Simultaneously with February 11, the “International Day of Women and Girls in Science,” a number of female school and university students have expressed concern over the continued closure of schools and universities, saying they are facing unfinished dreams and an uncertain future.
Nargis, a 15-year-old resident of Kabul who was barred from continuing her education after finishing sixth grade, says she had wanted to become a doctor but now spends all her days confined at home.
“I was in seventh grade when schools and education were closed. When I used to go to the doctor with my mother, I saw doctors saving people’s lives, and that’s where I became interested in becoming a doctor. But I faced bad luck, because girls are not allowed to continue their studies after sixth grade, and now it has been two years that I have not been able to resume my education.”
Mursal, a 17-year-old ninth-grade student from Bamiyan, says she became depressed after schools were closed. Still, she remains hopeful that girls’ schools will reopen.
She says, “I truly lost hope at first and fell into depression. Despite all these challenges and restrictions, I did not want to give up on my goal. I want to become a doctor, and I am confident that one day I will achieve my dream.”
On the other hand, Rowaida, a medical student from Herat, says the closure of universities has transformed her life and that she now has no clear goal.
“I wanted to complete my specialization before the age of 30. I had different plans for turning thirty—not that three or four years would pass and I still would not have finished my studies, not taken the exit exam, and not even be able to work here as a doctor.”
Meanwhile, Shakardokht Jafari, Afghanistan’s first female physicist and inventor, stresses that for women to have a real and effective presence in the scientific community, they must take part at all stages of scientific production, research, and design so that their needs and perspectives are reflected in scientific outcomes.
She believes that girls’ interest in science is a natural, God-given talent, and that no restrictions should stand in the way of these talents flourishing.
Jafari says: “I tell girls who are interested in science that curiosity and a love for knowledge are God-given gifts—use them and do not see yourselves as less. I tell girls not to magnify limitations in their minds and to pursue their passions.”
However, education experts say that educating girls and women is vital for families, the economy, the health system, and Afghanistan’s future.
Alif Khan Hamdard, an education expert, says on this issue:
“Science education is a vital matter for families, the economy, public health, and the country’s future, and its importance can be assessed on several levels—from its direct impact on health and daily life to reducing vulnerability, improving the quality of general education, strengthening decision-making power, and boosting economic investment and employment.”
After the Islamic Emirate came to power in August 2021, education for girls beyond sixth grade was banned, and these restrictions gradually expanded into other areas of their schooling. More than four years later, the ban has still not been lifted.
In December 2015, the United Nations General Assembly designated February 11 as the “International Day of Women and Girls in Science” to recognize the important role of women and girls in science and technology.
Reporter: Zarafshan Sharifi
