Salam Watandar’s interviews with 25 male students in grades 10 to 12 across five provinces of Afghanistan show that current teaching methods have not effectively met their learning needs. 18 of the interviewed students complained about the shortage of professional teachers, while 11 reported a simultaneous shortage of modern educational tools and books.
Nematullah, an 18-year-old grade 12 student at a school in Kabul, says that due to the shortage and deterioration of books, he was forced to buy them himself.
“In our school, there is a serious shortage of books. Some books were given to us by the school in winter, but they were old, and I had to buy some of them despite financial problems,” he says.
Zarar Ahmad Amer, a 17-year-old grade 11 student in Kabul, also complains about the shortage of books and the poor quality of education.
“I was absent on the day the school distributed books. When I returned the next day, they told me there were no books left. When the school year began, we received only a few books, and I had to buy the rest myself,” he says.
Most students say that classroom teaching methods are based on memorization and note-taking, with little opportunity for discussion, research, and critical thinking. The shortage of well-equipped laboratories, standard libraries, and computer classes is among the other problems students face across different provinces.
Mohammad, a 17-year-old grade 11 student in a school in Samangan, complains about non-standard teaching methods. He says,
“The education system in our school is largely theoretical and mechanical. Due to the shortage of educational facilities, teachers cannot teach lessons in a practical and standard way. Most lessons are delivered only in a descriptive and note-taking manner.”
Sayed Enayatullah, an 18-year-old grade 12 student from Daikundi, also says, “Education in our school relies mostly on note-taking. Teachers write down important topics and ask students to research and study them. In some subjects, especially the sciences, some practical work is carried out, but it is limited by the laboratory’s limited facilities. Teachers explain the main points, but because of the shortage of equipment, many lessons are taught only theoretically.”
The shortage of well-equipped laboratories, standard libraries, computer rooms, and educational tools is among the other problems students face.
Ahmad Farid, an 18-year-old grade 12 student from Sar-e Pol, describes the lack of well-equipped libraries and laboratories as follows,
“The most important problems in our school include the shortage of textbooks, the lack of a well-equipped laboratory, the lack of proper desks and chairs, and the lack of computers and technological tools.”
Zabiullah, a 17-year-old grade 11 student from Herat, also says, “In our school, the main deficiencies are the lack of laboratory and computer facilities. The facilities are not very advanced, and this has resulted in poor teaching for students.”
Atiq Sabawoon, an 18-year-old grade 11 student in a school in Herat, says that overcrowded classrooms and a lack of teacher training programs have reduced the quality of teaching, leaving students poorly educated.
“Classrooms are very overcrowded. Sometimes, due to lack of space, students are had to stand while studying. This overcrowding reduces students’ concentration and lowers the quality of education,” he says.
Azizullah, an 18-year-old grade 12 student in Kabul, also says, “The number of students in classes is high, which makes the classroom environment noisy and less calm. As a result, teachers cannot give equal attention to all students.”
Meanwhile, some families say that although schools are closed to their daughters, boys are also facing many challenges, including a shortage of books and low-quality education. Mohammad Saleh, who has two sons studying in high school, says,
“Our children face many problems in school, they do not have books, there is a shortage of teachers, and they lack motivation. We ask the government to take these problems seriously and change the education system.”
Nazanin, a teacher at a public school in Kabul, considers the lack of electricity and shortage of books among the main problems in their school and says that the shortage of books and learning materials reduces students’ motivation.
“The shortage of books, the absence of electricity, and the shortage of professional teachers were among our problems, which have now been partly resolved. I always teach with dedication and try to bring teaching materials into the classroom,” she says.
Meanwhile, education experts say that strengthening practical skills, encouraging students to conduct research, using educational technologies, and updating the curriculum can play an important role in improving the quality of education.
Mohibullah Moahed, an education expert, says, “One of the major problems in educational institutions is that although we live in the 21st century, basic facilities are limited: a lack of specialized teachers, a lack of educational facilities, books, and materials. Lack of access to technology and the absence of clear subject specialization are challenges that harm teaching methods and the learning process.”
Meanwhile, Human Rights Watch, in a report published in December 2023, warned that the removal of female teachers from boys’ schools, shortage of qualified teachers, increased corporal punishment, harmful changes to the curriculum, and rising dropout rates are among the major challenges facing boys’ education.
Reporter: Twoba Rasuli
