Girls banned from secondary education in Afghanistan turn to madrassas for learning

In Afghanistan, the education system for girls has deteriorated significantly since the Taliban government imposed a ban on secondary and higher education three years ago. This has led many young girls, including 13-year-old Nahideh, to seek alternative forms of education, such as madrassas, where they study religious texts like the Quran. Nahideh, who is in the final grade of primary school, expressed a desire to pursue further studies and dreams of becoming a doctor, but her aspirations are hindered by the government’s restrictions on education for girls. Despite the challenges, many girls see enrolling in madrassas as an opportunity to continue their education in a constrained environment. The Tasnim Nasrat Islamic Sciences Educational Center in Kabul serves as an example of this shift, with students practicing writing Arabic script in a religious context. The director of the center, Zahid-ur-Rehman Sahibi, acknowledges the longstanding tradition of madrassas in Afghan society, stating that even before the closure of schools, many attended them to obtain religious education. The impact of the education ban has sparked controversy within Afghanistan, with various voices from the Taliban themselves questioning this extreme measure. While some hold strong views about the importance of religious studies, there are others, including teachers and male mullahs, who advocate for a broader spectrum of education for women that includes secular knowledge. They argue that knowledge in various fields is vital for societal progress and that learning both religious and modern subjects should happen simultaneously. This ongoing situation not only shapes the personal aspirations of Afghan girls but also poses risks to the nation’s health system and economy. The lack of a well-rounded education for women stifles potential advancements within the country, with critical knowledge in fields such as medicine and engineering falling by the wayside. Leaders in education and religious training emphasize that both avenues are essential for developing a knowledgeable and capable society that can meet contemporary challenges.