The Resilience of Women in Higher Education in Afghanistan
Female access to higher education in Afghanistan is has been and continues to be limited. At the basic education level, the country has made great advances since 2000; it increased access from 900,000 students in 2000, almost all boys, to 6.7 milli...
| Main Authors: | , , , , , , , , |
|---|---|
| Format: | Publications & Research |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2015
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2015/01/23902975/resilience-women-higher-education-afghanistan-obstacles-opportunities-womens-enrollment-graduation http://hdl.handle.net/10986/21500 |
| Summary: | Female access to higher education in
Afghanistan is has been and continues to be limited. At the
basic education level, the country has made great advances
since 2000; it increased access from 900,000 students in
2000, almost all boys, to 6.7 million students in 2009, and
girl s enrollment increased from 5,000 under the Taliban to
2.4 million in the same time period (Afghanistan, Ministry
of Education 2009-2010). Seventy-one percent are currently
enrolled in primary and middle school (Grades 1-9) and 29
percent are enrolled in secondary education (Grades 10-12;
Samady 2013). The post-secondary gains for girls have
already increased, as 120,000 girls have graduated from
secondary school, and 15,000 have enrolled in universities
(George W. Bush Institute 2013). Every year, more than
100,000 secondary school graduates write the Kankor, the
nationwide higher education entrance exam, but due to
insufficient spaces and limited capacity, only about half of
those students find a spot at the government universities
and colleges (UN Women 2013). Of the total number of
university students, in 2009 only 24.8 percent were female
(CEDAW 2011). The issue is not only access, but also
retention and graduation. Even when female students enter
universities, they require relevant support for
gender-specific risks to help them complete their higher
education careers. The authors need to learn more about the
barriers to entering higher education, as well as to
graduating successfully. Equally important is the need to
understand what are the strengths, opportunities and
resources that can help young girls and women consider,
access, and acquire a quality higher education degree to
contribute to the on-going development of their families,
society and the country. |
|---|