop partnerships with international universities for mutual
information exchange and to increase opportunities of scholarships for oversea studies for
Afghans. It organizes seminars and conferences for dissemination of information, sharing of
ideas and upgrading of skills. Ministry of Higher Education is paving the way for the
advancement of higher education in Afghanistan to an international level.
There are many Types of higher institutions in Afghanistan in the form of universities,
polytechnic, institutes and higher teachers’ colleges (pedagogy). As of 1391(August 2012) there
was more than 91 higher education institutes out of which 31 were public (17 universities and
14 higher education institutes) and 60 were private higher educational institutes, out of which
seven higher education institutes had branches in provinces. For the year 1390 (2011-12) total
number of governmental and private universities were 69 (29 public, 43 private) with 285
faculties all over the country. Total number of medical sciences, technical and vocational
institutes was 62 with 145,968 students out of which 25,236 were female.
Government universities offer faculties like faculty of law, science, literature,
engineering, education and psychology, agriculture, economics, pharmacy, veterinary, geology,
arts, journalism, social sciences, theology, education, construction, electro mechanic, sports,
general medical faculty, faculty of medical for children, faculty of medical treatment,
stomatology (faculty of dentistry), faculty of nursing, faculty of geology and mines, chemical
technology, trade & management, computer science, and vocational education.
Higher education institutes mostly offer bachelor programs, short language courses and
diploma courses. However, there are certain universities which offer master level programs too.
Bachelor level education is for 4 years; however, there are certain faculties that offer
these programs for more than 4 years such as: faculty of pharmacy offering bachelors level
degree for five years and medical institutes, which gives degree of bachelors after completion of
seven years including one year of pre-medical and one year of internship (practical work).
Masters level education is offered by limited institutions. Higher education institutes that
offer masters level degrees are: Kabul University (faculty of literature and Shariah), masters in
physics, and Polytechnic higher institute offers masters program in department of construction.
From private higher institutions “American university of Afghanistan has masters program in
6
Based on excess demand for higher education and less capacity of public higher education institutes, need for
establishment of private higher institutions aroused.
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Research &Planning Department, AISA 2012
business administration, and Danish Gahe Islam Iran Kabul branch” offer masters in literature
(Dari, Pashto)7.
Public Higher Education Institutions
As of 1391(2012) there were 31 public higher education institutes which consisted of
154 faculties and 578 departments active in 27 provinces. In 1390 (2011-12) there were 3,159
teachers up from 1,449 in 1381 (2002-03). Total number of students for the same year was
77,654 (14,811 female and 62,843 male) as compared to the year 1380 (2002) where the total
number of students were 7,870 with no female participation. Total number of higher education
graduates for the year 1390 (2011-12) was 12,275 (2,713 female and 9,562 male).
According to the Ministry of Higher Education in 1390 (2011-12) number of PhD holder
teachers stood at 164 (158 male, 6 female), while teachers with masters degree were 1,136 (984
were male, 152 female). On the other hand teachers who held bachelors degree were 1,859
(1,538 male, 321 female).
Private higher educational institutions
Since demand for higher education was far more than the supply and the public higher
education institutes did not have enough capacity to admit all students, the establishment of
private higher institutions solved the problem to some extent. After the year 1385 (2006-07) the
first two higher education institutes established in Afghanistan were “Kardan institute of higher
education and American university of Afghanistan” in the year 2006.
According to the criteria set by Ministry of higher education, the university must not have
less than two faculties or four departments, and for establishment of institutes, one faculty or two
departments are must. These higher education institutions mostly offer subjects like: shariah,
law, computer science, medical, mass communication, engineering, economics, pharmacy and
diploma programs such as MCSE, CEL, TOEFL,DIT, DEL and other languages.
Criteria for taking admissions in these higher education institutes are passing admission
test along with submitting required documents; however, there are certain higher education
institutes that hold interview with students as well. For establishment of higher education
institutes, minimum amount of investment set by Ministry of Higher Education is AFN 200,000
(USD 4,000). Different amounts of money have been invested in this sector by individual
institutions and have fulfilled the minimum required amount.
7
For master level degree students must hold highest grades in bachelors and should pass an entrance exam.
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Research &Planning Department, AISA 2012
Graph: 1.Number of Private higher education institutes in different provinces
35
30
25
20
15
10
5
0
Source: Ministry of Higher education
In 1391 (August 2012) there was more than 60 private higher education institutes out of
which 33 were in Kabul and remaining in 15 provinces of the country (as shown in graph above),
while in 1390 (2011-12) total number of private higher education institutes were 43. Total
number of lecturers for the same period stood at 1,714 (1,590 male, 124 female). Survey results
showed that the range of lecturers varied across higher education institutes as it ranged from 10
to 130. Total numbers of students in private institutions stood at 34,713 (29,590 male, 5,123
female), number of students varied across these institutions ranged from 44 to more than 1,900.
Total number of graduates for the year 1389 (2010-11) was 583 which increased to 1,377 for the
year 1390 (2011-12).
Each semester on average, institutions receive 110 to 1,500 applications, but gives
admission only to 44 to 700 of them. Majority of higher education institutes cannot give
admissions to more applicants due to inadequate capacity and lack of proper infrastructure.
Government and Higher Education Institutions
According to students, support and supervision of regulatory agency was: highly supportive (8
percent), supportive (28 percent), less supportive (44 percent) and finally 20 percent stated that it
is not supportive at all. Government rules and regulations according to the students were: very
effective (27 percent), effective (35 percent), less effective 30 percent and finally not effective at
all (8 percent).
According to Higher Educational Institutes support and supervision of regulatory agency was:
supportive, (22 percent), less supportive (45 percent) while 33 percent said, it’s not supportive at
all. Institutions observed the rules and regulations of government to be: very effective (11
percent), effective (56 percent), and 33 percent less effective.
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Research &Planning Department, AISA 2012
58 percent of students quoted that institutions do not have any program to help them integrate
into labor market, while 15 percent of students said that in very rare cases universities are helpful
in finding them job opportunities, 15 percent of students said that the institutions helped the
students as by introducing them into labor market, and 12 percent did not respond. The
institutions give admissions to students up to their level of capacity and were not decreasing the
lecture hours as 89 percent of institutions responded that they give admission to only few and
keep same lecture hours, while 11 percent said that they give admissions to all and keep same
lecture hours.
Measures of Higher Education
Quality, quantity, access and other measures are analyzed in order to indicate
performance of Higher Education. In order to improve the system, it’s important to have
assessment of these measures and further take proper actions to solve problems and issues.
Accessibility
Although there was 91 higher education institutes, but still it was very difficult to fulfill
the demand8. Most of the youths were deprived of this facility because majority of the institutes
do not have branches, and lack of availability of higher education institutes in most part of the
country especially rural areas. The following approach must be focused on to increase the
accessibility to higher education:



Educational attainment to allow participation
Awareness of higher education
Aspiration to participate
Affordability
In Afghanistan private higher institutions offer education services in exchange for certain
amount of fee while public higher education institutions were free of cost, but for night shift they
charged fee of AFN 5000 (USD 100) from government employees pursuing higher education,
while 7000 (USD 140) from others. Ministry of Higher Education has not restricted or imposed
any kind of range or limit for private higher education institutions regarding fee. Fee charged by
private higher education institutions were considered expensive which is not affordable by
majority of citizens and ranged from AFN 1,500 (USD 30) to 15,000 (USD 300) per month for
bachelors level.
8
Around one-third of high school graduate were admitted to universities, the rest join the pool of unemployment.
8
Research &Planning Department, AISA 2012
Graph: 2. Criteria for Charging Fee (%)
29%
28%
per student level of income
according to market
14%
include small percentage of profit
29%
no response
Source: Private Higher education institutions
Fee offered by private higher education institutions were such as: none of the students quoted that
the fee was highly expensive, 62 percent of students said that the fee offered by institutions are
expensive as compared to 39 percent of students who responded
onded that the fee is affordable
According
ng to surveyed data almost all higher education institutions offered fee
exemption to their students in the form of scholarship to high cumulative GPA/percentage
holders or anyone belonging to low socio
socio-economic status, but this happened
happen in very rare
circumstances.
Accountability
There isn’t much data available on higher education institutes and there is no ranking
agency that could rank them on the basi
basiss of students’ performance and wisdom, but currently
Ministry of Higher Education
ducation has planned to have supervision on these education institutions.
Supply and demand for higher
gher education (Quantity)
In Afghanistan there is a high demand for higher education, while current higher
education institutions cannot meet or fulfill the demand of citizens.
Demand side
Demand for higher education has increased almost all over the world as more investment
in higher education leads to future return. More demand
demands are there for education system that has
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Research &Planning Department, AISA 2012
more accreditation, quality assurance, evaluation of standards and use of outcome measures. The
current situation shows that in near future people with undergraduate qualifications will not keep
up with market demand.
There is demand for higher education in Afghanistan as in the year 1389 (2010-11) there
was 82,577 high school graduates (Public high school) and only 39,750 (26,980 public higher
education institutions, 12,770 private higher education institutions) of them were granted
admission in higher education institutions, as almost half of the high school graduates were
availing higher education. Public higher education institutions were not enough to fulfill the
demand so those who could afford, turned to private higher education institutions, but others who
could not find way to public higher education institutions and couldn’t afford pursuing higher
education in private sector, remained deprived of this facility9.
Supply side
Total number of higher education institutions as of the year 1391 (2012) was 30 public
institutions and 60 private institutions all over the country, still for the population of university
age (20-24) 2,027,792 in 1390 (2011-12) was not sufficient enough as only 112,367 (92,433
male, 19,934 female) which is making 6 percent of population had access to higher education
institutions in the year 1390 (2011-12).
Quality
A good education system is needed to meet the challenges of providing 21st century
education. In Afghanistan there was no quality assurance agency as to control the quality of
higher education system; However Ministry of Higher Education has taken certain steps to make
higher education institutions focus on providing quality higher education that could fulfill the
current market demand. Quality in education is the most important aspect. Measures that discuss
quality of higher education are: learners, environment, content, processes, whether outcomes
fulfill the nation’s goals for higher education and positive participation in the society or not and
etc are being discussed in the following paragraphs.
Learners:
Overall learners are keen to acquire higher education, but mostly due to poor financial
background, they cannot participate in higher education. Total number of students in these
institutions ranged from 44 to 4,000 students.
9
In Afghanistan public higher education institutions are free of cost but the fee offered by private higher institutions
was considered costly due to which most of the afghan citizens could not attain higher education.
10
Research &Planning Department, AISA 2012
Students in university attending a lecture.
Different categories of students were found in institutions. In order to continue higher education,
base or background knowledge of the students must be sufficient. As shown in the diagram
below, 17 percent of the institutions and students stated that the students background education
was more than sufficient, 49 percent sufficient, 31 percent less sufficient while 3 percent said it
was not sufficient at all.
Similarly 56 percent institutions and students surveyed responded that they did hold class
representative meetings to discuss problems and issues, while remaining percentage (44 percent)
stated that they don’t have such arrangements.
In order to have quality education in Afghanistan, institutions must strictly screen students as
according to many institutions (87 percent) they were strictly screening the students to the next
level of education, remaining 13 percent replied that they are sort of flexible.
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Research &Planning Department, AISA 2012
Graph: 3.. Students background education to pursue higher education (%)
Students Background Education
3%
31%
17%
More than sufficient
Sufficient
49%
less than sufficient
unsufficient
Source: Private higher education institutions
Environment:
Some of the universities lack proper buildings; the ones which have buildings
building are in the
areas which are not suitable for an institution to be. We can say that most of the higher education
environment was not healthy for higher education
education, most of the private higher education
institutions had less capacity classes in terms of studen
students,
ts, like class size of private
pr
higher
institutions ranged from 10 to 40, on the other hand public higher institution
institutions’
s’ students in each
class ranged from 50 to more than 180. Environment for girls were not satisfactory but was
improving day by day. Due to problem of co-education
education and lack of female lecturers most of
families did not allow their daughters to continue higher education.
60 percent of students’ interviewed stated that the higher education environment has been
improved as stated: It is good, su
suitable,
itable, starts and ends on time, it got better and useful, nice and
academic, competitive, informative, and helpful for attaining higher education.17 percent said
that the higher education environment was fair and acceptable, but not satisfactory, it needs to be
improved in certain areas. 23 percent stated that the higher education environment was not
suitable at all. Too old curriculum
curriculum, poor teaching methods, education system was not
standardized with low quality and less availability of educational materi
materials,
als, lack of qualified
lecturers, non-existence
existence of well equipped libraries and laboratories, lack of information sharing,
and discrimination in terms of nationality and language.
Some of students surveyed stated that the relationship
ip and behavior of students with their
fellow were good, but not academic or educational. Teachers’
rs’ behavior with the students was
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Research &Planning Department, AISA 2012
good in general, but there were some issues such as: favoritism, students’ discrimination on the
basis of nationality, nepotisms, and teachers enmity towards the students. Most of the higher
education institutions have student complain centers that are constantly working to improve the
education environment which is a good sign, but due to the weak management it is not the way
as it was supposed to be. As majority of higher education institutes and students replied that they
had students complain centers in the form of committees, students’ service center, through
meetings with class representatives, students’ affairs and etc.
Students during exam at Kabul University in an open space.
Physical facility
In terms of resources, higher education system of Afghanistan was not well equipped,
which is the requirement of having quality higher education. Although some higher education
institutions were working to provide facilities that are helpful for students. Higher education
institutions in Afghanistan provide libraries, but with limited books10, less number of universities
offered computer labs (limited number of computers), transportation, laboratories, internet,
canteen and parking facilities. The infrastructure of higher education institutes were not properly
built as there was lack of safe drinking water, electricity, no laboratories or if there was, it lacked
the required materials and equipments. No first aid facilities, and finally most of the higher
education institutions were not located in calm and suitable environments.
10
libraries were in poor conditions as there was no sufficient or modern books available
13
Research &Planning Department, AISA 2012
Library of Kabul University.
Efficiency
Afghanistan’s higher education system has fewer resources and mostly these limited
resources were not being used or utilized efficiently such as: some universities do not have
proper classes while others which have plenty of classes were not used effectively. Similarly
Technology which is a beneficial input in the education system was used limitedly in areas such
as delivering lectures. Students were not encouraged to use computers while doing assignments
or other educational researches.
Violence:
Violence exists everywhere and higher education institutions are no exception to this.
There was violence in Afghanistan’s education institutions in the form of beating lecturers,
bothering girls, fighting, threatening lecturers, smoking, poisoning the students etc. If serious
problems take place the institutions inform the police if it couldn’t be solved by institution’s
management.
As 74 percent of institutions and students’ surveyed quoted that there was no violence in the
education system, while the remaining 26 percent said violence existed in the higher education
institutions.
Content:
The prevalent curriculum in the higher education institutions is too old as low levels of
content knowledge, poor pedagogical skills, traditional teaching system, and outdated materials
cannot fulfill the current need of market.
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Research &Planning Department, AISA 2012
11 percent of institutions/students interviewed stated that the curriculum was according to
Ministry of Higher Education standard, another 11 percent stated that it was according to
international standards, and remaining 78 percent said that it was both according to Ministry of
Higher Education and international standards.
Most of the higher education institutions were following the curriculum that was not
according to the national goals of the country. It is important that curriculum should be according
to national values as some of institutions were adapting it from neighbor country. However,
Ministry of Higher Education is working to make the curriculum standardized that could fulfill
the market demand and could compete internationally. According to private higher education
institutes, Curriculum was being revised annually and did not include students’ opinion.
Security:
Security issues have direct influence in higher education system as decades of war
destructed the education system of Afghanistan which resulted in high illiteracy rates. Security
problems have negative effect as it delays the lectures, no transportation or hard to reach higher
education institutes, creates psychological diseases, afraid to attend education institutes. Security
issues have more affected girls’ education as due to poor security, parents did not allow their
daughters to attain both education and higher education.
Professional lecturers:
Among the main factors that were affecting the quality of higher education in
Afghanistan was lack of well qualified lecturers, those who were not capable of helping their
students learn. They do not have deep mastery of subject matter and pedagogy, although some of
higher education institutions were offering ongoing professional development programs for their
lecturers as to improve the quality of higher education. In higher education institutions neither
students nor lecturers were punctual which must be controlled by higher management in order to
have good quality education. Some of higher education institutes surveyed responded that they
do hold teachers meetings as to discuss issues and matters. Mostly in private higher institutions,
there was a feedback mechanism to get feedback and lecturers were fired in case they failed.
In Afghanistan there are highly qualified youngsters who have completed their higher
education from top universities of the world. Unavailability of opportunities, basic facilities and
minimal salary were among the factors that they do not participate in higher education system11.
The other issue was that the employment status and salary scale of faculty members need to be
rationalized in order to attract more qualified staff both at Ministry level as well as at higher
education institutions.
11
Salary of lecturer’s in public higher education institutions ranged from AFN 8,000 (USD 160) to AFN 40.000
(USD 800) per month while private higher education institutions were paying per lecture hour.
15
Research &Planning Department, AISA 2012
In Afghanistan there are highly qualified youngsters and when the reason was asked from higher
education institutions that why these highly qualified graduates were not taking part in education
system, 43 percent said that well educated afghans do participate in teaching profession as a part
time job, it is because they don’t have time, while other 57 percent gave other opinions such as:
most of them get high salary so they think there is no need to teach or don’t have personal
interest to get involved in education system.
Financing:
Budget allocated to higher education was not sufficient enough as it was just to cover
salaries, free dormitory costs and other expenses. The amount of budget allocated to the Ministry
of Higher Education for year 1388 (2009-10)) was AFN 4 million (USD 81 thousand) where for
the year 1390 (2011-12) budget was reduced to AFN 3,1 million (USD 63 thousand). The
majority of the budget allocated to Ministry of Higher Education was in the form of operating
budget and fewer amounts for developmental purposes. No incentive had been considered for
efficiency and innovation of higher education sector.
Governance:
Governance in higher education refers to the means by which higher education are
formally organized and managed or we can say that the way universities are operated. In
Afghanistan, public higher education institutions have little power and were subject to certain
rigid rules and regulations. But private higher education institutions were almost free; no proper
controlling and supervision was there. There was no agency or organization that could control
and supervise these higher education institutions which need urgent attention. Recently Ministry
of Higher Education has planned to control quality of private higher education institutions by
onsite inspection and dissolve the ones with poor performance.
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Research &Planning Department, AISA 2012
Chapter: 3. Investment and Return
Each society needs talented workforce. Individuals who participate in higher education
are usually capable to deal with the demand of challenging workforce and their success benefits
the whole society with its contribution to national productivity. Investment in human capital pays
returns later in life in the form of good jobs and higher salaries. The focus is not just to attain
higher education, but rather to get good quality of education that could fulfill the market needs;
we can conclude it as there is positive link between quality education and economic growth.
In Afghanistan there are three categories of people who have attained higher education:
Firstly those who attained higher education from public higher education institutions free of cost.
Secondly, those who were financially capable and joined the private higher educational
institutions, and thirdly students who have acquired higher education from abroad either in the
form of scholarships or self-finance. People who acquired higher education from abroad has
captured the market and it is because public higher education institutions were using outdated
curriculum and material which cannot fulfill the market need effectively, while majority of
private education institutions were not focusing on quality of education rather are just for profit
motives.
Afghanistan’s labor market lacks experienced and skilled labors in number of important
occupations which is a threat for well being of community. Supply of less qualified graduates
within the economy exceeds its demand, as more demand is for high qualified or skillful
educated people. There exists another matter that most of the graduate students (local graduates)
were discouraged from participating in, or denied access to, the economic and social
opportunities due to the old curriculum. People who were already in workforce needed to
upgrade their skills and qualification.
Effective institution (Public/Private)
Majority of graduates were of the view (48 percent) that the public higher institutions are far
better than private higher educational institutions and stated arguments such as quality of
education is better, makes students study, has professional and highly qualified lecturers, nicely
organized, more control of government, not profit motive, and equipped libraries as compared to
private higher educational institutions, while private higher education institutions are just profit
oriented institutes, have no control over quality of education and more flexibility is there in each
and every aspect. 14 percent were of view that private are good in terms of providing quality
education to the nation, provides education in globally known languages (English, Arabic), more
facilities to students, new methods of instructing, modern curriculum, and structure is based on
international standards. Other 14 percent stated that both public and private were good in certain
areas such as: Public was good in terms of certificates which have more value, makes students
study and is free of fee, highly qualified lecturers. While some of private institutes were good in
terms of better curriculum, introduces new modern education and new methods of teachings and
etc. Remaining 24 percent stated that none of these two were effective.
17
Research &Planning Department, AISA 2012
Graduate Students (Local)
Since private higher education institutes have newly come into scene, they don’t have
many graduate students. Majority of surveyed graduates were from public higher education
institutions, with 92 percent holding bachelors degree, 4 percent master degree, and 4 percent
diploma holders. Investment by students in higher education, in the form of other charges except
tuition fee, ranged from AFN 7,000 (USD 140) to AFN 400,000 (USD 8,000) while some
students did not respond by quoting as they don’t remember or don’t know.
Survey result showed that as compare to first three months of salary, by getting
experience, attending certain courses, and trainings, salary of these graduates have increased.
Graph: 4. Monthly Salary Earned by Graduates from Local universities
Monthly Salary Earned by Local Graduates
30.76923077
38.46153846
26.92307692
3.846153846
0
1-5,000
5,001-15,000
15,001-30,000
30,001-50,000
above 50,000
Source: Graduate students
Private university convocation in Kabul.
Survey also showed that these graduates worked from twelve to one year out of which 31
percent stated that they got promoted, 50 percent did not get any promotion and remaining 19
percent did not respond. These graduates remained unemployed from few days to 6 years. 69
percent of graduates stated that they got job on merit, while 31 percent said they had known
someone to help them get the job.
18
Research &Planning Department, AISA 2012
Graph: 5.. First 3 Months Salary Earned by Graduates from Local universities
First 3 Months Salary of Local Graduates
(AFN)
39.13043478
13.04347826
1-5,000
21.73913043
21.73913043
4.347826087
5,000-15,000
15,000
15,000-30,000
30,000-50,000
above 50,000
Source: Graduate students
8 percent of graduates stated that they were very satisfied with the education they
acquired, 34 percent satisfied, 23 percent less satisfied, 31 percent not satisfied at all, while 4
percent did not respond.
Graph: 6. Students' Satisfaction with higher education gained (%)
4% 8%
31%
very satisfied
34%
23%
satisfied
less satisfied
not satisfied at all
no response
Source: Responded by Higher Education Institut
Institutions
Graph: 7. Advantage of Higher education in working environment (%)
4%
23%
very helpful
31%
helpful
42%
less helpful
not helpful at all
Source: Graduates from local university
These graduates were facing problems aand challenges such as: Financial
inancial problems,
expensive fee offered by institutions (private higher educational institutes).
institutes) Less qualified
lecturers who did not have proper lesson plan
plans, Lecturers were not punctual as they were either
19
Research &Planning Department, AISA 2012
missing classes or coming late and leaving the classes earlier
earlier. Old curriculum, less availability of
educational materials, less techno based facilities
facilities. Background education of students was not
sufficient, gender discrimination, Favoritism, and preference of relations over discipline was
there. Further there was noo education
educational friendly environment, lack of transportation,
transportation shortage of
resources as higher education institutions couldn’t facilitate all students, lack of well organized
higher education system; medium of instruction was not standardized by Ministry of Higher
Education, and old system of higher education.
Graduate Students (Foreign)
oreign)
We have taken sample of 21 students who have completed their higher education almost
from all over the world such as: A
Afghan
fghan students who have graduated from universities of United
States, United Kingdom,, France and other countries. Most of them (57 percent) holding masters
degree and 43 percent with bachelor degree. Range of investment by these graduates was
w from
AFN 200,000 (USD 4,000) up to 4,000,000 (USD 80,000). Majority of theses graduates got there
for education by self finance, some of them with public scholarship and few with private
scholarship for international students. Out of this number, 65 percent have completed their high
school from the same country ba
based
sed abroad, 25 percent graduated from public high school
(Afghanistan), while 10 percent from private high schools (Afghanistan). Fee charged by higher
education institutions abroad, according to majority’s point of view was reasonable as shown in
the following diagram.
Graph: 8. Perception of students regarding ffee charged
harged by Foreign Higher Education
Institutions (%).
10%
15%
highly expensive
15%
60%
expensive
resonable
minimal fee
Source: Graduates from foreign universities
These graduates remained unemployed from few days to maximum of one year. On the
other hand some stated that they had not been unemployed at all.
Most of these graduates (90 percent) got job on merit base, while 10 percent by knowing
someone. Most of these graduates
graduates’ (45 percent) salary was more than AFN 50,000 (USD 1,000),
40 percent were getting AFN 30,000
30,000-50,000 (USD 600-1,000), 10 percent AFN 15,000-30,000
(USD 300-600), and the rest 5 percent got AFN 5,000-15,000 (USD 100-300)
300) as compared to
first three months where majority of them were getting salary of AFN 30,000-50,
50,000 (USD 6001,000).
20
Research &Planning Department, AISA 2012
47 percent of graduate students found working environment as they expected as they were
working in their field and earning the salary they expected and quoted that working environment
is challenging, learning new things each day. On the other hand 43 percent of students didn’t find
environment as they expected and gave arguments such as: working environment is boring,
unprofessional, corrupted, merit does not have any value, and 10 percent did not respond.
Curriculum and Higher Education Environment
Students quoted that the higher education environment was perfect, good and friendly
atmosphere for education, no gender discrimination education was based on both theory and
practical work. Similarly curriculum was based on international best practices, effective and
according to the market needs. Universities were offering almost all necessary standard and
internationally practiced facilities such as: low cost hostels, laboratories, sophisticated libraries,
transportation, medical facilities, usage of new technology in different areas of higher education,
computer labs, site visits, guest professors lecture, workshops, students service center, good
educational materials, play grounds, gymnasium, worship places, study trips, and online access
to resources.
In order to encourage students, universities were offering certain incentives in the form of
fee exemption, discount fee, gold medals, certificates, lectureship, pursuing higher education
abroad, while some others had no such facilities to foreigner students with highest GPA12.
Education helped these graduates in work environment as 76 percent graduates quoted that
higher education which they attained is more helpful in working environment. On the other hand
24 percent said that it is helpful. Following diagram shows level of satisfaction of these
graduates.
12
Grand point average.
21
Research &Planning Department, AISA 2012
Graph: 9. Students' Satisfaction with higher education gained (%)
5%
10%
33%
very satisfied
satisfied
less satisfied
not satisfied at all
52%
Source: Responded by foreign graduates
Students in foreign countries were facing problems and challenges as social and cultural
differences, financial problems, adjustment to new environment and new education system. Last
but not least, background education was not sufficient enough. Students were also facing
problems such as: Afghan embassy was not supportive/cooperative, immigration issues as well
as problems within afghan unions.
Reasons Behind Unemployed Graduates
Reason behind jobless graduates was in the areas as: they don’t have sufficient
knowledge of computer, English language, as well as lack of practical work besides theory,
which is the current demand of the market.
Reason behind unemployed graduates was due to: skill mismatch (15 percent), current
curriculum cannot fulfill market needs (19 percent), oversupply of graduates (22 percent), less
demand for graduates (20 percent), and 24 percent gave other reasons, such as: due to contract
based jobs, low salary, lack of merit standards, lack of enough practical work during academics,
less job opportunities, corrupted system of recruitment, bribery in examination, weak
government policies, bureaucracy and students carefulness.
22
Research &Planning Department, AISA 2012
Graph: 10. Reasons Behind unemployed Graduates (in Afghanistan)
skill mismatch
24%
15%
19%
current curriculum cant fulfill
market needs
oversupply of graduates
less demand for graduates
20%
22%
other reasons
Source: Responded by all surveyed
urveyed Entities
Expand Higher Education O
Opportunities
17 percent of institutions/students surveyed stated that in order to expand higher education
opportunities, capacity of classes must be increased, number of branches must be increased (27
percent), decrease cost and fee (19 percent), hire more foreign lecturers (4
4 percent),
percent and 33
percent gave other options such as
as: strict implementation of rules and regulations must be there,
Ministry of Education
ducation must work hard in oorder
rder to make the base of students strong, salary of
lecturers must be increased and highly qualified lecturers must be hired, workshops and
seminars must be there for capacity building of lecturers, more focus should be on quality of
higher education, and finally increase the number of faculties as well as capacity of universities.
Women’s Higher Education
ducation
Gender inequality or discrimination in Afghanistan is in its peak as females are
discriminated in many areas: one of which is lack of access to Higher education in most part of
the country.. Higher education is one of the essential needs of afghan girls and women if they are
to develop their personalities, engage in productive work, and participate fully in the
development of the country and improv
improvee their quality of life. The provision of higher education
for girls and women is not only a personal obligation, but should be seen as national need.
Women’s higher education is beneficial to the society as more educated women tend to be
healthier, participate
ipate more in the formal labor market, and provide better health care and
education to their children, all of which eventually improve the well
well-being
being of all individuals and
23
Research &Planning Department, AISA 2012
takes the households out of poverty. These benefits also transmit across generations, as well as to
their communities at large13.
SWOT Analysis
Swot is the abbreviation of strength, weaknesses, opportunities, and threats. The purpose
of swot analysis is to denote the present situation of higher education system of Afghanistan to
maximize strengths, minimize weaknesses, neutralize threats and capitalize opportunities as to
have better education system in Afghanistan.
Strengths
The factors that made the strength of higher education were: Free education till
bachelor’s level (public higher education institutions), expansion of higher education in past ten
years, Improvements in enrollment rates of both males and females, focusing on teachers
training, and females education has been more concentrated on.
Weaknesses
Poor performance of education system, shortage of financial resources, shortage of
physical facilities. Inefficiency of resource utilization and allocation: misallocation of financial
resources, low quality of higher education, high class density although ideal is 35-40. High
dropouts, access problems and gender disparity are among factors that make weaknesses of
higher education. The other factors were: low earnings of higher education due to poor quality
and mismatch between educational outcomes and labor market requirements, management
problems as the absence of democracy and not participation of well educated youngsters, lack of
effective system and mechanisms for evaluating performance of higher education institutions
especially of private ones.
Opportunities
The opportunities are in the form of availability of human capital and brain power which
is not properly utilized. low quality of education which may act as a driving force to reform,
establishment of higher education institutions that could provide quality higher education,
establishing higher education institutions for females, cooperation and coordination between
Afghanistan and other countries in developing and implementing education reform efforts.
Threats
The education system face the threats such as: security issues, corruption, increasing cost
of higher education services, change in innovation and technology, communication and science
which require will and adaptability, and unavailability of higher education in rural areas.
13
According to estimates the literacy rate among females was about 15 percent.
24
Research &Planning Department, AISA 2012
Challenges
Despite achievements, there are number of challenges that the higher education sector is
facing: Unpredictable security situation which affect the learning environment, Low quality
higher education institutions which create bad reputation to other institutions, Lack of
opportunities by Ministry of Higher Education, high number of out of school/higher institutions
children and youth, rural and urban disparities, low quality higher education and administration.
The timely decision making is hampered by lack of an adequate information and communication
system and complicated and lengthy procurement and lack of trained staff are among the major
challenges.
Since the higher education cost is high so low income people cannot afford it, Books were
available in library but not modern books. Less capacity of campus as cannot give admission to
all applicants, More cost is there, Government is not supportive, and unavailability of qualified
lecturers. Girls’ education and lack of availability of female teachers were among other
challenges facing higher education system of Afghanistan.
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Research &Planning Department, AISA 2012
Chapter: 4 Investment Opportunities
Higher education across the world is undergoing differentiation horizontally and
vertically. Horizontally as new providers enter the market and vertically as institutions
proliferate. Variety of institutions pursuing different goals and audiences is best able to serve
individual and national goals.
Population of Afghanistan is incessantly increasing. In the year 1390 (2011 – 12) total
population was 26.5 million14. University age population amounted to be about 2 million (1.03
million males & 990 thousand females) which made 8 percent of total population15. The total
number of students in both public and private higher education institutions was about 112
thousands (92 thousand males & 20 thousand females) with 13,652 higher education graduates.
In Afghanistan total value of private investment in higher education system up to the date
August 2012 was around USD 14 million16 making 0.58 percent of total investment of services
sector, which is not sufficient enough as more investment is needed by establishing new higher
education institutes as well as new innovations in this sector. There exists a high demand for
higher education in the country now than before, as the country has left at least 3 decades of
devastating war behind which left social, economic, political and educational infrastructure
destroyed. Higher education is one of the most demanded and profitable sector where exists
fruitful opportunities of investment from within and outside the country. There is a need for
establishing higher education institutes not only for boys, but also equally for girls who have
comparatively lesser access to higher education and the most vulnerable section of the society in
this context.
Demand for higher education in Afghanistan is increasing day by day. Current higher
education institutions are unable to fulfill the growing demands, due to low investments in the
sector or less availability of funds and shortage of resources and facilities for quality high
education. It is of great importance to increase private investment in this sector in order to
improve quality of education on the one hand, and wider accessibility to willing students on the
other hand. According to the statistics disseminated by CSO, the percentage of population aging
below 24 years is around 63 percent, which is university age in Afghanistan. The figure shows
that there exists demand for higher education that has remained unsaturated in the past and in the
present as well. To meet this unsaturated demand & to give access to higher education to those
who are currently out of the reach, establishment of quality higher education institutes in the
form of professional, research, technical universities etc. are necessary. There are potential
investment opportunities in the sector too. To clarify the investment opportunities further, we
bank upon the data published by the authentic sources, as the following.
14
Statistical Yearbook 2011-12, CSO.
We have assumed university age to be 20-24, given the situation in Afghanistan. If we take it to be 15-19, then it
would make 9 percent of total population.
16
AISA investors’ database.
15
26
Research &Planning Department, AISA 2012
In the year 1390 (2011-12) the number of the students registered for matriculation test (Kankor
or University entrance test) was 150,00017. A similar number of students are expected to appear
in matriculation test in 1391 (2012-13) too. Among 150,000 students registered and appeared for
university entrance test, only 55 percent found their way to higher education institutes – private
and public, while the remaining 45 percent students involuntarily were left out of the reach of
higher education. Table 1 below, exhibits the fact in nutshell.
17
Ministry of higher Education.
27
Research &Planning Department, AISA 2012
Table 2: Students appeared in University entrance test and result (1390)
Number of
Students
appeared in
the Entrance
Test
150,000
Number of Students got
admission in the
Universities (Including
Vocational, Technical,
Teacher training &
Medical Sciences
Institutes)
Public
Private
68,253
14,465
Total
Admission
given
82,718
Admission given
to students
appeared for the
entrance test
(%)
Public
Private
45%
10%
Total
Admission
given
(%)
Students unwilling to
pursue higher
education or did not
make it to higher
education institutes
(assumed)
(%)
Students
involuntarily left
out of the higher
education
institutes
(%)
55%
20%
25%
Source: Afghanistan Statistical Yearbook 2011-12, CSO and Authors own calculation based on disseminated data.
28
Research &Planning Department, AISA 2012
As it is evident from table 1 above, the absorption capacity of public higher institutions is
less than 50 percent of the total students appeared for the entrance test (45 percent). This clearly
signifies that the government higher institutions cannot cater to the market demand for higher
education and the supply of the same is lagging behind. In other words, there is an excess
demand of higher education in the country. This is also one of the reasons for higher cost of
higher education in Afghanistan. At the same time, private higher education institutions could
only offer admission to almost 10 percent of the total students appeared for the entrance test.
Public and private higher education institutes jointly have absorbed 55 percent of the total
students hoping to pursue higher education.
Given the situation in Afghanistan, we assume that at most, 20 percent of the total
students wrote entrance test were unwilling to pursue higher education due to personal, financial
or any reasons, or due to lack of fulfilling the minimum marking criteria for university education.
The remaining 25 percent of the total students are involuntarily out of reach of higher
education, though they are willing to attain higher education. There can be at least two reasons
for this argument. (i) Either they cannot afford to bear high expenses for pursuing higher
education in private institutes, (ii) or there is low absorption capacity in both public and private
higher education sectors to cater to their demands for higher education. The former logic can
hardly be a reason for preventing the willing students to attain higher education in private higher
education institutes because; firstly there are private higher education institutes who help poorer
students financially in order to assist him/her pursue higher education. This can be in the form of
partial or full fee waiver to outstanding students, providing study materials at lower cost,
providing free transportation facilities etc. Secondly, the cost of higher education in private
higher education institutes are not sky-high to be out of reach of most of the students. Many
students, hard or easily, can afford to pursue higher education in private sector.
As mentioned earlier, currently the private investment undertaken on higher education is
approximately USD 14 million. Given the above analysis of the table, with this amount of
investment, the private sector has been able to offer admission to only 10 percent of the total
students appeared for the entrance test. The willing 25 percent students who remained out of the
higher education system cannot be given admission in public higher education institutes due to
their limited absorption capacity. In this situation, the only option these students are left with is
to turn to private higher education institutes for admission. However, due to low absorption
capacity of private higher education institutes, they cannot too admit these students. This fact
undoubtedly indicates the need for investment in this sector and investment opportunities for
potential investors. If USD 14 million private investment responds to the demand of only 10%
willing students, there will at least investment of USD 35 million is needed further in the sector
to cater to the demand of 25 percent involuntary left out students. For this amount of needed
investment, we assume that private higher education institutes are equipped with basic minimum
facilities, which are required for their smooth functioning. If private investors are willing to
establish world class higher education institutes with advanced systems and sophisticated
facilities, the amount of required investment can increase even further.
Apart from investment in higher education institutes, there exist investment opportunities
in other spheres of higher education also. There is a demand in providing facilities such as
29
Research &Planning Department, AISA 2012
internet based libraries, medical laboratories, smooth transportation facilities, innovations in the
sector based on new technology, establishment of private coaching classes, University entrance
test preparation centers etc. Private potential investors can invest in these areas where there are
extensive demands for each in the country.
Besides, investors, individual students and parents maybe in need of education loan for
attaining higher education. In this wake, there is a need for the establishment of ‘Higher
Education Development bank in order to provide loans to these category of people so that to
culminate in growth of the sector. Income-contingent loan schemes (where repayment plans are
tied to post-graduation earnings) should be provided by government, and establishment of higher
education development bank (public private partnership) to provide loans to individual students,
parents and higher education institutions for capital development.
Furthermore, there is need for establishment of quality higher education institutions in
the form of professional universities18, research universities or build partnerships with current
public/ private higher education institutions to improve quality of education that could respond to
market demand19, expand opportunities for females, standardization of current education system
establishing training institutes for lecturers by foreigners plus workshops and seminars for
students are needed.
As a result, the higher education sector is among the most potential sectors for private
investors where there are opportunities for gainful investments.
18
Professional institutions provide training in a specialized field. Most developing countries have an urgent need for
individuals with specialized professional skills so this plays a critical role in national development.
19
Establishment of higher education institutions can provide job opportunities for lecturers. Permit the participation
of reputable foreign private education providers, simultaneously increasing competition and capacity in the sector.
30
Research &Planning Department, AISA 2012
Chapter: 5. Recommendations by Surveyed Entities
Education system of Afghanistan should be reformed as the new generation of
professional work force ought to take the political, social and economic leadership of the country
without much reliance on international assistance.
Government and MOHE should play their roles in the form of:







Budget allocation for higher education, which needs to be raised, Fund should be allocated
for skill development of lecturers; Standardized teaching system must be introduced by
Ministry of Higher Education. Various competitive, conditional and performance based
funding mechanisms must be introduced as a substitute for increasing base grants for
teaching and research to public universities, Increase facilities and scholarships to students
both within and outside Afghanistan. Pay more attention to girls’ education who have
suffered a lot during the decades of war.
Build relationships with foreign universities as to exchange lecturers and students.
Supervise and control both public and private higher education institutions as no institutions
should be let free. Regulatory and supervisory agency must monitor and control quality of
education as site inspection must be there, rules and regulations must be updated
consistently. Just highly qualified institutions must be given license. Quality assurance and
regulatory framework must be there and need to be updated on regular basis.
Government should establish a system which is relevant to the country’s history, traditions,
socio economic and cultural reality.
Provide incentives to private sector for creation of infrastructure for higher education.
Government must decrease tax or give tax holiday incentives to higher education institutions
as to increase efficiency.
In Afghanistan adult illiteracy is a big issue and barrier to national development which needs
to be addressed urgently. Background knowledge of students is not sufficient enough and this
is mainly due to low quality of primary education which must be strengthened.
And finally government should provide job opportunities to those who have graduated and
searching for jobs.
Suggestions for Higher Educational Institutions:





Education environment must be friendly and free of dictatorship, gender discrimination, and
favoritism. More importantly should make it free of all sorts of corruption.
Scholarships must be based on merit.
Short courses must be pre-requisite at university level for certain courses or fields. Similarly
examination test must be based on merit.
Besides, theory practical work makes higher education more effective as well as gets
students attention. Institutions must not replace textbooks with slides, instead higher
education institutions should encourage students to read books.
Sophisticated libraries must be established equipped with modern books. Modern books and
new scientific materials must be translated into local languages as should be understandable
31
Research &Planning Department, AISA 2012







and easily available to each and every student. Besides, more facilities should be provided in
the form of computer labs, laboratories and other facilities along with latest technology.
Incentives must be given to highest CGPA/percentage holders to motivate or encourage
students. Extra activities such as trips, conferences, seminars and etc should be provided by
institutes to increase the quality of education. Healthy competition must be there among
private higher education institutions.
Higher education institutions must work on reaching those who are out of higher education;
such a criteria must be set, to improve participation of financially disadvantaged students by
targeting the most needy students, low socio economic status and regional/ remote students.
Certain arrangements must be there to increase capacity level of lecturers and offer higher
salary than market rate to keep them focused in lectureship, which is helpful in increasing
the quality of higher education. Performance based funding also helps improve the quality
of teaching through learning and teaching performance. Despite not having the required
qualification, people who are working in administrations of university are also engaged in
teaching or delivering lectures, this should be avoided.
Well educated youngsters should be given chance as they could participate in working and
giving ideas to improve education system of the country.
Curriculum must be revised or updated. Syllabus is quite old, syllabus should be in line with
religious-cultural and social values of afghan nation and could meet the international standards.
Promote successful role models to encourage students.
Effective programs must be there either by Ministry of Higher Education or the institutions
themselves in order to take steps against violence, such as: programs like life skills training
and project toward no drug abuse can be effective to get rid of violence in universities. If
this could not work then higher management of education institutions should impose great
punishment.
Finally faculties staff must be trained rapidly, cancel the license of universities with bad
performance as to improve the quality of education, introduce transparency, accountability,
responsibility, discipline and integrity into the system. Donors should pursue partnerships
with the private/public higher education institutions as to enhance the quality of education
system.
32
Research &Planning Department, AISA 2012
Conclusion
Effective education system plays a vital role in each and every society which results in
development and prosperity of the country. The main objective of the country’s education system
should meet the needs of society as to establish such a curriculum that could fulfill the goals of
the society.
In this competitive environment, education should be the purpose of each and every
afghan. As Decades of war badly affected the education system of Afghanistan which resulted in
extreme rate of illiteracy and may need decades to improve and expand the education system.
There exists deep shortage of professionals in each field and sector. Most of families
deprive/abides their children especially girls from getting education which is a big issue to be
addressed as education has been emphasized in the constitutions of Afghanistan and importantly
in our religion for both man and woman.
Today, Afghanistan’s higher education institutions have limited linkages with the
productive sectors. Faculties and departments work in isolation from employers who might hire
their graduates. Neither the universities nor the polytechnic institutions have a board of trustees
with representatives from the world of work and civil society.
Although there are many public and private higher education institutes in the country,
still they don’t have capacity to absorb all students. Consequently the survey showed that the
quality of higher education in Afghanistan is low, however, there are few higher education
institutions that are offering quality education.
The prevailing higher education system in Afghanistan suffers from several
shortcomings, which has led to low rate of return to education, as well as great disparities in this
rate among different categories of people. In order to enhance the role of higher education and
reduce the poverty, certain reforms must be there in quality, management, efficiency, access and
equity as well as in the labor market. In order to have quality education that could respond to the
market need of the country, certain measures should be taken by concerned authority as well as
there is need for certain investment in higher education sector of Afghanistan keeping the social
and cultural norms in mind. Investment opportunities can be there in the form of foreign
partnership with current higher educational institutes, establishing of quality institutes in the
country, capacity building of lecturers and making curriculum according to market needs,
establishing trainings and workshops both for lecturers as well as for students, expanding
branches of current higher education institutions, and making separate higher education
institutions for girls’.
33
Research &Planning Department, AISA 2012
Sources Consulted










Education law available in:
http://planipolis.iiep.unesco.org/upload/Afghanistan/Afghanistan_Education_law.pdf
Afghanistan country summary of higher education available in:
siteresources.worldbank.org/EDUCATION/.../Afghanistan Country.
Information on education sector of Afghanistan available in:
http://mohe.afghanistan.af/en
Public higher educational institutes available in: http://mohe.afghanistan.af/en
central statistics organization.-sep 2011,”Afghanistan statistical year book 2010-11”
published in CSO-Kabul, Afghanistan
Misbahul Haq- July-December 2009 “higher education in Afghanistan” published in
institute of policy studies-Islamabad, Pakistan
Hanif yazdi- fall 2008, working paper on “Education and Literacy in Afghanistan:
Lessons of History and Prospects for Change” published by the monitor
Saif R.Samady-2007, working paper on “Education and Scientific Training For
Sustainable Development of Afghanistan “published in the united kingdom
web sites of individual higher educational institutes
Afghanistan legal education project, alep.stanford.edu
34
Research &Planning Department, AISA 2012
Appendices
Appendix A
Table 1: Budget summary (1388-1390)
sectors
1388
1389
Education
Operating budget
Developmental
budget
Total
As Percentage of
total budget
Higher education
Operating budget
Developmental
budget
Total
Percentage of total
budget
1390
14,109,792
10,247,877
1,748,434
9,201,683
22,062,425
7,083,041
24,357,669
10,950,117
12.4%
29,145,466
13.5%
1,681,689
2,389,430
1,876,263
1,352,440
2,079,910
1,097,516
4,071,119
3,228,703
1.5%
3,177,426
1.5%
Source: Ministry of finance
Table: 2. Government and private general education in the country
1390
Government and
private schools
Government
schools
Primary
secondary
High school
Private schools
Primary
secondary
High school
Government and
private education
students
Government
education students
Primary
secondary
High school
14034
1389
2010-11
13038
1388
2009-10
11480
1387
2008-09
11157
13556
12802
11321
10998
5979
3924
3653
478
45
82
351
7697076
5571
3815
3416
236
11
38
187
7140033
5157
3690
2474
159
8
31
120
6454833
6071
3061
1866
159
16
27
116
6236225
7585192
7101664
6417919
6200001
5422348
1445829
717015
5112931
1447042
541691
4766807
1234519
416593
4788366
1038907
372728
35
Research &Planning Department, AISA 2012
111884
Private education
students
84697
Primary
18335
secondary
8852
High school
150201
Government
education
graduates
179142
Government and
private teachers
172909
Government
education teachers
6233
Private education
teachers
1064462
New students in
class one
Number of
97
vocational schools
Vocational schools 14056
students
Vocational schools 732
teachers
Night shift schools 16
10670
Students
Teachers
201954
Government and
private Islamic
education students
199453
Government
Islamic education
students
2501
Private Islamic
education students
Source: Ministry of education
38369
36914
36224
1370
736
36263
82577
1271
8626
27017
94764
4375
2659
29190
78122
163870
150897
161185
162273
149634
159244
1597
1263
1941
1003448
918349
799990
38
31
33
8606
6788
6606
520
511
497
20
13724
163519
20
12222
262
126166
18
10550
93800
161249
123467
92436
2270
2699
1364
Table: 3. Government General Education Students and Teachers ratio
Year
2011-12(1390)
2010-11 (1389)
2009-10 (1388)
Ratio 44%
44%
43%
Source: Ministry of higher education (CSO year book)
36
2008-09 (1387)
39%
Research &Planning Department, AISA 2012
Table: 4.Number of Students in Government General Education Schools
1390(2011-12)
G Girls Boys
ir
ls
%
Total
1389 (2010-11)
Gi Girls
Boys
rls
%
39
29916 4593589 758519 38
03
2
Source: Central Statistic Organization
270991
2
4391752
1388 (2009-10)
Gi Girls
Boys
rl
s
%
Total
710166
4
37
238427
6
4033643
Total
641791
9
Table: 5. Literacy activities
Indicator
Gender
1390
2011-12
1389
2010-11
Literacy
courses
Male
11278
11819
Female
11382
15268
Total
22660
27087
Students
Male
278801
251850
Female
295632
355819
Total
574433
607669
Graduates
Male
90680
50125
Female
136859
109845
Total
227539
159970
Teachers
Male
1904
1689
Female
1325
1218
Total
3229
2907
Supervisors Male
500
500
Female
324
324
Total
824
824
Source: Ministry of higher education (CSO year book)
1388
2009-10
1387
2008-09
13531
17747
31278
287124
395555
682679
27092
77902
104994
1645
886
2531
667
167
834
2840
9621
12461
62525
240292
302817
11676
34457
46133
1146
651
1797
534
300
834
Table: 6.Government primary, secondary, high schools education (2010-11)
Teachers
Femal male
e
Total
Students
female Male
34440
40131
2047313 3065618
Total(prim 5691
ary )
13119
33080
46199
498600
948442
Total
(secondar
y)
31090
44853
75943
163999
377692
Total(
high
school)
Source: Ministry of higher education (CSO year book)
37
Total
Schools
mixe fem
d
ale
Male
Tot
al
5112931
3096
770
1705
5571
1447042
2213
577
1025
3815
541691
1549
627
1240
3416
Research &Planning Department, AISA 2012
Table: 7. Total professional and vocational high schools
Indicator
Gender
1390
2011-12
1389
2010-11
Number of
vocational
schools
Students
97
38
Total
94
36
Boys
3
2
Girls
14056
8606
Total
11883
6554
Boys
2173
2052
Girls
7752
3271
New students
Total
7149
2830
Boys
603
441
Girls
1188
688
Graduates
Total
1004
557
Boys
184
131
Girls
732
520
Teachers
Total
581
398
Boys
151
122
Girls
Source: Ministry of higher education (CSO year book)
1388
2009-10
1387
2008-09
31
28
3
6788
4815
1973
2380
1973
407
927
824
103
511
33
31
2
6606
5243
1363
2299
2026
273
1069
973
96
497
381
130
436
61
Table: 8. Government and private higher education in the country
Indicators
1390
1389
1388
2011-12
2010-11
2009-10
Number of
69
54
34
universities and
institutions
Government
26
24
22
private
43
30
12
Number of faculties 285
196
153
Government
148
124
121
private
137
72
32
Number of students
112367
84184
68307
Male
92433
69084
55357
Female
19934
15100
12950
Government
77654
63837
61261
students
male
62843
51372
49159
female
14811
12465
12102
Private students
34713
20347
7046
Male
29590
17712
6198
Female
5123
2635
848
Teachers
4873
4028
3141
Male
4270
3539
2687
female
603
489
454
Government
3159
3023
2842
university teachers
38
1387
2008-09
29
22
7
112
104
8
58769
48399
10370
56451
46435
10016
2318
1964
354
2688
2287
401
2572
Research &Planning Department, AISA 2012
Males
Females
Private university
teachers
Males
females
2680
479
1714
2569
454
1005
2425
417
299
2181
391
116
1590
124
970
35
262
37
106
10
Source: Ministry of higher education (CSO year book)
Table: 9. Governmental higher educational institutions
Name of institution Year
of Province/place
establishmen
t
medical 1932
Kabul
1 Kabul
university
1946
Kabul
2 Kabul university
1963
Jalal abad
3 Nangarhar
university
1969
kabul
4 Polytechnical
University
1987
Balkh
5 Balkh university
Faryab
higher 1987
Faryab
education institutes
of 1988
NA
6 University
Islamic Research
1988
NA
7 Herat university
NA
8 Kandahar university 1990
University
of
dawat
1985
Peshawar
9
and jihad
Khost
10 Islamic university 1985
(renamed to khost
university in 2003)
Peshawar(transferred
to
11 Abullah bin masood 1991
university(renamed
takhar)
to takhar university)
Peshawar then transferred
12 The academy of NA
Islamic
education
to herat and jalal abad
and
technology
(merged into other
institutions in recent
years )
1993
Baghlan
13 Baghlan university
1997
Bamyan
14 Bamyan university
kapisa
15 Albreoni university 1998
higher 1999
Parwan
16 Parwan
education institute
1997
Paktial
17 Paktia university
Badakhshan
18 Badakhshan institute 2003
of higher education
39
Founded by
NA
NA
NA
In coorporation with Soviet
union
NA
NA
Dr, Najeebullah Ahmadzai
Dr.Najeebullah Ahmadzai
Dr.Najeebullah Ahmadzai
Abdul Rasul Sayyaf
Gulbuddin Hekmatyar
Burhannudin Rabbani
International
organization
NA
NA
NA
NA
NA
NA
Islamic
relief
Research &Planning Department, AISA 2012
19 Kunduz
higher 2005
education institute
kunduz
NA
Source: Institute of policy studies Islamabad (world wide web)
Table: 10. Number of Students in Government Universities (Beginning of Educational Year)
University
1390
1389
1388
2011-12
Female Male
Total number 14811
62843
of students
Kabul
3700
11514
university
Kabul
126
2511
polytechnique
university
University of 2401
3143
education
Kabul medical 736
1000
university
Herat
2618
6073
university
Albironi
265
2653
kapisa
university
Abdullah ibne 316
1966
masood
takhar
university
Nangarhar
309
7229
university
Kandahar
84
2888
university
Balkh
1832
5035
university
Badakhshan
255
972
university
Kunduz
211
1558
university
Parwan
213
1509
university
Jawzjan
492
2052
university
Faryab
424
1337
university
Shekh zahed 34
3731
khost
university
Baghlan
209
1388
Total
77654
2010-11
Female Male
12465
51372
Total
63837
2009-10
Female Male
12102
49159
Total
61261
15214
3503
10206
13709
3130
10220
13350
2637
139
2721
2860
100
2436
2536
5544
2071
2553
4624
2211
3660
5871
1736
666
1066
1732
592
1199
1791
8691
2061
4545
6606
2190
4256
6446
2918
194
2220
2414
117
1628
1745
2282
265
1780
2045
249
1395
1644
7538
236
6081
6317
276
6833
7109
2972
114
2626
2740
72
1941
2013
6867
1401
4442
5843
1466
4101
5567
1227
234
614
848
170
342
512
1769
205
1031
1236
190
949
1139
1722
121
1250
1371
137
1099
1236
2544
435
1870
2305
319
1308
1627
1761
326
970
1296
531
1555
2086
3765
15
2691
2706
-
2580
2580
1597
176
1315
1491
140
1208
1348
40
Research &Planning Department, AISA 2012
university
Bamyan
university
Paktia
university
Ghazni
university
Samangan
university
Helmand
university
Kunarha
university
Badghis
university
Panjshir
University
Laghman
University
213
1431
1644
167
1041
1208
108
799
907
163
2893
3056
-
1058
1058
-
756
756
138
688
826
76
438
514
57
479
536
62
230
292
60
210
270
47
165
212
-
239
239
-
333
333
-
250
250
5
460
465
-
230
230
-
-
-
5
172
177
-
81
81
-
-
-
-
20
20
-
-
-
-
-
-
-
150
150
-
-
-
-
-
-
Source: Ministry of higher education
Table: 11. Government Graduates by University
University
1390
1389
Total
graduates
Kabul
university
Kabul
polytechnic
university
University of
education
Kabul
medical
university
Herat
university
Albironi
university
Abdullah
ebni masoud
takhar
university
Nangarhar
university
Kandahar
university
1388
1387
2011-12
12275
2010-11
9813
2009-10
9623
2008-09
8944
2724
2369
2446
2466
376
297
468
335
1362
840
917
773
172
325
380
464
1164
935
997
874
689
301
272
256
457
379
283
212
1141
1101
1148
883
239
186
186
220
41
Research &Planning Department, AISA 2012
Balkh
university
Badakhshan
university
Kundoz
university
Parwan
university
Jawzjan
university
Faryab
university
Shekh zahed
khost
university
Baghlan
university
Bamyan
university
Paktia
university
Ghanzni
university
Samangan
university
1214
978
949
1074
100
102
47
79
287
233
223
83
290
220
39
158
243
388
264
190
192
147
161
157
505
418
407
363
258
348
254
141
287
152
90
117
382
94
92
99
92
-
-
-
101
-
-
-
Source: Central Statistical Organization
Table: 12. Number of Students and Teachers in Private Higher Educational Institutes
1390
Universities/Higher
1389
Educational
2011-12
Institutes
2010-11
Teachers New
Students Teachers New
Students
Students
Students
Total
1714
12770
34713
1005
12868
20347
Mawlana Jalalludin 42
333
1024
34
93
932
Mohammad
Balkhy
Education
Higher
Bakhtar
Higher
Education
Maiwand
Higher
Education
American
Afghanistan
University
Khatam Al Nabieen
higher education
43
317
815
30
191
784
22
554
1328
29
1043
1099
48
370
563
27
216
348
82
630
1216
25
313
688
42
Research &Planning Department, AISA 2012
Sadat
Education
Rana
Education
Khawaran
Education
Salam
Education
Kardan
Education
Kateb
Education
Peshgam
Education
Cheragh Tebi
Education
Maryam
Education
Ariana
Education
Aria
Education
Dawat
Education
Donia
Education
Spin Ghar
Education
Higher 31
76
300
21
98
237
Higher 26
289
908
20
187
609
Higher -
-
-
10
25
173
Higher 123
1154
2270
72
727
1000
Higher 69
1116
3112
46
307
2472
Higher 113
-
1841
63
424
1145
Higher 4
194
250
15
84
44
Higher 42
97
263
27
1338
1338
Higher 22
144
698
18
269
676
Higher 42
-
998
81
76
864
Higher 88
749
1864
56
1479
1479
Higher 160
-
6626
177
3499
3499
Higher 26
221
611
30
498
498
Higher 24
154
343
16
158
237
49
263
520
18
438
438
30
325
606
17
170
170
21
220
220
13
143
143
15
82
211
8
90
90
20
339
613
17
293
293
39
441
720
21
116
323
33
46
284
141
440
284
24
20
81
108
134
108
32
292
481
10
133
133
21
500
522
31
203
203
22
164
164
-
-
-
Tabesh
Higher
Education
Mashal
higher
education
Karwan
Higher
Education
Khana Noor Higher
Education
Ashraq
Higher
Education
Ghaleb
Higher
Education
Taj Higher Education
Gharjistan
Higher
Education
Tolo Aftab Higher
Education
Ebni Sina Higher
Education
Kabul Iran Higher
43
Research &Planning Department, AISA 2012
Education
Gohar Shad Higher
Education
Amir
Shir
Ali
nawayee
Higher
Education
Spin Ghar Higher
Education(Nangarhar)
Wadi
Helmand
Higher Education
Jami
Higher
Education
Azhar
Higher
Education
Maihan
Higher
Education
Asia
Higher
Education
Payame Noor Higher
Education
Pamir
Higher
Education
Naser
Khesraw
Higher Eucation
Drokhshan
Higher
Education
AL Falah Higher
Education
38
383
471
-
-
-
26
258
318
-
-
-
28
118
451
-
-
-
13
180
180
-
-
-
43
392
392
-
-
-
16
96
96
-
-
-
9
46
46
-
-
-
34
247
247
-
-
-
76
222
222
-
-
-
20
126
126
-
-
-
13
194
254
-
-
-
14
130
130
-
-
-
16
80
80
-
-
-
Source: Ministry of higher education
Table: 13. Public universities
University
Albironi university
Badakhshan higher institutions
Badghees higher institutions
Baghlan university
Balkh university
Bamyan university
Farah higher institutions
Faryab higher institutions
Ghazni university
Ghor higher institutions
Helmand higher education
institution
Herat university
Jawzjan university
Kabul university
Kabul university (night shift)
Kabul medical university
Faculty
7
3
1
2
9
4
1
4
2
1
2
Departments
19
12
2
18
51
19
1
15
9
1
8
12
5
15
10
4
45
65
42
37
44
Research &Planning Department, AISA 2012
Khost university
Kunar university
Kundoz university
Kandahar university
Laghman university
Nangarhar university
Paktia university
Paktika higher institutions
Panjsher higher institutions
Parwan higher education
institution
Polytechnic university
Samangan higher institution
Sare pul higher institutions
Takhar university
University of education
Urzegan higher institutions
9
3
4
6
2
11
5
1
1
2
13
8
19
31
4
51
15
1
1
14
5
1
1
5
6
1
26
4
1
15
23
1
Source: Ministry of higher education
Table: 14. Number of Graduates (Government University) as of 1390
Male
Female
Kabul university
1533
686
Kabul (night shift)
462
43
Kabul medical
123
49
university
Polytechnic university
357
19
University of education 722
640
Takhar university
403
54
Bamyan university
227
60
Kundoz university
227
60
Herat university
691
473
Kunar university
0
0
Nangarhar university
1105
36
Albironi university
646
43
Khost university
501
4
Paktia higher
349
33
institutions
Balkh university
916
298
Kandahar university
234
5
Jawzjan university
204
39
Faryab higher
129
63
institutions
Badakhshan higher
64
36
institutions
Parwan higher
271
19
education institution
Ghazni university
78
14
Baghlan university
238
20
45
Total
2219
505
172
376
1362
457
287
287
1164
0
1141
689
505
382
1214
239
243
192
100
290
92
258
Research &Planning Department, AISA 2012
Helmand university
Badghees higher
institutions
Samangan higher
institution
Total
0
0
0
0
0
0
82
19
101
9562
2713
12275
Source: Ministry of higher education
Table: 15. Number of graduates (private higher education)
Name of
1389
1390
institution
Male
female
Total Male
Kardan higher
293
36
329
183
1
institution
Maulana
215
39
254
221
2
jalaludding
balkhi higher
institution
Maryam higher
189
24
213
3
institution
Ariana higher
146
2
148
4
institution
Bakhtar higher
80
8
88
5
institution
Kateb
176
54
230
6
Kahtem un
121
56
177
7
Nabean
Afghan
26
6
32
8
American
university
Khurasan
19
2
21
9
Total
1669
291
1960
-
female
24
Total
207
40
261
-
-
-
-
-
-
-
-
-
-
-
-
Source: Ministry of higher education
Table: 16. Lecturers level of education (public higher institutions)
University
PhD
Master
bachelor
Male Female Male Female Male Female
1
2
3
4
5
Albironi
university
Badakhshan
higher
institutions
Badghees
higher
institutions
Baghlan
university
Balkh
university
Total
Male
Female
Total
1
0
17
1
52
5
70
6
76
0
0
1
0
36
4
37
4
41
0
0
1
0
6
2
7
2
9
0
0
10
2
43
4
53
6
59
6
0
90
16
103
45
199
61
260
46
Research &Planning Department, AISA 2012
Bamyan
2
0
university
Faryab higher 0
0
7
institutions
Ghazni
0
0
8
university
Helmand
0
0
9
higher
education
institution
1
0
10 Herat
university
0
0
11 Jawzjan
university
71
6
12 Kabul
university
5
0
13 Kabul
medical
university
7
0
14 Khost
university
0
0
15 Kunar
university
1
0
16 Kundoz
university
1
0
17 Kandahar
university
17
0
18 Nangarhar
university
1
0
19 Paktia
university
0
20 Parwan higher 1
education
institution
37
0
21 Polytechnic
university
0
0
22 Samangan
higher
institution
2
0
23 Takhar
university
0
24 University of 5
education
158
6
Total
Source: Ministry of higher education
6
15
1
44
5
61
6
67
3
0
46
14
49
14
63
2
0
28
0
30
0
30
3
0
10
0
13
0
13
89
9
127
48
217
57
274
17
0
34
32
51
32
83
217
36
310
101
598
143
741
138
17
64
22
207
39
246
26
0
100
0
133
0
133
1
0
15
0
16
0
16
9
3
45
5
55
8
63
29
0
90
0
120
0
120
137
6
153
4
307
10
317
6
0
42
0
49
0
49
12
6
24
0
37
6
43
80
21
50
7
167
28
195
0
0
9
1
9
1
10
9
2
49
5
60
7
67
72
32
58
17
135
49
184
984
152
1538
321
2680
479
3159
47
Research &Planning Department, AISA 2012
Appendix B
Procedure for establishment of private higher educational institution
Conditions for establishment of university







The building must in a proper place along with well equipped tools.
Hire Lecturers at least with master level degree
Proper curriculum syllabus
Having Minimum of two faculties with two departments
Should have five teachers in each department
Bank guarantee
Must have research institute
Conditions for establishing of higher education institutions:







The building must be located in a proper place along with well equipped tools
Proper curriculum syllabus
Should have five teachers in each department
Bank guarantee/bank statement
Must have one faculty including two departments
Lecturers of at least master level
Must offer bachelors level education
Procedure for establishment of higher education institution
I.







II.
III.
Any juristic and natural entity (local, foreign) can establish private higher institution
under the following conditions:
Submitting documents such as statute, funding sources, Application form, Budget plan,
all details of work activity to Ministry of Higher education
six months work plan
Institutional organization chart/hierarchy
Curriculum syllabus and subject syllabus
Must have proper building and other required tools
Bank guarantee/bank statement
Transfer amount of AFN 200,000 as a royalty for establishment of higher education
institution by real and legal entity to governments account.
After approval by independent credit board of Ministry of Higher education, permission
would be granted for registration and further process.
The founder can open branches in provinces as far as he could pay the royalty fee and
get the license.
48
Research &Planning Department, AISA 2012
Condition for selection of president




Should have attained age of 35.
The president must at least hold masters degree and should have experience of at least 5
years in administration.
Non deprivation of civil rights by court with jurisdiction
Denial of crimes by court with jurisdiction
Probationary period
The higher institution is obliged to complete 6 months of probationary period, in case the
institution fails, then the license would not be granted.
Guarantee
Must keep bank guarantee equivalent to half expenses of an educational period in one of the state
owned banks. And attach the receipt along with the approval letter to the ministry of higher
education.
Facilities provided by institutions
The founder must provide the following facilities:
 Proper building with standard class rooms
 Must provide Books, and other helping study materials
 Library, laboratory, computer labs and other required facilities.
 Safe drinking water
 Clean latrines, and sanitation facilities
 Facilities of first aid and other fire pre-cautionary safety nets.
 Proper publication schemes as to share information on curriculum, departments, terms
and conditions of admission, fee and students other expenses, lecturers level of education,
and other staffs.
Structure and budget of higher education institutions
The founder must observe following factors




Must have proper organizational structure
Having proper planning, specify the yearly budget as to properly allocate all its
expenses and revenues and must provide all details to ministry of higher education.
Should have lecturers who could fulfill all the required criteria by Ministry of Higher
education.
Keeping all educational records in ordered and organized forms.
49
Research &Planning Department, AISA 2012
Miscellaneous









The institutions must report its teaching programs, financial position, administrative and
development projects annually to MOHE.
The founder must report the sources of foreign aid and grants and the mode of its
investments.
The institute must give all details of its revenue and pay tax.
The higher education institution must state the duties of teachers according to their level
of education. All private higher institutions are allowed to take certain amount of money
as fee. The institution must have a board of supervisors including a person form Ministry
of Higher education. Teachers have all rights and meet all conditions that the public
higher institutions have.
According to law the institution can merge but by taking permission from Ministry of
Higher education. The founder can sell the institution as far as the buyer fulfills the legal
requirements. If the institution could not continue its operation, it must inform all its
students and teachers 6 months before dissolving it.
It is the sole responsibility of Ministry of Higher education to supervise the institutions to
make it sure that the institutions are performing according to the requirements set by
Ministry of Higher education authorities.
In case the higher institutions could not fulfill the requirements set by higher authorities ,
first Ministry of Higher education will notify the institute, secondly written warning letter
would be issued, thirdly the institutions would have to pay fine of AFN 200,000, and
finally the institute would be blocked or sealed.
In case of conflict between Ministry of Higher education and institution dispute
resolution commission would be formed, the member of this commission would be 6 in
total: 3 from the Ministry of Higher education and 3 would be from higher education
institute.
Ministry of higher education can check all its financial reports and accountability without
prior information in case the institution did not provide the annual report to the regulatory
agency. The institution must consult before changing the function or upgrade the levels of
education.
Other issues discussed in private higher education draft are regarding scholarships, stamp of each
institution, degrees and etc
50
Research &Planning Department, AISA 2012
Education according to constitution of Afghanistan
Article Forty-Four
Ch. 2, Art. 23
The state shall devise and implement effective programs for balancing and promoting of
education for women, improving of education of nomads and elimination of illiteracy in the
country.
Article Forty-Five
Ch.2, Art. 24
The state shall devise and implement a unified curriculum based on the provisions of the sacred
religion of Islam, national culture, and in accordance with academic principles, and develops the
curriculum of religious subjects on the basis of the Islamic sects existing in Afghanistan.
Article Forty-Six
Ch.2, Art. 25
Establishing and operating of higher, general and vocational education are the duties of the state.
The citizens of Afghanistan also can establish higher, general, and vocational private education
institutions and literacy courses with the permission of the state.
The state can also permit foreign persons to set up higher, general and vocational education
private institutes in accordance with the law.
The conditions for admission to state higher education institutions and other related matters to be
regulated by the law.
51