education survey of 17 provinces of afghanistan july

106 Pages·2010·3.48 MB·English

EDUCATION SURVEY OF
17 PROVINCES OF AFGHANISTAN
JULY - DECEMBER 1994 .
.
.
Prepared For:
Swedrsh Committee for Afghanistan
Education Technical Support Unit
(SCA/ETSU)
Prepafed BY:
., Agency Coordinating Body~tor Afghan Reliel' .
Survey Unit ..
(ACBAR/SU)
·.
April 1996
Education Survey 1994
TABLE OF CONTENTS
Page
FOREWORD
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . 11
SUMMARY AND CONCLUSIONS ......................· . . . . . . . . . . . . . . iii
SURVEY RESULTS AT A GLANCE .................................... v
1. INTRODUCTION ........................................... .
Survey Objectives .................................... .
Survey Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2. EDUCATION DIRECTORATES .................................. 3
Staff and their Qualification ...............~ . . . . . . . . . . . . . . . . 3
Working Sites and Related Schools ......................... 4
Financial Situation and Funding Sources ...................... 4
GOs and NGOs Activity Fields at the EDs' Working Sites . . . . . . . . . 8
3. SCHOOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Type and Level of Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0
Funding Sources and Type of Support . . . . . . . . . . . . . . . . . . . . . . 1 0
Schools Supported by SCA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
School Buildings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5
Drinking Water Sources:.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
School Necessities :' .. ·. .. -: ...... : . . . . . . . . . . . . . . . . . . . . . . 18
4. STUDENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Number of Male Students ....................... ·. ........ 21
Number of Female Students .... ';.•:.- . ............ -:->.: . . . . . . . 24
5. TEACHERS .....................................•. : . . . . . . . 26
Education Fields and Qualification ......................... 26
Age and Teaching Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
6. OPINIONS OF LOCAL PEOPLE CONCERNING EDUCATION ............. 30
7. APPENDICES
Appendix A Survey Questionnaire
Appendix B Cumulative Information about Education Directorates
Appendix C Main Necessities of the Education Directorates
Appendix D Name and Location of All Surveyed Schools
Appendix E Name and Location of Surveyed Schools Supported by SCA
Appendix F Opinions of Local People About Education
SCA!ETSU
LIST OF TABLES
Page
Table 1. Education directorates' staff and their qualifications .............. 3
Table 2. Education directorates' locations and related schools ............. 5
Table 3. Education directorates' financial situation . . . . . . . . . . . . . . . . . . . . . . 7
Table 4. Gas and NGOs working fields at the education directorates'
working sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Table 5. Type, level and sex of students of the surveyed schools .......... 11
Table 6. Funding sources of the surveyed schools ....... . 13
Table 7. Number of schools supported by SCA .......... . 15
'
Table 8. Information about school buildings .. 16
Table 9. Schools drinking water sources .... 19
Table 10. Schools main necessities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Table 11. Number of male students based on type of schools ............. 21
Table 12. Number of male students in grades 1-12 ..................... 22
Table 13. Number of female stude.n ts .b. ased on type of schools ............ 24
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Table 14. Number of female students in grades 1-12 ................... 25
Table 15. Sex, education field and education level of teachers ............. 27
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Table 16. Teachers' age and teaching experience ...................... 29
Table17. Opinions of local people and kind of help they can provide ........ 31
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Education Survey 1994
LIST OF FIGURES
Page
Figure 1. Total number of schools reported by the surveyed EDs ............ 6
Figure 2. Total number of schools surveyed .......................... 6
Figure 3. Level of the surveyed schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2
Figure 4. Funding sources of the surveyed schools . . . . . . . . . . . . . . . . . . . . 12
Figure 5. Total number of NGOs supporting schools ................... 14
Figure 6. Total number of schools supported by SCA ................... 14
Figure 7. Total number of surveyed schools have/have no building . ...... 17
Figure 8. Total number of male and female students in th~ surveyed
schools ............................................ 23
Figure 9. Total number of male and female teachers in the surveyed
schools ............................................ 28
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SCA!ETSU
ABBREVIATIONS
ACBAR Agency Coordinating Body for Afghan Relief
ASU ACBAR Survey Unit
Ave. Average
B.A. Bachelor of Art
B.Sc. Bachelor of Science
EDs Education Directorates
EC European Commission
ETSU Education Technical Support Unit
GOs Governmental Organizations
NGOs Non Governmental Organizations
M.A. Master of Art
M.Sc. Master of Science
ROs Regional Offices
SCA Swedish Committee for Afghanistan
SID A Swedish International Development, A gency
Education Survey 7994
ACKNOWLEDGEMENTS
This survey was carried out by the Swedish Committee for Afghanistan/Education
Technical Support Unit (SCA/ETSU). The report was prepared by the Agency Coordinating
Body for Afghan Relief, Survey Unit (ACBAR/SU) in contract with the SCA/ETSU.
Thanks go to Bjorn Hagen, the former Executive Director of SCA, who obtained the
funding for this survey from European Commission (EC) and for the successful initiation
of programmes and for encouraging the education staff of SCA to undertake this survey.
Roza Gul, Education Chief Technical Advisor, Eng. Arnir Mohammad Mansuri, Education
Technical Advisor, and Barbara Peterson, Education Expert of SCA/ETSU who initially
designed the survey. ETSU with help of the SCA's Regional Offices (R0s} selected and
trained the enumerators and organized the field survey. The field survey was conducted
by 17 SCA/ETSU enumerators. Their contribution is much appreciated.
Abdul Hakim Murad, ACBAR Survey Unit Manager, refined the survey questionnaire and
designed a new format for the data entry. Charles A. MacFadden, Executive Director of
ACBAR, for his useful advice and Liz Spencer, PA to the Executi~e Director of ACBAR and
Program Officer, edited the draft. Their efforts are highly appreciated.
Dipl. lng. Mohammad Omar Anwarzay drafted the text, tables and figures of this report.
Data analysis and processing were completed by the ACBAR Survey Unit: Engineer
Hamidullah, Data Analyst, ~bdul Rahman, Assistant Data Analyst, Engineer Ziauddin, Khalil
Rahman Haqjo, Abdul Jalal and Haji Mohammad Osman Zulal. Their hard work is
acknowledged.
Last but not least, SCA would like to thank all education directorates, school
administrations and local governing authorities, who participated and cooperated in this
survey, the results of which are CQnsol'idated in this report.
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Swedish Committee For Afghanistan
Central Management
24-D/E, Chinar Road,
University Town,
G.P.O. Box 689,
Peshawar, Pakistan.
Tel: + + 92521 840257/840341 /840218/43279!4'b465
Fax: + + 92521 840519
Telex: 52365 SCA PK
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SCAIETSU
SUMMARY AND CONCLUSIONS
The Swedish Committee for Afghanistan/Education Technical Support Unit (SCA/ETSU)
initiated and carried out the "Education Survey" in 17 provinces of eastern Afghanistan
between July -December 1994. The main purpose of the survey was to provide general
information on the status of education (see Appendix A).
A survey questionnaire was designed and enumerators were selected and trained by the
Regional Offices (ROs). Seventeen ( 17) enumerators implemented the survey. The
surveyed units were; education directorates and school administrations who were visited
individually. One questionnaire form was completed for each surveyed education
directorate and/or school. The results of the survey are presented at province level and
general information on individual survey units are included in the Appendices 8-F.
The results of the survey are as follows:
• Based on this survey, in 1 7 provinces, 149 districts were surveyed. There were
a total of 54 directorates in the surveyed areas. In 1, 708 surveyed schools, a total
of 18,428 teachers were reported; 16,162 male and 2.2~6 female. There were a
total of 549,737 students; 488,723 male and 61,014 female; in the surveyed
schools (refer to Survey Results at a Glance, presented after this summary).
Education Directorates
• The number of education directorates varied from province to province; in Kapisa,
Kunar, Laghman, Nangarhar and Takhar Provinces there was one education
directorate. Balkh, Logar, Paktika, Parwan and Samangan did not have any
education directorate. In the remaining seven (7) provinces there was more than
one education directorate. For example, in Badakhshan fourteen ( 14), in Ghazni ten
( 1 0) and Kunduz and Paktia~ each ha"d ,seven (1) education directorates.
• In 54 surveyed education directorates, 618 staff and 1 ,663 schools were reported.
These schools were 1,495 mode.rn (home, primary, middle and lycee) and the
remaining 168 were religious schools (Darul;.pifaz and Madrasa)."'·< .
• Of the 54 surveyed education directorates, 7 worked in their whble provinces, 3
in almost all parts of their provinces, 18 in some parts of their provinces and 3 in
cities only.
• The financial situation of the surveyed education directorates varied a great deal;
fifteen ( 15) of them claimed to be "poor", while•five (5) were satisfied with their
financial situation. Funding sources were government seventeen ( 1 7), Tanzeem
three (3), Community four (4) and thirty two (32) remained unknown.
• In the areas of the surveyed education directorates, 24 Governmental Organizations
(GOs) and 217 Non Governmental Organizations (NGOs) were active. They were
undertaking projects in the fields of education, agriculture, health, reconstruction,
demining, etc. .....
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Education Survey 7994
Schools
•
From 1, 708 surveyed schools, the number of schools, based on type were: modern
1 ,582, Religious 109 and unknown 17. They are in the following categories: home
schools 58, primary schools 980, middle schools 317, lycee 246 and unknown
107. Out of these, 1 ,381 schools were for boys, 125 for girls and the 199 mixed.
•
Of all the schools surveyed, the government supported 89.1, NGOs 531, Tanzeem
102, private 4, and the community 131. Funding sources of 1 24 schools was
unknown, but 73 schools were funded by both governm'ent and NGOs and two
schools were funded by the government, NGOs and Tanzeem. Government and
NGOs provided funds to cover such things as salary, textbooks, and stationery. In
some cases all items were provided.
•
The Government supported 891 of the 1, 708 surveyed schools. The highest
number 185 in both Badakhshan and Nangarhar, Takhar 109 and 85 in each Kapisa
and Kunduz. Surveyed schools of Bamyan and Paktika, did not receive any kind of
support from the government.
•
SCA supported 412 schools in the surveyed provinces. They were provided with
funds for one or more items, such as Salarv, textbooks and stationery. The
majority of SCA supported schools were in Badakhshan (61 ), Wardak (54), Ghazni
(49), Kunar (43), Takhar (41) and Paktika (34). SCA support more schools than the
number mentioned above, however, not all of the SCA supported schools were
surveyed.
•
Of the surveyed schools 710 had buildings of varying structures, 438 were made
of mud and 254 were made of concrete. The type of construction of the remaining
eighteen ( 18) was unknowQ. The average number of rooms per school was 11.
Some amount o.f reconstru~tion is ne,cessary in 5 71 schools. Only 1 3% of the
surveyed schools have toilet facilities.
•
Sources of drinking water for th.e schools was, 25% of them have access to
canal/joy (stream), 16% river wafer, and 1 $·!% had access to spring water. The
drinking water source of 32% of schools was unknown. The rest of the surveyed
schools reported wells, "karez" (underground canal). etc. as their drinking water
sources.
• The main priorities as listed by the schools were; school buildings (61 %), stationery
(60%), textbook and furniture each (44%), carpets (39%), salary (18%), drinking
water (15%),1atrine (10%), other items had a l~wer priority.
Students
• In all schools 89% of students were male. From them 97% were studying in
modern schools, 2.4% in religious schools, the type of schools for the remaining
0.6% of male student was unknown. Grades; 22% of male students were irL._Qrade
one, 7% in grade six, 2.3% in grade nine and 0. 7% in grade 12, which shows a
decrease in the number of the students with the increase in the grade levels.
• From 61,014 female students, 97.9% were studying in modern schools and 0.8%
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SCA!ETSU
in religious schools, the type of school for 1 .3% of female students was unknown.
Grades; 30% of female students were in grade one, 4.5% in grade six, 2.3% ·in
grade nine and 1 .3% in grade 1 2. The number of female students also decreased
with the increase in grade levels.
Teachers
• The sex of the teachers in the schools was, 88% male ·and 12% female. The
qualification subjects of the teachers were; natural science 1 0, 703, social sciences
3, 170, theology 3,054 and 1,501 remain unknown. The education level of 5,000
teachers was lower than 12 grade, 9,888 teachers studied for 12-13 years and
2, 771 for 14-15 years, 733 for 16 years, and 36 teachers had an education level
higher than grade 1 6.
• The ages of the teachers varied a great deal influencing the number of years
experience available. The ages of 18,428 teachers were; 129 (0. 7%) younger than
20 years, 7,804 (42%) were aged between 31-40 years, and 824 (4.5%) were
older than 50 years. The number of years experience of these teachers was; 6,596
(36%) had 1-5 years, 1,583 (8.6%) had 16-20 years ai1d 246 (1.3%) had more
than 30 years of teaching experience.
Opinions of Local People Concerning Education
• In the surveyed provinces, 100 people were interviewed. All of them supported
education; 15% wanted only modern, 9% only religious and 76% both types of
schools. Of the people interviewed, 10% were willing to provide teachers' salary,
30% would provide textbooks and 50% were prepared to provide stationery for
their children. At the time of this survey, 43% of them were willing to provide
two of the above items anq 5% more than two. More than half of these people
(58%) would be willing to'· provide free labo'rer for the reconstruction of their
schools.
SURVEY RES~LTS AT A GLANCE
Total Total
Total No. of Total No. of teachers ,No. of students
districts No. of Total No.
Province surveyed directorates of schools Male Female Male Female
Badakhshan 17 14 254 1859 411 44366 9469
Baghlan 6 3 105 943 502 39782 9267
Balkh 1 0 3 36 102 2899 2311
Bamyan 7 5 95 464 9 12116 912
Ghazni 10 10 101 ... 810 67 25576 2878
Kapisa 6 1 148 1427 83 41990 2509
Kunar 9 1 79 490 8 12106 2786
Kunduz 7 7 91 909 304 25952 5509
Laghman 6 1 77 1019 28 29354 868
Logar 5 0 92 988 55 26640 1594
Nangarhar 21 1 190 3053 358 98695 12448
Paktia 18 7 80 726 0 28914 53
Paktika 8 0 57 363 3 10099 616
Parwan 4 0 52 813 136 27037 1456
Samangan 2 0 22 168 103 4275 1685
Takhar 13 1 147 1063 84 30947 S"134
Wardak 9 3 115 1031 13 27975 1519
All Provinces: 149 54 1708 16162 2266 488723 61014
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SCAIETSU
1. INTRODUCTION
1 . 1 Swedish Committee for Afghanistan (SCA) is a humanitarian organization founded
in 1980. SCA opened its Peshawar office in 1982 in order to assist the war
victims in Afghanistan. The Swedish Government through the Swedish
International Development Agency (SIDA) is the main source of finance, but
substantial funds come from UN agencies and collections in Sweden.
1.2 Initially, SCA's major assistance was the distribution of medicine and medical
supplies. Presently, the SCA is funding substantial aid programmes which have
always focused on activities taking place in the rural areas of Afghanistan.
Services include education, health and agriculture.
1 .3 Since 1984, SCA has been supporting primary education (grades one through six)
in Afghanistan. Based on SCA's 1994 annual report, 570 primary schools with a
total of 122,175 students were supported by SCA during that year. In 1993, SCA
also began basic education and vocational training for women, and by the end of
1994, a total of 716 women had received training.
1.4 SCA has three Regional Offices (ROs) in Afghanistan, the three ROs has an
Education Manager. Nangarhar RO covers 5 provinces of Nangarhar, Laghman,
Kunar, Kapisa and Parwan. Ghazni RO also covers 5 provinces namely Ghazni,
Logar, Paktika, Bamyan and Wardak. The third RO is located in Takhar and covers
6 provinces (Takhar, Badakhshan, Kunduz, Baghlan, Samangan, and Balkh).
1 .5 There is an Education Technical Support Unit (ETSU) in the Central Management
Office in Peshawar, which maintains close contact with each education section of
the ROs. The ETSU deals with quality control, development and coordination,
including supervision and 112onitorin9 visits to ~fghanistan.
1.6 This report presents the results of an "Education Survey" which was carried out by
SCA/ETSU in 17 provinces of Afghanistan during July-December .1994 in order to
achieve the following objectives.:
Survey Objectives
1. 7 The main objective of the survey was to view the present status of education with
regard to information about the education directorates, schools, students, teachers
and opinion of local people about the future of education in target areas (north east,
..
17 provinces) of Afghanistan. The specific objectives of this survey were as
follows:
• To establish, the needs and ability of local education directorates to run
education affairs, at present and in the future in a sustainable manner.
• To specify the funding sources, in the target areas; if they are Governmental
Organizations (GOs), Non Governmental Organizations (NGOs) or
Community funded. .....