Navigating Social Justice and Equity An In- depth Analysis of Education Policies in Afghanistan

Abstract

Afghanistan, a nation facing difficult political and social issues, has long worked to establish social justice in its educational system. The present study undertakes a comprehensive examination of Afghanistan's educational policies with the aim of evaluating their past and present effects on educational fairness and social justice. The study employs a mixed-methods approach, integrating both qualitative and quantitative data analysis, in order to offer an in- depth understanding of the various aspects included. The findings demonstrated that improved access to education was provided by the educational policies in place prior to the rise of the Taliban. The percentage of students enrolled in school and universities had gone up. It also showed that more women were engaging in fields of study that had historically been dominated by men. More public and private colleges and universities were also founded. The findings also showed that advancements in fields such as technology were made before the Taliban era, for example adding subjects like computer science in the curriculum. However, with the arrival of the Taliban, all progress was lost. New policies were implemented, leading to a decline in the development of education in Afghanistan. These policies included the prohibition of women in society and in education, increasing prejudices and discrimination, hiring unqualified teachers, and changing the curriculum. The study draws attention to the significant difference between the improvements in education that occurred prior to the Taliban era and the failures that occurred during their leadership. According to the findings, social justice and equality in Afghanistan's educational system can only be promoted by inclusive and equitable educational policies.