UNESCO, Better Education Systems for Afghanistan’s future 2018-2025

1. Education Sector Analysis and Support Plan: A comprehensive Gender-and Crisis-Sensitive Education Analysis was conducted to evaluate the educational landscape for girls and women in Afghanistan. This analysis identified barriers to education, such as socio-economic challenges and cultural attitudes, and provided critical insights to inform effective interventions. Based on this analysis, UNESCO developed the Afghanistan Education Sector Support Plan (2024-2025) as the co-lead of ED-STWG, outlining strategic objectives aimed at improving access to quality education for girls and women. The plan includes a detailed Monitoring, Evaluation, and Learning framework to assess progress and adapt interventions based on emerging needs. 2. Empirical Studies on Alternative Learning Modalities: Two empirical studies were conducted to explore the effectiveness of online and mobile learning as alternative educational methods. These studies reached 241 secondary school-aged girls, providing them with access to education through digital platforms. Additionally, 30 teachers received training to enhance their skills in delivering education via technology, ensuring that instruction is both effective and engaging for female students. 3. Support for Female University Students: A survey identified 2,670 female students nearing completion of their undergraduate studies across more than 50 universities. This initiative aims to facilitate their transition into online university programs, allowing them to complete their degrees and obtain recognized certifications. 4. UNESCOs Student Learning Assessments (SLA) The SLA have evaluated 10,000 Grade 3 students and over 1,000 teachers across 360 schools in ten provinces. The assessments include student testing in reading and math, interviews on learning environments, teacher evaluations, and school infrastructure reviews. By end 2025, the initiative will expand to cover 45,300 students. 5. Vocational Skills Needs Assessment The assessment that was conducted across eight provinces identified high demand for skills in manufacturing, agriculture, and services, with notable gaps in sustainable farming, industrial automation, and digital skills. The assessment recommended targeted training programmes, curriculum alignment with market needs, and a stronger focus on green and emerging skills to boost employability and economic recovery. 6. Skills-based Literacy (SBL) Initiative: The SBL initiative focuses on practical skills relevant to the needs of Afghan women, particularly in rural areas. The curriculum covers essential skills such as poultry farming, dairy production, and tailoring. Implemented in four provinces (Kabul, Nangarhar, Panjshir, and Wardak), this initiative has empowered 2,250 learners including 310 women, enhancing their skills and contributing to household income and economic independence. 7. Project-Based Learning (PBL) Activities at the Bamiyan Cultural Centre engaged 108 participants, including women, children, and their male relatives, in exploring Bamiyans cultural heritage. Through storytelling, craftsmanship, and psychosocial support, the project promoted inclusive education and skill development while highlighting the importance of flexible, and culturally relevant approaches to learning. 8. Youth and Adult Literacy and Basic Education (YALBE): Under the STFA, UNESCO implemented the Youth and Adult Literacy and Basic Education (YALBE) Program Level 1 (equivalent to grades 1-3 of general education) in Paktya province. This programme established 212 literacy classes, enrolling 3,180 learners (39 per cent male, 61 per cent female) aged 15 and above. A total of 106 literacy facilitators (41 male, 65 female) were recruited and trained, receiving a 10-day pre-service training focused on effective teaching methodologies and the curriculum, which includes literacy, numeracy, and pre-vocational training modules. The project successfully served 61% of female learners in the province, providing learners with teaching and learning materials, including textbooks and stationery, to ensure a quality educational experience. Furthermore, 106 Village Literacy Committees (VLCs), each consisting of 5 community members, were established and trained to secure community support for enrollment, retention, and the smooth running of classes. Across various provinces, 29,529 learners of Basic General Literacy have been supported under Japanese-funded projects in provinces such as Logar, Balkh, Bamiyan, Jawzjan, Ghor, and others. Under the UN-Women funded project, 3,900 female learners are benefiting from literacy classes and psychosocial counseling in Samangan and Nuristan. All 3,900 learners, along with 130 literacy facilitators and 675 VLC members, received hygiene kits to promote healthy practices and overall well-being. 9. Online Education Programmes: A total of 483 girls and young women participated in non-certification online education programmes, with 112 successfully completing grades 7 to 12. Additionally, 82 women completed their final year of degree programs online, obtaining recognized qualifications that enhance their employability. These programs are essential for providing educational continuity amid restrictions. Sida conducted a field visit to Kabul 11-16 May 2025. During the visit Sida met 12 women who completed a literacy course in 2023, formerly illiterate, they reached a Grade 3 reading level and are now able to support their children's learning, manage basic household bookkeeping, and communicate via text messages. The second largest component is the online secondary education initiative. Sida met with 17 adolescent girls that all were participants of this initiative, where high school students (grades 11-12) were supported to complete their secondary education that provides the participants with internationally recognized certificates after completing an online examination provided by a partner school in a neighboring country. Most participants stated that they were already teaching younger girls from their neighborhood, which gives them an informal income and benefits an indirect target group. Many of the participants said that they would use their certificates to apply for online universities and scholarships abroad. Sida also met with a group of female university students. The made the following testimonies: We feel like we are not treated as human beings,, We feel like we are not treated as human beings. A final-year law student stated. To many girls, the education ban felt like the world had collapsed. The educational support has yielded wider immediate results than expected, including improved psychosocial wellbeing, informal employment and indirect reached a larger target group.

The outcomes of the programme are: Outcome 1: Monitoring education data integrating a gender perspective to ensure the right to education for all children and youth in Afghanistan. Outcome 2: Quality of education is enhanced through developing curriculum for non-formal adult education, teacher training support, higher education, and girls education. Outcome 3: Access to and demand for adult education and literacy for marginalized and disadvantaged groups and communities are expanded.