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Progress in girls’ education eroding in some Afghan areas

Progress in girls’ education eroding in some Afghan areas

Sep 20, 2017 - 20:12

KABULinfo-icon (Pajhwok): An influential human rights organization has commended the Afghan government’s progress in the area of girls’ educationinfo-icon, but at the same time warned against remaining deficits and a risk that the progress achieved was being eroded in some areas.

In a letter and brief summary of the Human Rights Watch (HRW)’s upcoming report next month to President Mohammad Ashraf Ghani and some government ministries, the watchdog shared its concerns regarding girls’ education in Afghanistaninfo-icon.

The 249-page report is based on interviewsinfo-icon conducted by HRW researchers in 2016 in Kabul, Kandahar, Balkh and Nangarhar provinces.

According to the report, the majority of the interviewees were girls who had missed some or all of their education.  The organization also interviewed parents, teachers, community leaders, NGO workers, experts, and national and provincial-level government officials.

“We gratefully acknowledge the kind assistance we received from a number of Afghan government officials during our research for this report,” the report summary said.

The watchdog hoped hope the people and the government of Afghanistan would view the report as a “sincere effort” to strengthen the education system and to strengthen international support for the Afghan government’s efforts to educate girls.

The HRW report also documented serious remaining deficits in girls’ education and a risk that the progress achieved is already eroding in some areas and could face further backsliding in the years ahead. 

Below is a summary of key findings in the forthcoming report:

  • Low--and sometimes falling--participation of girls in education
  • Discrimination against girls in the education system
  • Lack of schools and poor infrastructure
  • Community-based education--effective but unsustainable
  • Failure to implement constitutional provisions regarding compulsory education
  • Donor dis-engagement and insecurity pose serious risks to girls’ education

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