'Education is as important for me as water is to sustaining life': perspectives on the higher education of women in Afghanistan. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Burridge, Nina; Maree Payne, Anne; Rahmani, Nasima
• Is Part Of: Gender and education. Volume 28:Issue 1(2016)
• Page Start: 128
• Page End: 147
• Publication Date: 2016-01-02
• Subjects: women -- gender -- higher education -- Afghanistan -- tertiary access; Sex discrimination in education -- Periodicals; Sex role -- Study and teaching -- Periodicals; Women -- Education -- Periodicals; Discrimination sexuelle en éducation -- Périodiques; Rôle selon le sexe -- Périodiques; Femmes -- Éducation -- Périodiques; 379.26
• DOI: 10.1080/09540253.2015.1096922
• Languages: English
• ISSNs: 0954-0253

Abstract

Abstract : Progress in education in Afghanistan since the fall of the Taliban has been described as 'fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF.2013 . Basic Education and Gender Equality: Afghanistan . United Nations International Children's Emergency Fund.http://www.unicef.org/afghanistan/education_2206.htm ]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group . http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path.