Education and Afghan society in the twentieth century.

Autor/in	Samady, Saif R.
Institution	UNESCO
Titel	Education and Afghan society in the twentieth century.
Quelle	Paris: Unesco (2001), 108 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 106-107
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bildung; Mädchenbildung; Bildungspolitik; Bildungsreform; Bildungsverwaltung; Primarbereich; Sekundarbereich; Lehrerausbildung; Curriculumentwicklung; Krieg; Geschichte (Histor); Berufsausbildung; Hochschulbildung; Statistik; Erwachsenenbildung; Technik; Ethnische Gruppe; Afghanistan; Asien
Abstract	This document has been prepared with three objectives in mind: firstly, to present a condensed historical record of modern education in Afghanistan which would be of interest to education scholars, secondly, the analysis of education in Afghan society provides an insight into the complex dynamics of education, tradition, society and government, whose understanding would contribute to effective policies for educational development; thirdly, based on world-wide reflections on education for the twenty-first century, and the context and educational experiences of Afghan society, future education policies and strategies for Afghanistan are considered. The document reflects the experience of Afghanistan, as a traditional multi-ethnic developing country, with its attempts for modernization of education and the set-backs in providing access to education, as well as the contribution of the international community to the development of education. The document has five chapters. The first chapter considers the historical, socio-cultural, economic and political influences, as well as the impact of the international community on the development of education in Afghanistan. Chapter two deals with the development of modern education during the twentieth century until the 1978 communist coup d'état, and the establishment of the Democratic Republic of Afghanistan. It traces the educational policy and administration, the development of primary, secondary, technical and vocational, teacher training and higher education, in the context of social and economic development planning, during the post-Second World War period. The third chapter describes the educational policies and programmes of the communist regime during the 1980s, and the decline of education due to occupation and the war of resistance. Chapter four pro9vides information on education strategies, including the involvement of local communities and non-governmental organizations, in the Islamic State of Afghanistan during the period 1992-2000. The effect of ethnic conflict on education services and the restrictive policy for the education of girls are discussed. In this chapter the efforts of the mujahidin (Islamic resistance parties) and the international community for the education of Afghan refugees in Pakistan and Iran have also been included. The last chapter looks to the future of educational development and has two parts: a perspective on education for the twenty-first century, providing a baseline for the future development of education around the world; taking into account reflections and international guidelines, and the realities of Afghan society, suggestion for future education strategies for Afghanistan. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/4