Afghanistan, Kabul

CONTEXT

The Afghan education system has been historically weak due to decades of conflict and war from the 1970s to the 1990s, resulting in limited access and poor quality. The ongoing economic crisis has further hindered educational access, particularly for girls, as families often prioritize boys’ education when resources are scarce. In Kabul, specific school enrollment data is scarce, but in the central region (including Kabul), the World Bank estimates that boys’ primary enrollment is 69%, while secondary enrollment is 41%. For girls, these figures are 56% and 9%, respectively.

Even for children attending school, the quality of education is notably low in Afghanistan. The World Bank reports that 93% of Afghan children are not proficient in reading by the end of primary school at 10 years old. These education challenges stem from systematic issues, including inadequately trained teachers and a lack of textbooks, compounded by historically limited resources within the schooling system.

During construction

After construction

Project Type

Construction of 2 library vans

 

Construction Period:
May 2023 – July 2024

Budget

50,020 €

Children

1000

Partner

Charmaghz

Donor

Red Salt

PROJECT IMPLEMENTATION

The two Van Mobile Libraries are set to engage 50,000 child visitors, reaching 100 children daily each. The goal is to ensure at least 50% of visitors are girls whenever possible.

The Vans currently operate in Bagrami, Kamati, and other northern rural areas of Kabul. These regions were selected due to their more conservative cultural norms, which often result in girls being denied access to education. The areas are underdeveloped, and many families struggle economically. Additionally, the culture of reading is minimal, and there are few resources to support children’s literacy. The poor economic conditions faced by many families increase the risk of girls being kept out of school, even at the primary level, and they are often at risk of becoming child brides. Boys in these neighborhoods also face risks, primarily in terms of physical safety, which is a concern even within schools. Mental health support is generally unavailable, despite the generational and individual trauma experienced by many children.