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        Feasibility of Open Schooling in Disturbed Societies: The Case of Afghanistan

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        Mitra _ Journal of Learning for Development - JL4D.pdf (375.2Kb)
        Links
        http://jl4d.org/index.php/ejl4d/article/view/13
        Date
        2014
        Abstract
        Most countries have enshrined the right to education in their constitution but, in reality, to fulfil this commitment, countries do face a number of challenges. And this is true with the Islamic Republic of Afghanistan, which unlike other countries has a long history of war, conflicts, insurgency and hence insecurity. Although there have been positive steps towards rehabilitation of the education system and signs of promise can be seen in its achievements, access to quality education remains inequitable, particularly across the provinces as a result of remoteness and geographical isolation, harsh climate, insecurity which impedes growth and sustainability of access points, high gender gap in all sectors of education, particularly from the lower secondary stage to the higher stages of education, poor infrastructure prevalent in most schools, untrained teachers and the low number of female teachers affecting participation, retention and continuity of studies. This paper highlights the current school educational status in Afghanistan to reveal the daunting challenges still existing for the country to achieve its constitutional goals. It also points out how an Open schooling system can take charge of the challenges in Afghanistan to provide a channel of educational opportunities to those who cannot and do not go to school, particularly females.
        Author
        Mitra, Sushmita

        Subject
        Conflict and Insecurity
        Open Schooling
        Gender
        Series
        Journal of Learning for Development;vol. 1, no. 2
        URI
        http://hdl.handle.net/11599/861
        Rights

        http://creativecommons.org/licenses/by-sa/4.0
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        • Articles in Periodicals & Books [265]
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