Education Problems of Girls in Afghanistan: How Equally Can Girls Get an
Education?
As Swami Vivekananda says “We want the education by which character is formed, strength
of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet.
Today, better living standards and health care can definitely be achieved through an education as
getting an education directly determines the future of a person. However, a large number of people
around the world do not have an access to an education, most of whom are women. Although the
girls in the majority of countries have the right of getting an education, the equality in the access
to the education is still not the same. In developing countries, such as Afghanistan, Saudi Arabia
and India, the inequality in the access to the education is quite severe, and it remains one of the
most crucial issues for these countries.
Several reasons cause the education problems for the girls, and the large amount of them are
definitely related to the social reasons. In all the countries being studied in this paper, the social
violence and oppression against women and the dominance of men over women are shown as the
most essential factors leading to the education difficulties for the girls(Afghan Women’s
Network,1997,Rani,2015 and Al Hariri,1987). For Afghanistan, the ongoing war and ethnic
conflict and mainly Taliban armed groups are the main reasons why the majority of girls are
deprived from their education rights and cannot even finish the high school (Pourzand,1999).Other
reasons for girls’ education obstacles are high birth rates and child marriage, and this problem is
more severe in Afghanistan in compared to India and Saudi Arabia(El Badry and Swanson,2012).
Women in these countries struggle for an equality in the education system by raising their voices
against all types of discrimination, protesting and organizing women associations to support and
improve the education of the girls.(Rani ,2015,Al Hariri ,1987 and Akbar,2013). Moreover, the
governments of these countries try to make the education system accessible for all people by
setting policies and legislations (Shirazi 2008,Rani ,2015). The paper will mainly focus on the
education problems of girls in Afghanistan, Saudi Arabia and India and also examine the
underlying reasons for female education problems, the resistance of women for an education and
the government’s regulations.
Literature Review
The Societal Reasons and Their Impacts on Girls’ Education
A large number of women around the world are illiterate and have obstacles in getting an
education due to several reasons, and in Afghanistan this problem seems more severe. One of the
prevalent reasons behind the illiteracy of women in Afghanistan is an ideology of a patriarchal
society that men have dominance over women. The article written by Afghan Women’s Network
(1997) states that the social violence against women is one of the most important indicators of the
submissive position of women in Afghanistan, and there is an alarming increase in violence against
women by both family and society. In contrast to Afghan Women’s Network’s arguments,
according to the research conducted by El-Badry and Swanson (2012), the majority of Afghan
women cannot get an education because of the child marriage and high birth rates, and in typical
Afghan families, there are minimum 5-6 children. El-Badry and Swanson have also (2012) found
out that the high birth rates and child marriage have a direct negative impact on an education of
Afghan women as either they cannot find time to educate themselves or they dedicate their lives
to their children and husbands. Furthermore, Afghan Women’s Network (1997) indicates that over
90% of Afghan women and girls are illiterate. In the same way, according to the article written by
Rani(2015),the author demonstrates the following reasons behind the education problems of
Hyderabadi women: the reluctance of parents sending their daughters to the schools and women’s
dependent position in a family structure. Rani’s findings are valuable as it points out the fact that
the reason behind the education problems of girls is definitely related to a social violence and an
oppression of women which is also true for Afghanistan.
Taliban Regime and War’s influence on Girls’ Education in Afghanistan
One of the severe reasons leading to education problems for Afghan women and girls is an ethnic
and civil war, mainly Taliban regime. An article written by Pourzand(1999) reveals that ongoing
war has led to a destruction of school and university buildings which directly showed itself in the
decreasing number of students. The author also talks about the fact that the areas of Afghanistan
under Taliban occupation suffered more than other parts of the country (Pourzand,1999). These
findings are significant to find out the relationship between war and an education. Similar to the
findings of Pourzand, Afghan Women’s Network (1997) emphasizes the fact that women living in
the districts of Afghanistan under Taliban control have visibly more education problems than those
living in non -Taliban controlling regions. Moreover, an argument says that educational
institutions for female students have been shut down ,and they have been prohibited to enroll in
any school, university or educational institution.(Afghan Women Network,1997,p.3).Even though
this article does not demonstrate exact numbers of educational institutions being closed by Taliban,
the argument regarding education problems of girls is a unique claim which can be studied in the
case of other countries being in the war. A research conducted by Abdulbaqi(2009,p.102) says that
Afghanistan’s education system was worsened by the Taliban and only seven institutions out of
fourteen achieved to continue giving an education. His statistics is quite valuable as it clearly
shows how many institutions have suffered from Taliban control.
Women’s Resistance to the Oppressors and Their Success
Throughout the history, Afghanistan has always been a country with many restrictions on female
education; however, nowadays educated Afghan women seek the ways to improve girls’
education. According to the article written by Pourzand (1999) ,female officials in Afghanistan
play an important role in encouraging Afghan society to educate their daughters. In addition, she
emphasizes the fact that the situation in Afghanistan has changed in recent years due to brave and
educated women’s efforts and sacrifice, taking threats by the conservative people into the
consideration. Similarly, Afghan Women’s Network (1997) states that in Afghanistan a number of
women are aware of their rights, and they have begun to fight for the equality and their rights.
Studying the resistance and achievements of Afghan women, Rani (2015) talks about the fact that
the role of women’s associations became definitely crucial in the promotion of women education
among Afghans. In contrast to the arguments of Pourzand and Afghan Women’s Network,
Abdulbaqi (2009) claims that the government is the main leading factor in solving the education
problems of girls. His argument is incomplete as Abdulbaqi fails to give effective examples to
support his argument. Al-Hariri(1987) argues that in last few decades, more Saudi women got an
education and the number of female students is on a steady increase due to the increasing
awareness of women about their education rights. The findings of Al-Hariri are intriguing as it
disproves the misconceptions about the female education in Saudi Arabia and demonstrates that
women in religious and conservative countries also order an equality among males and females.
Examining the higher education in Afghanistan, Akbar(2013) has found out that women in the
rural areas of Afghanistan have more obstacles than those living in urban places in access to higher
education opportunities and scholarships that is why educated Afghan women from the rural areas
try to find the solutions to the education problems of women. The author states that Afghan women
themselves are quite active in ordering their rights and voting for the changes in educational
policies and legislations (Akbar,2013) . The article is a great source to analyze a female resistance
for the better education system and future.
Government Interventions to Solve Education Problems of Girls
Researchers have also conducted various studies on the government interventions and efforts to
solve girls’ education problems. A study conducted by Shirazi(2008) argues that the government
of Afghanistan has done much in solving the education problems of Afghan female students by
setting education policies and allowing a foreign investment on an education field. An article
written by Rani(2015,p.3)claims that “there was no appreciable progress in the education of girls
till the time of Afzal-ud-daula, Nizam government”. Also, the author writes that the medical
education was more encouraged during the period of Nizam Government(Rani,2015). Similar to
Shirazi and Rani’s findings, Al-Hariri argues that the government has been an important figure in
solving the education problems of girls, for instance, the government of Saudi Arabia encourages
all Saudis to attend the schools and government policies tend to reduce 99% illiteracy rate. Rani’s
finding is great because it points out on the fact that even the governments in religious and
conservative countries try to find out the solution to improve girls’ education.
Discussion
The examination of the education problems of girls in Afghanistan, Saudi Arabia and the
Hyderabadi state of India reveals the crucial results, and this paper sheds light on the main factors
causing the female education difficulties and the ways women and the governments in these
countries try to improve the girls’ education. The study demonstrates that for Afghanistan, the
negative influence of Taliban armed groups on the education of the girls is the most essential
reason. Although most people might think that Islam discourages the education of the girls and
thus Saudi Arabian women have the difficulties in the education due to this reason, the study shows
that the underlying factors of girls education issues are directly related to the societal reasons.(Al
Hariri,1987). The paper also points out on the fact that women in these countries can be considered
most active and leading figures helping illiterate women to get an education. Furthermore, the
governments have already begun to set the educational policies although they are not sufficient
enough.
The Social Violence Against Women
The arguments presented by Rani(2015) point out on the fact that Hyderabadi women in the past
were confined to their household affairs as a result of these restrictions, the majority of them
received no or little education. His finding clearly presents the problem because this statement
particularly talks about the dominant position of men in the society. Also, it is obvious that in these
patriarchal societies, the probability of getting an education for girls is low as instead of girls
themselves, their significant others, especially fathers and brothers, decide and take actions about
their life including education field. The findings reveal that social oppression against women put
the largest restrictions on the education of girls(Afghan Woman’s Nework,1997). The most
important thing about this finding is that it reveals that the roots of female education problems are
directly related to the patriarchal ideology. Also, according to Afghan Woman’s Network(1997),
Afghanistan is considered the biggest prison for women in the world as the misinterpretation of
religion and patriarchal ideology of Afghan people limit education rights to women. This statement
shows that the problem in Afghanistan is definitely linked to misunderstanding of the society on
religion and the view that Afghans hold towards the girls’ education. From this statement, it can
be concluded that in a country where the violence is justified by both culture and the society so
is the illiteracy of women .
The Negative Impact of Taliban Control on the Education of Afghan Girls
The literature demonstrates that in Afghanistan, the most essential factor causing the obstacles in
the education for the girls is the negative effect of Taliban regime. According to the article written
by Abdulbaqi(2009),when the Taliban regime came to power, many universities and educational
institutions were shut down, and the condition in the higher education institutions was worsened
as a result of which students getting an education in those institutions could not continue their
education. He also continues with an argument that although the Taliban era generally affected
Afghan education system badly, its greatest negative impact was on the education of girls because
girls were prohibited to enroll in any education institutions(Abdulbaqi,2009).Analyzing
Abdulbaqi’s statements, it seems obvious that the main factor behind the uneducated and illiterate
girls’ youth of Afghanistan, Taliban armed groups stand . According to the study conducted by
Pourzand(1999) ,it was concluded that girls in the occupied areas of Afghanistan are not allowed
to go for an education because their parents worry about the safety of their children. This argument
shows that due to security problems, many parents are reluctant to send their daughters to go to
the schools. It means that Taliban is a big threat for both the safety and education of girls in
Afghanistan.
Women’s Resistance to the Oppressors and Government Interventions
Active and educated women in Afghanistan, Saudi Arabia and Hyderabadi state of India resist for
an equality in the education and protest all types of the discrimination against them. The article
written by Pourzand(1999) argues that the female officials in Afghanistan have a great influence
on the encouragement of the society to educate the girls. This provides that educated women in
Afghanistan actively seek ways to improve girls’ education. Pourzand’s argument implies that the
female public figures are quite important factors to solve the education problems of girls.
Similarly, Akbar(2013) and Al Hariri (1987) state that in recent decades, there is an increasing
awareness among
both Afghan and Saudi Arabian women hence they struggle for equal
opportunities and attitudes, and most of them have had great contributions on the education of
other girls in these countries. These arguments clearly demonstrate that women themselves
nowadays are more aware of their education rights and not afraid to express their own opinions
and order the education for every girl. Moreover, the statements provide that active Saudi Arabian
and Afghan women have already achieved to promote education among their nations. As
mentioned in literature review, Shirazi(2008) and Rani(2015) claim that the government has taken
quite successful steps by allowing a foreign investment on the education and setting education
policies and legislations. This means that the governments of Afghanistan and India try to improve
girls’ education and due to this reason, they collaborate with foreign countries. Analyzing these
statements, it might be concluded that the efforts of these governments will help to have better
education for girls.
Conclusion
In conclusion, this paper attempted to examine the reasons behind the illiteracy of women in
Hyderabadi state of India, Afghanistan and Saudi Arabia and analyze the research question of how
equally can girls get an education in the countries stated above. The paper revealed the reasons
behind education problems of girls which are the following: social oppression and violence against
women, subordinate position of women in both family and society and the negative effect of
Taliban control in Afghanistan. Moreover, it was found that female officials, women organizations
and governments of these countries play an important role in the promotion of education among
girls and solving the education obstacles of girls. The education problem of girls is one of the most
crucial topics of today, and education itself directly influences the future of a person; therefore,
more investigations and researches should be conducted to determine other factors affecting girls’
education as it will help to raise awareness about this problem. Furthermore, it is recommended to
conduct more qualitative researches to find out the exact number of illiterate women in these
countries.
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