From conflict to classroom: The struggle for women’s education in Afghanistan

By Dr Parwaiz Najibi

Afghanistan's education system has been devastated by more than four decades of sustained conflict. For many children, especially females, completing primary school has remained a distant dream.

In 2021, the Taliban regained control of Afghanistan after two decades of conflict. One of their first actions was to impose a series of restrictions on civil liberties, particularly affecting women and girls. A significant aspect of these restrictions was the ban on female education. Schools for girls are closed, and educational institutions are instructed to refuse admission to female students.

The ban on female education has led to a considerable setback for women's rights and empowerment in Afghanistan. Denying girls the opportunity to attend school not only deprives them of fundamental human rights but also restrains the nation's potential for economic and social growth. Educating girls has proven benefits, including improved family health, economic productivity, and civic engagement. Consequently, the government faces immense pressure from both domestic advocates and international bodies to address this gender discrimination and create an inclusive educational system.

The international community greatly emphasises gender equality and women's empowerment as indicators of a country's compliance with global norms and values. For Afghanistan, significant advancements in female education could be a critical step toward re-establishing ties with the international community.

Progress in female education could also be perceived internationally as a positive sign of the Taliban's willingness to adhere to global standards of human rights and gender equality. This could potentially lead to greater recognition and legitimacy on the world stage and increased support and aid from international organisations and governments. Such progress would demonstrate a commitment to improving the nation's human development indicators and aligning Afghanistan with the global community's expectations regarding women's rights.

In this context, my personal journey has deepened my interest in Afghan female education, highlighting the urgency of this issue. My interest in Afghan female education has developed over many years. Originally from Afghanistan, I was just a month old when my family migrated to Pakistan in 1980 and then Australia in 1993.

As an Australian citizen who completed my education in Australia, most of my family still live in Afghanistan. During a visit in December 2019, I quickly realised that Afghanistan's path forward hinges on establishing a better education system for women and increasing their enrolment in tertiary education.

I completed my PhD in 2024, concentrating on the enablers and potential barriers of female participation in tertiary education in Afghanistan, examining the interconnectedness of Afghan culture, history, ongoing security concerns, and associated effects on female education. The study also highlights the complexities surrounding female education, which are highly influenced by sociocultural, institutional, and interpersonal factors shaped by strict public-private distinctions and insecurity.

These are findings that can contribute to enhancing female participation in Afghanistan's education system. By providing a comprehensive assessment of women's current situations and challenges, the Afghan government and international organisations have the empirical evidence necessary to implement meaningful reforms.

My thesis reflected on the complex societal structures and the deep-seated cultural norms that have shaped the educational landscape for Afghan women. The restrictive family environment, reinforced by societal pressures and the fear of stereotyping and harassment, has significantly limited women's access to higher education. The culmination of these factors creates an environment where women's educational aspirations are often challenged. Families may prioritise traditional roles, limiting opportunities for women to pursue academic advancement.

Societal attitudes towards women's education can lead to stigmatisation and intimidation, discouraging both families and individuals from seeking educational opportunities. As a result, many Afghan women navigate a complex web of expectations and constraints that inhibit their pursuit of knowledge and personal development. This study underscores the urgent need for reforms that address these cultural and societal barriers, advocating for a more inclusive educational framework that empowers women.

By understanding the multifaceted challenges faced by Afghan women, stakeholders can work towards creating supportive environments that foster educational access and equity, ultimately contributing to a more equitable society.

I hope these entities will use this evidence to identify deficiencies in Afghanistan's current education system for females, formulate strategic interventions, allocate resources efficiently, and engage in collaborative initiatives to substantially improve the quality and accessibility of education for Afghan women. A more promising educational future for Afghan women can be envisioned through such well-informed and cooperative efforts.