curriculum framework: afghanistan; volume 1 · curriculum framework afghanistan volume i 4 preface...

Curriculum Framework Afghanistan Volume I 1

MINISTRY OF EDUCATION

COMPILATION AND TRANSLATION DEPARTMENT

CURRICULUM FRAMEWORK

AFGHANISTAN

VOLUME I

1382 (2003)


PRIMARY AND SECONDARY EDUCATION


SUMMARY

PREFACE…………………………………………………………………………………4 Chapter I – INTRODUCTION…………………………………………………….. …..8 A. HISTORICAL BACKGROUND OF EDUCATION IN AFGHANISTAN……………..8

B. COMPREHENSIVE SITUATION ANALYSIS OF EDUCATION IN

AFGHANISTAN: NEEDS AND FUTURE PROSPECTS……………………………….10

Chapter II – EDUCATION POLICY……………………………………………… ….16 Chapter III – GENERAL OBJECTIVES OF EDUCATION IN AFGHANISTAN…………………………………………………….19 Chapter IV – STRUCTURE OF THE EDUCATION SYSTEM……………….. ……23 Chapter V – STUDY PLAN……………………………………………………….……28 Chapter VI – LEARNING AND TEACHING STRATEGIES……………………….31 Chapter VII – ASSESSMENT AND EVALUATION OF LEARNING OUTCOMES……………………………………………..35 CHAPTER VIII – COUNSELLING AND GUIDANCE……………………………..49


PREFACE

The meaning of the term ‘curriculum’ has not been very clear in the past. While some people saw curriculum as merely the syllabi, others believed that the curriculum comprises merely of textbooks. It is clearer today that curriculum incorporates all the learning activities and targets regarding students’ development, that have to be achieved in schools. With the establishment of the Islamic Transitional Government in Afghanistan, the Afghan scholars realised all the critical need to design a unified, centralised and well-balanced curriculum for the education system in our country. In order to fulfil this mission, the Minister of Education assigned a Commission comprising of professionals, education specialists and respected intellectuals. The Commission is led by the Chairperson, Mr. Abdul Nabi Wahidi, and General Director of the Compilation and Translation Department (CTD). The members of the Commission are, as follows: Nazar Mohd Karyar, Assistant Professor, College of Engineering, Kabul University Mir Nagibullah, Senior Textbook Author, Academic member, CTD Hoyatullah Osmani, Academic member, CTD Haji Mohd Aniss Younus, Assistent Senior textbook author, Academic member, CTD Amannullah, Senior Textbook Author, Assistant director, CTD Gul Rahman Hakim, Professor, Dean, College of Education, Kabul University Mohd Osman Azizi, Senior textbook author, Academic member, CTD Saifurahman Ashna, Academic member, CTD Rahim biig Yagoubi, Assistant professor, Medical Institute, Kabul The Commission has been mandated to make all necessary efforts for contributing to designing a new curriculum, addressing specific needs of the Afghan society and contemporary challenges of today’s world. In order to fulfil its task, the Commission has first paid attention to the analysis of the curricula of the other countries in the region. Based on comprehensive studies and numerous teamwork sessions, the Commission has succeeded to draft a first version of the new Curriculum Framework for primary and secondary education. The draft version of the new Curriculum Framework had been presented in a national workshop held in the Intercontinental Hotel in Kabul from 10 to 15 December 2002. More than 120 participants (national and international education experts) have contributed to the success of this event. During the five-day workshop, the participants have expressed their views on the draft version of the new Curriculum Framework in interactive plenary sessions and group activities. The participants in the workshop tackled all the important dimensions envisaged in the Curriculum Framework and made valuable suggestion for its improvement. They have adopted the draft


document with enthusiasm and asked for its finalisation based on integrating the feedback received by the Ministry of Education during the workshop.

SUBSTANTIVE FEEDBACK AND PROPOSALS FROM THE PARTICIPANTS IN THE WORKSHOP ON ‘SHARING PERSPECTIVES ON CURRICULUM DEVELOPMENT IN AFGHANISTAN’ (KABUL, 24/9/1381 – 15/12/2002)

The workshop was organised by joint efforts of the Ministry of Education (Islamic Transitional Government of Afghanistan) and USAID, with the technical support of CAII (Creative Associates International) and other international organisations, such as UNICEF Afghanistan and UNESCO Afghanistan. Among the more than 120 participants there were representatives of the Ministry of Education from different departments: Compilation and Translation Department/CTD; Teacher Training; Primary Education Department; Secondary Education Department; Islamic Studies Department; Science Centre Department; Foreign Relations Department; Vocational and Technical Education Department; Literacy Department. Other important organisations and institutions have also sent their representatives. Among them, the National Board of Education, USAID, representative teachers from the Kabul City Education Department, teachers in Kindergartens, professors from Kabul University and representatives from education NGOS such as the Swedish Committee for Afghanistan, Care International, Children in Crisis, etc. UNICEF Afghanistan, UNESCO Afghanistan and World Food Program have represented international organisations. During the five-day workshop, the participants have expressed their views enthusiastically. Their feedback took into consideration the educational policy of the Government, and the socio-economic, cultural and political circumstances in the country and aimed at improving the draft Curriculum Framework as to meet the contemporary needs of Afghan students. The participants strove to contribute to the success of this important national event, based on taking into consideration all spiritual, moral, cultural and historical values of the Afghan people and Afghan society. The participants have studied the draft version of the new curriculum Framework thoroughly. Based on studying the content of this historical document, they presented in plenary sessions and groups work their intense desire for a new education system in the country and advanced transparent and relevant new topics for discussions. At the end of the workshop, the participants unanimously adopted substantive proposals for improving the document, based on written amendments and suggestions. They have expressed their desire that responsible authorities include the respective suggestions in the process of preparing a revised version of the document, as follows: 1. Because of its essence and historical importance, the workshop should be called ‘National

Workshop for Sharing Perspectives on New Curriculum Development in Afghanistan’. This new name seems relevant because important representatives from both Governmental and non-Governmental sectors have been invited (education experts, curriculum designers, respected intellectuals, teachers) and have participated actively in this national gathering.


2. The new curriculum document should be disseminated to the broader public with the help of mass media and the active support of the Ministry of Information and Culture.

3. In order to assure a successful gradual implementation of the new Curriculum Framework in the Afghanistan education system, efforts have to be made for piloting the new curriculum in schools country-wide starting with the school year 1382-1383 (2003-2004).

4. The Compilation and Translation Department of the Ministry of Education is authorised to develop new syllabi and textbooks in compliance with the education objectives and guidelines in the new Curriculum Framework. The new syllabi and textbooks have to be piloted in experimental schools in both urban and rural areas (Pashto and Dari localities). After piloting, the draft syllabi and textbooks shall be thoroughly evaluated and revised for being finalised and disseminated countrywide.

5. As part of the implementation process of the new curriculum in schools, principals, supervisors and teachers are invited to contribute through comments and suggestions to the improvement of curriculum materials and classroom approaches. Their suggestions should be sent to the Ministry of Education – Compilation and Translation Department. Based on the respective proposals and suggestions, further training workshops and consultations will be organised in Kabul and in all provinces.

6. It is clear that teaching aids and school facilities are key elements in the successful implementation of the new curriculum. Therefore, with the support of the United Nations, of UNICEF Afghanistan and UNESCO Afghanistan, the Science Center should start to provide the necessary learning materials and equipment for schools.

7. The Ministry of Education urges the international organisations and education NGOs to extend their valuable support and assistance for a successful implementation of the new curriculum. Their assistance shall be based on needs analysis and feasibility studies.

8. New learning materials, teaching aids and textbooks, adequate school facilities and funding are essential for the successful implementation of the new curriculum. The Ministry of Education in this regard will address specific proposals to the international community.

9. Today’s children are future adults, mothers and fathers. As foundations for a good education are laid down already in early childhood, education efforts have to be concentrated continuously along the chain of all different education levels and institutions.

10. Equal education opportunities have to be provided for all Afghan citizens, including nomad tribes, who, for the last two decades, have been kept in complete ignorance and isolation.

11. As ill-effects of war and conflicts, more than 90% of the children in this country have been severely afflicted with traumas and all kind of sufferings. Therefore, efforts have to be made to reintegrate children and youngsters to a normal and happy existence. Teachers have to be mobilised and encouraged to provide appropriate learning opportunities for all children (including accelerated learning) and help them find their ways again through regular education routes and develop higher-level competencies.

The substantive proposals mentioned above in the eleven paragraphs, unanimously approved by the participants in the workshop, are aiming at reinforcing and completing the efforts to enrich the Afghan culture through the implementation of the new unified curriculum.

REVISION OF THE NEW CURRICULUM FRAMEWORK (1382/2003)

In the first part of 1382 (2003), the adopted first draft version of the new Curriculum Framework was presented and discussed in the sessions held by the newly established Board of Education.


Following the discussions in the regular working sessions held by the Board of Education, numerous changes, revisions and amendments have been incorporated into the new Curriculum Framework. The final version of the new Curriculum Framework reflects the contribution of all members of the Board of Education and incorporates their substantive proposals and amendments for revising and improving the document. The new Curriculum Framework is based on a thorough need analysis, and takes into account the unique Afghan cultural context. It is developed in compliance with the Government’s policy, and, following its adoption and implementation by the Ministry of Education, has to prove its effectiveness. Curriculum development is a continuous process and a continuous challenging task for the Afghan society. Educators, education specialists, intellectuals and education stakeholders are invited to contribute to this process, and share their constructive feedback and ideas for improving the curriculum and strengthening the unique Afghan culture. The Ministry of Education makes a warm appeal to all individuals and groups concerned for the well-being of the Afghan children and of the Afghan society to send their suggestions for improving the quality and equity in Afghan schools nation-wide. In order to assure a smooth and successful implementation of the new curriculum, it is necessary that educators and all education stakeholders offer their full support and provide the prerequisites for us all to face successfully future/further challenges. Seeking success through God’s blessing, Mohd Younus Qanooni Minister of Education First Security Advisor to the Government


IN THE NAME OF GOD, THE GRACIOUS, THE MERCIFUL

Chapter I – INTRODUCTION A. HISTORICAL BACKGROUND OF EDUCATION IN AFGHANISTAN Comprehensive historical overview. In the course of its several thousand years of existence, our beloved country, today called Afghanistan, has developed a long experience in knowledge, science and arts, and has cultivated education prior and after the emergence of the Holy Religion of Islam. In the times prior to the emergence of the Islamic religion in the country, when two pre-Islamic religions were cultivated and practised on this great land – Zoroasthrism and Buddhism –, educational activities were closely linked to temples and worship places. Thus, in this part of the world children have been continuously educated, consequently, distinguished educators and world-known scholars have emerged from this land. After the emergence of Islam, along with cultivating valuable Islamic works, people in this country also dedicated themselves to developing substantial academic materials in local languages, which contributed to further enlightenment and knowledge in the region. People in our country are most proud of the valuable scholarly work of the past, and moreover, deeply aware of the way this great work has contributed to the enrichment of culture world - wide. Great scholarly work of the past represents a perennial stimulus for today’s culture as well. By time Islamic Religion emerged in Arabia, and its influence extended to our beloved land, knowledge and education were further cultivated and spread their brighter rays from this land to the region and the world. Along with their continuous struggle for freedom, wise people of this land made the light of knowledge and culture shine even more brightly. As a result, literature in Arabic and local languages has been enriched through exquisite poetry and narratives. At the same time, scientific creative work has been encouraged, making possible the emergence of great scholars like Abu-Raihan Alberoni, well known in the world for his excellent work in Astronomy (measurement of distance between stars). Astronomic explorations, such as those initiated by the great Alberoni, are not the only area for scientific accomplishment. For instance, in the field of medical studies the Shifa (medical resource book) of the great scholar Abu-Ali Sina Bulkhi, as well as hundreds of similar books, cannot be ignored. The development of such valuable and creative scholarly work clearly proves that in those times numerous diverse educational activities and opportunities were provided. Actually, one can


assert that creative work in all areas, as well as important inventions in science in the past in our beloved land have been possible due to the high level of education and to sound education content, which is nowadays called the curriculum. As the centuries go by one after the other, criteria and prerequisites for learning change with the times. Actually, as curriculum can be seen as a kind of ‘social contract’, it is obvious that it has to be adjusted to the changes occurring in society and to the ‘requirements’ of the time. Adjusting the curriculum to new contemporary challenges and opportunities through careful education planning and guidance represents what is currently known as ‘curriculum development’. 20th century. A chronological overview of achievements in the realm of curriculum in our beloved country has to address also the developments that took place in the 20th century. Throughout the last hundred years, the education system in our beloved country was confronted with diversified structures and numerous changes. Owing to the action of different social forces, tremendous and sometimes sudden changes occurred in our culture, consequently influencing changes in our education system. The first turning point in reshaping the education system in our beloved country was during the early times of the emirate of Amir Sher Ali Khan, and later on during the reign of Amir Habibullah Khan. Though mosques provided education and teaching to children, as a turning point in the history of the country, a system of education was officially established as an institutional setting. During the reign of Amir Habibullah, the first 12 grade school (secondary school), called Habibia High School, was established. It had a 4+4+4 education structure (first four years- primary education; next four years – Rushdia/middle school; and last four years – Aidia/secondary school). Indian education professionals designed the curriculum for this school, emphasising numeracy and mathematical knowledge and skills. During the reigns of Their Majesties Amanullah Khan and Nadir Khan, and later on of King Mohammad Zaher Shah, schools and universities were established for both boys and girls in the capital and some provinces of the country, following a standard centralised education curriculum. During the government of Sardar Mohammad Daud Khan (from 1352 [1973] to 1357 [1978]), these education institutions were extended and the curriculum was adjusted in accordance with the requirements of the time. From 1357 (1978) until the establishment of the Interim Administration of Afghanistan (IAA), several undesired political Regimes succeeded in our country. In the course of these unwanted Regimes, the education system in Afghanistan was severely affected and impaired. The worst of ill effects was the closure of schools for girls (50% of the population) in 1375 (1996). Females were banned from employment and confined to the four walls of their homes. The curriculum provisions did not meet people’s needs and did not prepare them to cope with today’s challenges successfully. Consequently, the quality of the curriculum decreased tremendously in comparison to previous acceptable quality criteria in the education system in Afghanistan.


Curriculum development under The Islamic Transitional Government of Afghanistan . Curriculum provisions are extremely important in that they guide people in acquiring and developing sound knowledge and appropriate skills in order to engage in quality work and live fulfilled lives. From the very first days of its existence the Islamic Transitional Government of Afghanistan took into consideration the major impact of quality education and learning on personal and social development. Consequently, it mandated the Ministry of Education to develop a new curriculum for all grades and types of school, which will be implemented gradually beginning with the year 1382 (2003). In preparing curriculum development processes and designing the new curriculum, policy education statements of the Government are of major importance and represent a first prerequisite. Keeping in view the need to base curriculum development on clear education policy orientations, the Ministry of Education issued the following statement with regard to the tasks of the Compilation and Translation Department: “By the completion of schooling cycles, when young people enter the world of work, as a result of the implementation of the new curriculum, they will be good Muslims, civilised human beings and true, self-reliant Afghans.“ In order to be able to implement its education policy, the Ministry of Education has mandated a Commission of decision-makers comprising of experienced education specialists form the Compilation and Translation Department to design a new curriculum in compliance with education policy orientations and general statements of the Transitional Islamic State of Afghanistan. In order to reshape the curriculum in compliance with Government policy and prove its effectiveness, the Ministry of Education has founded its activity on a thorough need analysis, followed by the planning and running of comprehensive curriculum activities. These include developing a Curriculum Framework, syllabi and textbooks according to contemporary needs and opportunities.

B. A COMPREHENSIVE SITUATION ANALYSIS OF EDUCATION IN AFGHANISTAN:

NEEDS AND FUTURE PROSPECTS Afghanistan is now experiencing a new phase in its history. After more than two decades of war, our country is now facing new opportunities for development and growth. In the last two decades, like many other sectors of the economical, social and political life, education has also collapsed. The education system was not centralised and unified. Throughout the country, many different ‘education systems’ have been in place. Various types of curriculum have been implemented, and the curriculum was not balanced and modern.


The quality of education in the country has been severely affected by measures such as the closure of all female schools by the Taliban and the ban imposed to female teachers on practising their profession. At the same time, quality decreased dramatically in public schools (boys schools) all over the country. During the continuous armed conflicts, most of the schools have been destroyed or severely damaged. Owing to all kind of inconveniences and hardships, many experienced and well-educated teachers left the education system. Country wide this represented another negative impact on the quality of education. As a consequence of all these shortcomings in harsh economical and political circumstances, students have become discouraged to engage further in educational activities. In order to survive, the majority of the students fled the schools and entered the job market. Even today, the lack of teaching aids and all kind of learning resources and facilities (laboratories, substances for experimentation, audio-visual materials, etc.) represents a major challenge for the Ministry of Education for implementing the new curriculum. Unqualified teachers had to be employed in every education stage, thus contributing to the dramatic decline of the quality and efficiency of the teaching act all over the country. The institutional settings in the education system have been also damaged, and institutional linkages between different education stages have been substantially affected. Despite continuous efforts and struggles of the Ministry of Education, one of the main obstacles to overcome, and one of the main challenges for assuring quality education for all is the lack of textbooks. In addition, there are no sufficient classrooms and shelters, and appropriate furniture is lacking in almost all schools. In order to tackle relevant problems and needs in the country’s education system, the following data are important to be considered:

According to recent surveys, in the year 1381 (2002) a total of 4,5 million students were registered as eligible for schooling, out of which it was actually possible to register only 3 million in relatively poor formal learning settings. Due to the lack of school facilities throughout the country, almost 1,5 million students could not go to school last year.

There is an urgent need for the rehabilitation of a total 5,435 schools, which present various levels of destruction.

In order to provide appropriate schooling for 3 million students, a total of 93,466 teachers are needed in the classrooms. At present, only 64,849 teachers are on the Ministry’s payroll, thus 28, 617 teachers still need to be recruited in the near future.

The present total number of schools in the country is 5,063. In order to provide appropriate school facilities for 3 million students, 2,500 more school buildings are needed, thus the total number of school buildings required in the country is 7,563.

Our society is facing new challenges in an increasingly interdependent world: new technologies, new labour market trends, global competition in the sector of goods and services, new trends in


knowledge, culture and education. In order to support people to respond successfully to these challenges and play an active part in global processes, in all areas of social, cultural and economic life, education must continue to play a major role. Owing to its comprehensive consequences for improving quality and equity in the education system, curriculum development is perceived as being the backbone of overall education reforms. Needs analysis

Based on the existing evaluations of education needs in the country, and on daily experience in struggling with education problems in both rural and urban areas, the following challenges are considered relevant for improving quality, equity and accountability in our school system: High level of illiteracy. As highlighted in assessment studies on literacy issues,

approximately 95 % of women in the country are illiterate, whilst in the case of men the percentage is somewhat lower: according to some studies, it is of 90%. Nonetheless, it is still one of the highest illiteracy rates in the world. In addition, due to the deficient conditions in education over the past two decades, functional illiteracy is also high.

Lack of facilities. Most school facilities have been damaged and/or are in poor condition.

Water and sanitation are missing in most schools, and lack of appropriate heating systems makes schooling in wintertime practically impossible. There are no proper laboratories, workshops, sporting facilities, and no libraries, computers or other modern communication and information tools.

Lack of appropriate curriculum provisions. In the last two decades, as a result of war and

regional divisions, the previous centralised curriculum was replaced by diverse (local) curricula, and numerous erratic changes have affected its quality. Thus curriculum has lost in unity and balance. Curriculum design/organisation has suffered, and appropriate links between different education domains, as well as between different grades, education stages and types of school were no longer possible. In consequence, the quality and efficiency of education in Afghanistan has declined, and despite the efforts of the present education authorities/Ministry of Education, problems remain unsolved.

Lack of appropriate learning and teaching materials/resources. No significant

developments in terms of curriculum were possible in the last two decades, so learning and teaching resources grew scarce and sometimes outdated. Although immediately after the war textbooks from neighbouring countries were adjusted to our system, and teaching and learning materials were developed especially for pre-school and primary education, the need to provide quality learning and teaching materials to all students is still great.

Lack of appropriate teacher training. Besides school buildings and facilities in poor

condition, another major problem in the system is the high number of unqualified teachers, as well as the lack of appropriate training for the existing qualified teachers. Both the academic and the pedagogical dimensions of teacher training dimension have been neglected so far, which makes the translation of a quality curriculum into daily classroom experience a major challenge.


Low salaries. Teachers’ salaries are extremely low, on average a teacher is being paid approximately USD 43 per month, far below decent living conditions for educators.

Lack of professionals in education and academic experts. It is imperative to raise different

education domains to professional standards, such as the teaching profession, curriculum, assessment and textbook development, school management and financing, quality control, guidance/counselling and orientation for students, as well as education research and academic studies in education sciences. At the same time, owing to the fact that in the last decades numerous academic experts left the country, there is also a great need to restore academic excellence in specific fields of knowledge and culture.

Poor access to information and communication technologies. In both rural and urban areas

people have limited access to information and communication technologies, implicitly scarce opportunities to use them to improve their knowledge and skills. In turn, this means few good opportunities for self-development and overall improvement of social and economic life.

Lack of an appropriate system for vocational education. While general education suffered

severely during the last two decades, vocational education was neglected almost entirely. We are therefore confronted with a huge need to rebuild the vocational education and training system in accordance with the current trends on the labour market and technological activities.

Need for reconnecting people to the outside world. During the last two decades citizens of

our country found it difficult to learn foreign languages and take part in the international cultural dialogue. While girls’ education was almost totally impossible (at least in official settings), especially in the last decade boys education was also restricted to religious studies. Natural sciences, mathematics, languages and literature, as well as arts, sports and technological education have been totally neglected.

VISION: PRINCIPLES IN DEVELOPING THE NEW CURRICULUM AND EXPECTATIONS

Taking into consideration the huge gaps in the education system and the need to bridge them at a quick pace through appropriate education policy orientations and appropriate means for implementation, we have outlined the following principles for developing a new curriculum in Afghanistan, with a view to leverage education achievements and foster overall development in the country: Cultivation of traditions, and of religious and moral values. The new curriculum fosters the

development of students’ personalities as human beings, good Muslims and true Afghans, supporting their comprehensive development as civilised persons, and accomplished personalities, and their ability to interact with other cultures and traditions.

Centralised and unified curriculum. In order to foster national unity and social cohesion,

the curriculum comprises common requirements for all students. It is a unified and


centralised curriculum, developed as a result of public consultation and inclusive processes.

Quality assurance. The new curriculum is developed in compliance with the need to

provide better conditions for quality learning in schools, based on cultivating valuable traditions in our country and addressing good practices in education in progressive societies all over the world.

Relevant/useful and updated knowledge. The content of the new curriculum is selected

and organised with a view to equip students with relevant and updated knowledge, based not only on factual information, but also on highlighting concepts, relationships and structures between concepts, between concepts and facts, and between concepts, facts and values.

Fostering appropriate skills and attitudes. The new curriculum fosters the development of

higher-level intellectual skills, emotional and social skills, as well as the development of positive/constructive attitudes.

Student-friendly curriculum. While curriculum provisions address requirements common

to all students in the country, the learner’s individual needs and interests are also considered. School organisation, as well as learning and teaching methodologies will have to take into consideration the need to encourage students to learn, and to motivate them in a constructive way. Students’ potential has to be explored and cultivated, while learning and behaviour-related problems have to be addressed in order to help students overcome the obstacles and develop their potential to the full.

Stimulating learning environment. As shown in numerous education studies, a

stimulating, friendly environment is essential for stimulating students’ achievements and long-term commitment to education. A friendly learning environment encourages students to participate in the construction of their learning situations, in taking decisions with regard to school issues, and in co-operating with each other during the learning process.

Increasing access and participation. The new curriculum addresses the need to increase

access and participation of students in school activities, as well as retention rates, especially in higher education levels/stages.

Acquainting students with new information and communication technologies. The need

for a gradual equipping of schools with new information and communication technologies will be addressed in the near future. At the same time, special attention will be paid to the need to foster students’ skills in handling new information and communication media successfully and creatively.

Preparing students for work and adult life. The new curriculum addresses the need for

improved vocational education and training in the country, as well as the need for preparing students for life and for taking different roles as adults seriously and successfully.


Fostering life-long learning. Curriculum provisions meant to support students’ efforts at learning to learn and stimulate their sustained motivation for life-long learning. Thus, self-monitoring one’s learning will be encouraged, and special attention will be given to the development of life-long learning skills, such as the capacity to identify, select, organise and use information in a creative way.


Chapter II – MINISTRY OF EDUCATION - AFGHANISTAN: EDUCATION POLICY

After 23-years of conflicts and war, education will have to play a major role in the reconstruction process in Afghanistan. The Afghan society has to reconnect itself to progressive development in all areas of knowledge and information. Spiritual, cultural and social-economic lives have to be renewed and enhanced too, based on national, regional and international achievements.

Education will have to equip the people with the necessary knowledge, skills and attitudes for helping them live a meaningful life. All necessary efforts have to be made for fair and constructive contributions to the development of the education system in Afghanistan in compliance with the legitimate aspirations of the society. In order to assure that education has a substantive contribution to the revival of the Afghan society, the education policy in Afghanistan is focusing on following issues and dimensions:

1. Education should provide equal opportunities for all students, males and females, children,

youngsters and adults to develop as persons worshipping God, demonstrating self-confidence, patriotism and national unity, solidarity and respect of human rights.

2. Education has to promote patriotic virtues, such as the defence of national independence,

national Governance and sovereignty and to develop an interest to protect and enrich the national heritage. At the same time it has to promote values such as peace and equip students for fighting against all forms of discrimination.

3. Educational institutions have to be restored and rehabilitated countrywide.

4. The reconstruction of the education system in Afghanistan has to be based on international

accomplishments and good practices in education. 5. Successful and progressive education experiences in the region and worldwide have to be

adjusted to the Afghan context. 6. Primary and intermediate education (grades 1 to 9) are compulsory and free for all,

regardless of gender, tribe, mother tongue, religion, race and social status. 7. Languages of instruction are the official languages of the country, in compliance with the

country’s Constitution. 8. The teaching and learning of local languages is provided through a separate subject in the

curriculum in all local schools. 9. Special needs education and education for internally displaced people are part of the public

education intervention.


10. Schools for general education, religious schools, vocational schools and teacher training

institutes will benefit of improved facilities. Madrasas will improve and modernize their curriculum by introducing subjects other than religious studies, and by training students in understanding different cultures and religions.

11. The academic and professional skills of the teachers have to be upgraded. 12. All efforts have to be made to improve residential and living conditions for teachers. 13. Campaigns against illiteracy will be launched, and functional literacy and employment skills

will be promoted for both males and females. 14. The support to education of friendly countries, the International community, NGOs and the

private sector has to be enhanced. The reconstruction process in the country has to be based on a broad process of capacity building. It has to be based also on the reform of administration in compliance with the new constitutional and legal framework in the country.

15. The education system has to be balanced and provide equal opportunities for all. 16. Fair education opportunities have to be assured in the capital as well as in the provinces. 17. Equal opportunities have also to be assured for students from under-developed and

developing regions and communities in the country. 18. Schools should give orientation to students about the negative and destructive consequences

of wrongdoing through engaging in terrorism, drug abuse, conflicts and acts of discrimination.

19. Equal education opportunities have to be provided for both males and females from both

urban and rural areas, and all necessary solutions have to be addressed for increasing girls’ enrolment in schools, including in higher levels.

20. Students should be educated to fight against discriminations of all kind and demonstrate

gender sensitiveness. Through implementing the new education policy in our country, several important outcomes will be attained, as follows; - Children and youngsters in Afghanistan will be educated in compliance with moderate

Islamic values and spiritual believes, as opposed to extremist and fundamentalist attitudes. - The Afghan identity will be fostered and promoted. - Students will develop as civilized human beings, provided with the knowledge and skills to

respect the other, promote participative democracy and human rights fro all, reject violence, while understanding and appreciating differences.

- Students will acquire and develop knowledge, skills and attitudes for engaging successfully in today’s technological world.


- Students will develop adequate competencies, knowledge, skills and attitudes for entering successfully the labour market.

- Education will help children and youngsters to find their ways on the journey to welfare and to living in a moral and cultivated society.


Chapter III – GENERAL OBJECTIVES OF EDUCATION IN AFGHANISTAN The general objectives of education in Afghanistan are defined in relationship with the features of the Afghan society and take into consideration prospects for societal development. They are also addressing the overall scientific and educational development of the individuals, based on learning theories and development theories. Following are important education objectives in the Afghan education system:

A. Spiritual and moral objectives In order to develop as faithful, spiritual and moral persons, students will be offered guidance for: 1. Based on Qu’ranic and the Prophet’s teachings (peace be upon him), students will reinforce

their faith and will broaden the Islamic vision and religious principles in a non-extremist way;

2. Education will foster students’ self-awareness and religious emotions for strengthening their belief in their Creator (God);

3. Students will develop a sense of responsibility for their educational, social and cultural awareness and will cultivate knowledge and wisdom.

B. Intellectual development

As a result of learning processes facilitated through curriculum provisions and extracurricular activities, students will acquire essential knowledge and will develop higher-level intellectual skills. The following are considered important learning objectives for intellectual development: 1. Mastering successfully basic education skills such as reading and writing for personal

expression, and calligraphy in both mother tongue and foreign languages; mastering numeracy, science literacy and information and communication technology (ICT);

2. Learning to learn: developing capacities for self monitoring of learning processes and outcomes from a life-long learning perspective;

3. Developing capacities for appropriate self-expression and effective communication skills, learning the importance of interaction, dialogue and co-operation;

4. Understanding the complex interdependencies in nature and society which are explored in different areas of science, culture and education;

5. Valuing creatively acquired knowledge and skills in order to cope with current and future challenges successfully, based on the responsible use of achievements in modern societies in natural sciences, technology, economy and the arts;

6. Developing problem-solving skills to carry out both individual and collective tasks;


C. Cultural and artistic education

The cultural/artistic dimension of human personality will be cultivated through the pursuit of the following objectives: 1. Awareness of national and international artistic creation in fine arts and other cultural

domains (music, architecture, crafts, drama, role play, home decorations, needle work, weaving, embroidery); Awareness of history and culture of Islamic civilisations, civilisation of Afghanistan and of other countries in the world;

2. Developing artistic skills through exercise and personal creative activities; 3. Developing a sustained interest for preserving the historical and cultural heritage of the

country; 4. Promoting the Afghan culture in other cultures and valuing cultural dialogue; 5. Cultivating an aesthetic sense and a sustained interest in arts and culture as important

vehicles for enriching human personality and life; applying arts in creating a better environment for daily-life activities;

6. Developing the capacity of self-expression through artistic knowledge and skills;

D. Social and civic education

Students will be supported in their development as members of a family, and of a local, regional, national and international community through the pursuit of the following objectives: 1. Honouring their country and defending its sovereignty and strengthening family and social

relationships based on Islamic values, principles and rules; 2. Cultivating principles of solidarity, peace, brotherhood and co-operation at national and

international level; 3. Respecting laws and protecting one’s rights and the rights of others in a responsible way,

irrespective of religion, ethnicity, gender, age, economic/social status, political orientation, etc.; Fighting against terrorism and narcotic drugs and against all other society’s ills;

4. Developing capacities for responsible and competent participation in religious, economic, social-political and cultural activities through the pursuit of a fair balance between individual interest/benefits and social/collective interests/benefits;

5. Applying critical thinking and effective communication skills in public dialogue and settling differences of opinion constructively;

6. Handling diversity and settling conflicts peacefully and constructively; 7. Developing the capacity for handling Mass Media messages critically; 8. Improving social creativity skills and cultivating a sustained interest in public matters; 9. Protecting the environment, promoting healthy life styles and enjoying a carefree school

environment; 10. Promoting and enhancing a culture of tolerance and negotiations.


E. Economic education

Economic education aims to prepare students to play different roles in the economic system: individuals can be producers of goods and services and/or consumers, they can be employers or employees. They have to constantly cope with new challenges resulting from local, national and global interdependencies. In order to support students’ development as successful participants in economic activities, the following important objectives must be achieved in the education system in Afghanistan: 1. Understanding the need and conditions for a sustained economic development of the

society, based on moral and legal principles, and its effects on family incomes; 2. Cultivating the value of work and diligence, as well as the interest for engaging in useful

occupations; 3. Cultivating students’ willingness and capacity/skills for engaging in productive activities

according to interests, talents and training and to the social and economic needs in the country. Students have to learn to be accountable in deals with others and avoid unnecessary expenses such as the ones for make up or other undesired and unhealthy life styles;

4. Cultivating an economic thinking and conduct resulting in a responsible use of resources (i.e. using diverse – conventional and unconventional - sources for energy, exploiting natural resources in a sensible way, avoiding and reducing all forms of pollution and contamination);

5. Encouraging traditional occupations (crafts, agriculture, etc.) as well as new occupations emerging on the labour market as a consequence of technological and social progress;

6. Promoting an ethical conduct in running economic activities and fighting against illegal and unethical economic activities and income sources;

7. Encouraging entrepreneurial skills and activities, as well as management and organisational skills, based on taking into consideration timely market demands and job opportunities within a society in change;

8. Promoting consumer education and awareness of consumer rights; 9. Promoting work ethics from the perspective of both employers and employees.

F. Health education

Students will be supported in promoting a healthy environment and healthy life styles through the pursuit of the following objectives: 1. Understanding the need for hygiene and healthy life styles for personal and

collective/societal well-being; preserving a healthy environment; 2. Acquiring basic knowledge and developing basic skills for protection against illnesses and

for harmonious mental and physical development/growth; 3. Practising physical education and sports so as to encourage students to engage in fair

competition, to exercise solidarity and team work, and be able to make a reasonable physical effort;


4. Enabling students through appropriate knowledge, attitudes and skills to take responsible and competent action for the preservation of a healthy environment and promotion of healthy life styles;

5. Promoting knowledge and awareness of nutritious and economic food as prerequisites for avoiding malnutrition and health problems, especially among infants;

6. Helping people to acquire knowledge and develop the right attitudes and skills to avoid danger (i.e. land mines, use of weapons, drug-addiction, contamination risks, including sexually transmitted diseases). Students should be able to take responsible and competent measures for reducing and eliminating the negative consequences of different life-style choices (smoking, use of drugs, unhealthy food, overdose of medication, etc.).


Chapter IV – STRUCTURE OF THE EDUCATION SYSTEM AND OBJECTIVES OF EACH CYCLE

GENERAL PRESENTATION In Afghanistan, children and young people are given the opportunity of education in formal settings from the age of three months to the age of 20. The main education cycles in Afghanistan are as follows (see Diagram of the Education system):

1. Pre-school education: Nursery-school and Kindergarten

A. Nursery (3 months to 3 years)

Children from the age of three months to the age of three years will be taken care of in Nursery schools free of charge. Education programmes will comprise specific activities meant to foster children’s physical, emotional and social development and to prepare them for Kindergarten.

B. Kindergarten (4 years to 6 years)

In Kindergarten, children from ages four to six are further supported free of charge in their physical, emotional, social and moral development, in order to prepare them physically and intellectually to face the fresh challenges of primary education.

2. Primary school (grades 1 to 6, ages 6/7 to 12/13) At present, primary school represents the first stage (six years) of compulsory education (nine years) and it is free of charge. It comprises two cycles, as follows:

A. First cycle of primary education (grades 1 to 3, ages 6/7 to 8/9)

Students will enter the first cycle of primary education at the age of 6/7. In the first cycle, students grow familiar with elements of basic education (reading, writing, listening, speaking, numeracy) and with the basics of religious and moral education. Special attention will be paid to acquainting children with school life and helping them cope with different tasks in an organised way. Instruction time lasts 4 hours a day, i.e. 24 hours a week, (we are talking of a six-working days week). B. Second cycle of primary education (grades 4 to 6, ages 9/10 to 11/12)

In the second cycle of primary education, students will face new challenges in terms of a more diversified curriculum and new requirements in terms of acquiring and developing of


appropriate knowledge, skills and attitudes. Instruction time will last 5 hours a day meaning 30 hours a week, (i.e. six working days a week). Full completion of primary education (six years) makes students eligible for entering lower secondary/intermediate level (divided into general studies and Islamic studies).

3. Intermediate level – lower secondary schools (grades 7 to 9, age 12/13 to 15/16), also compulsory

As the second stage (grades 7 to 9) of compulsory education (grades 1 to 9), the intermediate cycle will be also compulsory for students all over the country. In the Intermediate level students’ horizon will broadened even further, and they will face more challenges in terms of academic achievement, and spiritual, moral, emotional and social development. Special attention will be paid to future education routes and career counselling and guidance for. Instruction time will be 6 hours a day, 36 hours a week, for a six working days week. After graduating from the Intermediate level, students are eligible for entering general upper secondary schools or specialised upper secondary tracks (continuation of Islamic studies, vocational education and teacher training).

4. Upper secondary schools (grades 10 to 12, ages 15/16 to 18/19)

In general upper secondary schools, students will be streamed along two main routes: (a) Natural sciences and (b) Social studies. In specialised tracks, students will be trained as teachers (for primary education) and qualified technicians/specialists in production and services. After graduating upper secondary education, according to their school performance, talents and interests, students will be eligible to enter higher education (University, Teachers’ Colleges or Vocational Institutes).

5. Post-secondary schools (grades 13 to 14, age 19/20 to 20/21)

Graduate students of post-secondary schools can obtain a post-Baccalaureate Diploma in their respective Majors, i.e. Islamic studies, Teacher training, Vocational education and Vocational/Technical education. Graduate students may enter the labour market or apply for further education in higher education (Colleges, Higher Education Institutes or Universities). Upper secondary and post-secondary schools are free of charge, but nor compulsory.


MINISTRY OF EDUCATION

STRUCTURE OF THE EDUCATION SYSTEM (Prospects)

3 months

1 year

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20/21

Pre-school education (3 months to 6 years)

Nursery-schools (3 months to 3 years)

Kindergarten (3 to 6 years)

Primary education (grades 1 to 6)

First cycle (grades 1 to 3)

Second cycle (grades 4 to 6)

9 years of

compulsory

education

NON-

FORMAL

EDUCATION

Literacy

programmes

Functional

literacy

programmes

(according to

results and age)

ISLAMIC STUDIES (10%) GENERAL AND SPECIALISED

STUDIES ( 90%)

90%

INTERMEDIATE LEVEL (grades 7 to 9)

-compulsory-

INTERMEDIATE LEVEL (grades 7 to 9)

-compulsory-

Vocational

education

(30%)

General upper

secondary (40%)

Natural sciences (55%)

Social studies (45%)

Teacher

training

(30%)

Upper secondary (grades 10 to 12)

Islamic Colleges (grades 13-14)

Vocational

colleges

(grades 13-14)

TT Colleges

(grades 13-14)

HIGHER EDUCATION


GENERAL OBJECTIVES OF EACH EDUCATION CYCLE

EDUCATION CYCLES OBJECTIVES

PRE-SCHOOL

Nursery

Look after the physical and psychological health of children according to national and international quality nurturing standards

Expose children to basic rules of social life Prepare children for Kindergarten

Kindergarten

Foster spiritual and moral development Familiarising children with individual and group

activities/tasks Experiencing joy in performing individual and group activities Develop curiosity for investigating the world children live in Reinforce hygiene rules Preparing for primary education: reinforcing

cognitive/intellectual skills

PRIMARY EDUCATION

First cycle

Foster spiritual and moral development Acquire basic knowledge and skills (reading and writing,

calligraphy, numeracy) Develop motor skills Develop of a sense of discipline/appropriate conduct and

approach tasks constructively Develop basic artistic skills Acquire basic hygiene rules

Second cycle

Reinforce spiritual and moral development Use basic knowledge and skills for self-expression; extend

knowledge and skills by exploring the natural, social and artificial environment

Develop skills for self-monitoring of learning processes Apply knowledge and skills in solving daily-life problems Look after physical health Develop teamwork skills Develop an interest in public matters Reinforce artistic skills


INTERMEDIATE SCHOOL

Reinforce spiritual and moral development Develop capacities for exploring the natural, social and artificial

environment based on scientific concepts, tools and procedures Encourage inquiry into and interest in intellectual work Reinforce the capacity for self-monitoring of learning processes Enrich communication skills through the acquisition of foreign

languages Develop technical skills, including ICT Look after physical health Reinforce self-awareness, capacity to further one’s studies and

choose of a career Develop further teamwork skills and the capacity to engage in

fair competition

UPPER SECONDARY

Develop further spiritually and morally Prepare for further studies in higher education/developing

skills and attitudes important in fostering academic excellence Broaden the knowledge horizon and further develop an interest

for quality academic/intellectual work Prepare for adult life and to make full use of knowledge, skills

and attitudes in solving academic and daily-life problems Approach rights and responsibilities in different social contexts

constructively Look after physical health Develop further skills for self-monitoring of learning processes

and the ability to pursue their own talents and interests Develop teamwork skills and an interest in engaging in fair

competitions

POST-SECONDARY/ COLLEGES

Prepare to enter the labour market successfully Prepare for adult life Prepare for further studies Foster further spiritual and moral development Foster further physical, emotional and social development Foster further artistic skills Familiarity with new information and communication

technologies, as well as with new technologies applied in production and services


Chapter V – STUDY PLAN

GENERAL PRESENTATION The Study plan comprises following curriculum areas:

A. Islamic studies B. Languages C. Mathematics D. Natural sciences E. Social studies F. Life skills G. Arts, practical work and technological education H. Physical education

Owing to the fact that education in formal settings is extremely important under the present circumstances in Afghanistan, students will spend in school from 24 hours a week in primary education to 36 hours a week in upper secondary education.

In the case of upper secondary education there will be two distinct curricula, one for the Natural Science stream, and the other for the Social studies stream.

The curriculum provides common requirements for all students; it is unified and centralised. Optional courses can also be provided in school as extracurricular activities, such as Information and Communication Technology (ICT).

As soon as schools have been properly equipped, courses in Agriculture and local crafts will be supplemented and/or replaced by ICT courses.

The Study plan for specialised tracks will be developed in compliance with final decisions on the curriculum for general education.

Students’ conduct will be observed by teachers and graded accordingly.

STUDY PLAN FOR PRIMARY AND SECONDARY EDUCATION

Curriculum areas and subjects Primary education Intermediate school Upper secondary school

First cycle Second cycle Natural sciences Social studies

ISLAMIC STUDIES 1 2 3 4 5 6 7 8 9 10 11 12 10 11 12

Holy Qu’ran 2 2 2 2 2 2 1 1 1 - - - - - -

Islamic Education 2 2 2 2 2 2 2 2 2 - - - - - -

Holy Hathit (Sayings of the Prophet)

- - - - - - 1 1 1 2 2 - 2 2 -

Interpretation of Holy Qu’ran - - - -

Faiths - - - - - - - - - - - 2 - - 2 LANGUAGES

First languagei 8 8 8 6 6 6 4 4 4 4 3 2 4 4 4

Second languageii - - - 3 3 3 3 3 3 3 3 2 4 4 4 Foreign languageiii - - - 3 3 3 4 4 4 4 4 4 4 4 4

Arabic language - - - - - - 2 2 2 - - - - - -

MATHEMATICS

Arithmetic 5 5 5 5iv 5 5 3 - - - - - - - Geometry 2 2 2 3 3 3 - - -

Algebra - - - - - - - 3 3 3 3 3 2 2 2

Trigonometry - - - - - - - - - - 1 1 - - - Geometry and

Trigonometry

- - - - - - - - - - - - 2 3 2

NATURAL SCIENCES Men and environmentv - - - 2vi 2 2 - - - - - - - - -

Physics - - - - - - 2 2 2 4 4 4 2 2 2

Chemistry - - - - - - 2 2 2 4 4 4 2 2 2 Biology - - - - - - 2 2 2 4 4 4 2 2 1

-HISTORY AND

SOCIAL STUDIES

Social studies (History,

Geography & Social studies)

- - - 2vii 2 2 - - - - - - - - -

History - - - - - - 2viii 2 2 1 1 1 4 4 4

Geography - - - - - - 2 2 2 1 1 1 4 4 4 Ethics - - - - - - 2ix - - - - - - - -

Civics - - - - - - - 2 - - - - - - -

Economics - - - - - - - - 2 - - - - - - Logic - - - - - - - - - - - 2 - - 2

LIFE SKILLSx

2 2 2 Arts, practical work and technological

education

Calligraphy 2 2 2 2 2 2 - - - - - - - - Drawing and Home economics 2 2 2 2 2 2 1 1 1 - - - - - -

1xi 1 1 1 1 1

Information and Communication

Technologies/ICT

- - - - - - - - - 2 2 2 3 2 2

1xii 1 1 2 1 1

PHYSICAL EDUCATION AND

SPORTS

1xiii 1 1 1 1 1 1 1 1 1 1 1 1 1 1

TOTAL 24 24 24 30 30 30 36 36 36 36 36 36 36 36 36

30

OPTIONAL

COURSES/ACTIVITIES xiv

Students can choose between:

Sport activities

Environment education

Peace and human rights

education

Mine awareness

Life skills

Computer education

1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1-2

i Students’ first language is one of the official languages, Dari or Pashto, in compliance with their mother tongue. In the case of students of other ethnicity (Uzbek, Turkmen, Balochy, Pashae and Nooristani) they will study their own mother tongue (local language) in three ours a week in primary education. ii Students who will study Dari as first language will learn Pashto as second language, and vice versa. iii The foreign language will be chosen by schools, with the approval of the Ministry of Education. iv In the second cycle of primary education, mathematics will comprise of arithmetic and elements of geometry. v Including health education. vi As an integrated subject in primary education. vii As an integrated subject in primary education. viii In the near future, in the intermediate schools too, History, Geography, Civics, Economics will be part of an integrated subject called ‘Social studies’. ix Ethics, Civics and Economics will focus on the development of life skills. x Life skills is a new subject area in the curriculum, aiming at helping students to get familiar with their social, natural and artificial environment and to develop important skills for their personal, social, intellectual and emotional development. xi For girls’ schools only. xii For girls’ schools only. xiii Students will also practice sport activities at the beginning of the school day and in other situations. xiv In addition to the weekly timetable, at students’ request, and in compliance with the school profile and local resources and circumstances.


Chapter VI – LEARNING AND TEACHING STRATEGIES How can good learning be fostered? Learner-centred approaches. In modern education practice a shift has taken place

from the focus on teacher and subjects to the focus on learners’ needs for development and interests. Thus, one of the main roles of teachers is to foster students’ development in compliance with their potential and kindle their interest in self-development and personal accomplishment. Teaching methodologies have to take into consideration students’ different learning styles, as well as their psychological features and age. While some students learn better through conceptual approaches, others learn better by doing, experimenting, and/or exploring their daily-life experience. While some students learn better individually, others learn better through group work, based on co-operation with their peers.

Constructive approaches. Instead of emphasising memorising and reproduction of

pre-fabricated knowledge, the current progressive trends in education tend to emphasise the active role students can play in building their own learning experiences. As shown in numerous international studies on learning and teaching strategies and their influence on students’ accomplishments, students learn better when they are party to the decision-making as to what they will learn. They need to select and organise information creatively and to apply their knowledge and skills in solving problems of an academic or daily-life nature. Students learn better if they are encouraged to ask questions, to make comments and suggestions for creative solutions to different problems. They also learn better if their natural curiosity is positively reinforced and oriented according to scientific inquiry procedures.

Motivation/Positive renforcement. Students learn better when they are positively

motivated, when they understand the reasons for their learning and the advantages ensuing from different learning experiences. Instead of being punished for poor performance, students must be helped to overcome the difficulties they may encounter in mastering specific elements of the curriculum. Teachers have to investigate the possible reasons underlying students’ poor performance and take the appropriate steps to meet students’ needs. Teachers have to constantly observe and monitor the progress that students make in different areas of learning and inform their fellow teachers and students’ parents of possible problems and ways to solve them through appropriate strategies.

Learning environment. Students learn better if they enjoy a warm and stimulating

learning environment, in which they trust their teachers and peers and feel safe. A good learning environment provides students with the necessary support for learning (e.g. resource materials, appropriate furniture and class-room organisation, water and sanitation, appropriate light – as far as possible provided from natural sources - safe transportation to and from school, etc.). A good learning environment


also stimulates students’ involvement and active participation in school life. Transparent decision making would be one such prerequisite.

Fostering higher-level intellectual skills, as well as spiritual, emotional and social

development. Students learn better if their higher-level intellectual skills are stimulated, such as analysis, synthesis, evaluation and creative problem solving. Although acquiring information and developing the capacity to memorise it and reproduce it accurately are indeed important, learning means so much more. It is efficient in the long run if students are able to handle information creatively and develop competencies for monitoring their own learning. Fostering higher-level intellectual skills must go hand in hand with spiritual, emotional and social development supported through appropriate learning experiences.

Integrated learning. While traditionally the curriculum was based on

‘specific/isolated’ learning through separate subjects, in today’s education practice more emphasis is placed on the need to foster integrated learning. That means students learn about complex connections and interdependencies in the surrounding natural, social and artificial environment by making use of a whole range of learning strategies addressing both reasons and senses, intellectual as well as physical, spiritual, emotional and social skills.

Life-long learning. While in the past learning was almost exclusively connected to

formal schooling, nowadays the emphasis has shifted to the need to help students learn how to learn. It is obvious today that learning does not cease at the end of formal schooling, and people very often have to change their professions and careers, and engage in life-long learning experiences.

What is the role of teachers in fostering good learning? Facilitating learning. Teachers have to be facilitators of their students’ learning, i.e.

they have to organise learning activities and provide meaningful learning opportunities. Teachers are more than just a source for reliable information. They are required to adjust their teaching strategies to a specific group or individual students according to specific needs and interests.

Using diversified strategies. To facilitate learning, teachers must address creatively

different teaching methods and procedures and pay attention to the need to foster quality learning by encouraging in-depth, integrated and applied learning. Each teacher may develop his/her own ‘methods’ portfolio and select the appropriate learning resources. The following represents a possible classification of instruction methods which can be used to stimulate quality learning in the class-room:


Methods based on exploring facts, concepts, ideas, reasoning:

- Concept mapping (exploring the concepts related to a certain topic, theme, etc.)

- Lecturing (teachers elaborate on a certain topic through lecturing – lecturing can be combined with discussions)

- Panel of ‘experts’ (sometimes students can be asked to elaborate on a certain topic, based on their previous work and structuring of their ideas in the form of a short presentation; sometimes real experts in different field may be invited)

- Question and answer sessions (students are invited to ask the teacher or each other questions; students respond to questions asked by the teacher or by their peers, who in turn will comment on the answers)

- Guest speaker (a person from outside the class-room or school is invited to give his/her opinion on a certain topic: it can be a spiritual leader, a parent, a teacher, a scientist, an older person in the community, a representative of local authorities, of the media, etc.)

- Use of ICT/education software (students search, identify, select organise and use information - factual data, concepts, relationships, structures – through education software and Internet sites).

Methods based on exploring the natural, social and artificial environment through concepts, senses and motion:

- Experimenting (students reproduce phenomena artificially in

the natural, social and artificial environment) - Videotapes and slides (students explore pictures, diagrams,

models, tables, based mostly on combining three-dimensional images with sound and motion, etc.)

- Posters, maps (students explore by-dimensional images) - Role playing (students enter different roles and develop

empathy with certain characters, situations, attitudes) - Case studies (students explore a certain

topic/situation/phenomenon comprehensively, taking into consideration all the valuable aspects that could facilitate understanding and problem solving)

- Inquiries and surveys (students ask questions and follow an inquiry/survey protocol in order to grasp a better understanding of certain phenomena, to perform needs analyses, to assess the efficiency of a certain procedure, etc.)

- Project work (students have to investigate a certain topic/theme and identify, collect and organise creatively relevant information on the respective topic; students have to


solve a specific problem in their school/community by identifying needs, developing an action plan, identifying possible partners, resources, establishing working procedures and monitoring/assessing work procedures)

- Brainstorming (students are asked to come up with creative solutions to problems, or to address specific issues though stimulation of group creativity)

Methods based on fostering social co-operation and teamwork:

- Group work and group discussions (students have to cope with a certain challenge in the form of team work: distribute tasks, organise work, meet dead-lines, evaluate their own work, present the results of work in public etc.)

- Co-operative learning (students help each other during the learning process, they provide mutual support in their effort to

carry out a certain task; students divide work meaningfully, depending on the strong and weak points of each member, in order to reinforce the strengths and overcome the weaknesses.

In choosing the appropriate instruction strategies, teachers must pay attention to following aspects:

Students learn better if they consider that their efforts are meaningful, i.e. if they understand the reasons for learning and if they feel that they can accomplish the tasks successfully.

Teachers have to make their expectations clear and provide fair organisation of the work.

Students feel the urge to succeed if they know they can rely on fair and reliable assessment and on constant reinforcement of their positive motivation for learning.

Academic rigour has to be combined with applying knowledge and skills in creative problem solving, and with experiencing joy/fun during learning processes.

Teachers have to stimulate not just the verbal and logic-mathematical intelligence of their students. Students’ personality must be addressed as a whole, by including the spiritual, emotional, social, artistic and psychomotor dimensions.

Students learn better if they are able to monitor their own learning, in other words if they are aware of their learning styles, their strengths and weaknesses, and if they can share their problems with peers and adults whom they trust.


Chapter VII – ASSESSMENT AND EVALUATION OF LEARNING OUTCOMES Assessment and evaluation.1 ‘To assess’ means to issue value judgements on certain persons, institutions, actions, procedures, situations, ideas, proposals, etc. Assessing students’ learning means to appreciate whether learning has been effective, in other words whether students have acquired and developed the required knowledge, skills and attitudes as an outcome of learning processes. While assessment has a more qualitative and broader scope, evaluation usually addresses more specific elements, based on quantitative procedures and precise/mathematical measurement. Both assessment and evaluation however, must rely on clear standards and criteria, thus ensuring reliability, fairness and transparency of assessment processes. Why is assessment necessary? To reach the various possible goals, assessment and evaluation tools and procedures can provide important information with regard to: Progress that students make and possible problems occurring in the course of

learning (formative/progress assessment); Current level of development of students’ competencies at the beginning or at the

end of a certain learning stage, grade, etc. (diagnostic assessment, predictive assessment, summative assessment);

The way in which students’ personality – approached comprehensively - unfolds (‘authentic assessment’);

Whether students are able to perform self-assessment and monitor their own learning (student self-assessment).

Assessing students’ learning outcomes also provides useful information on quality of education in a certain school, region, country, etc., thus representing one of the most important indicators of the efficiency of education settings and systems. Validity and reliability. Assessment and evaluation have to be valid and reliable in order to contribute effectively to the improvement of learning and overall quality in education. Validity is assured through correct use of assessment and evaluation tools and procedures. Reliability means that the results of assessment and evaluation truly reflect the characteristics of the respective student or student population, and the characteristics of other variables, which are important in influencing learning outcomes. For instance, if tests are used in final examination or national surveys, they have to be valid and reliable, in other words they must be based on scientific, appropriate measurement procedures and must be correctly/fairly administrated. What are the main tools and procedures for assessment and evaluation? Traditionally, evaluation in Afghanistan is based on oral and written items differentiated according to specific subjects. In grades 1 to 3 (first cycle of primary education), students’ evaluation

1 In many other languages a single term is usually used for both ‘assessment’ and ‘evaluation’. It is however, important to make it

clear which dimensions of assessment and evaluation are taken into consideration when using the respective term in different situations.


is based mainly on oral items, while in upper grades it also includes students writing papers on certain topics/answering questions. In the area of Qu’ranic studies reading and reciting are important targets for assessment and evaluation. Grading in Afghanistan is based on a scale from 1 to 100. In order to graduate successfully a certain grade (year of study) and/or pass examinations students have to score at least 40 points in each subject, and at least 50 points as an average result in all concerned subjects. Failure to reach education requirements is out of the question in grade 1. In students’ evaluation school attendance is also important (for instance, only students who have attended classes at least 75% of the school time allocated for this purpose are allowed to enter final examinations). Final examinations are organised internally – for several decades external evaluation is not used in the education system. In order to enhance the quality of assessment and evaluation tools and procedures in Afghanistan, the following important aspects should be considered: Special attention must be paid to the need to diversify assessment/evaluation tools

and procedures, and use them to foster students’ motivation and interest in learning and self-development. Results of assessment and evaluation have to be addressed constructively, and not as a mean for punishing students. Because learning is a continuous process, assessment and evaluation procedures have to address the students’ potential for progress and self-improvement.

Along with further improving internal evaluation, it is necessary to introduce gradually external evaluation systems in Afghanistan, especially with regard to final examinations and certification.

Professionals in the areas of assessment and evaluation have to be intensively trained, and must co-operate with professionals in curriculum development and teacher training to develop updated guidance for teachers, students, parents and schools with regard to standards, criteria, tools and procedures in modern assessment and evaluation. The capacity of the Ministry of Education to handle assessment and evaluation questions will be reinforced through the creation of specialised bodies working closely with the curriculum and teacher training departments.

In pre-service and in-service teacher training programmes, assessment and evaluation issues have to address the following important questions:

- What has to be assessed and evaluated (e.g. knowledge, skills, attitudes, students’ behaviour);

- What tools and procedures should be used to reach specific goals (for instance, testing could be used for examinations or national surveys; testing can comprise completion and short answer items, essay items, yes-no answers or multiple choice items, etc.);

- How to assess and evaluate students’ individual performances, but also their contribution to group/team work;

- How to balance internal and external evaluation;


- How to balance traditional and modern/alternative tools and procedures of assessment and evaluation (for instance, assessment of students’ portfolio, evaluation of project-based learning, student self assessment, etc.);

- How to foster through appropriate assessment and evaluation tools and procedures the development of higher-level intellectual skills, as well as of spiritual, emotional, social, and motor skills.


Which learning outcomes are considered important in Afghanistan?

Learning outcomes are defined through changes occurring in individual knowledge, skills, and attitude structure, as a result of learning processes/experiences. They indicate whether students, in compliance with curriculum objectives/requirements, have mastered specific competencies. Competencies address the applied and manifest dimension of knowledge, skills and attitudes. They are actually noticeable (and sometimes measurable) learning outputs, indicating whether learning has really taken place.

Competencies – General learning outcomes

Examples

TO KNOW Factual

information (data)

Concepts Relations Structures/Patter

ns

To master the basic instruments of knowledge (reading and writing literacy, mathematical and scientific literacy, ICT literacy)

to read fluently a text of at least two paragraphs (end of grade 3)

to write the alphabet letters observing the required calligraphy (end of grade one)

to perform additions correctly when solving simple daily-life problems (end of grade 1)

to ask questions to make well-founded

mathematical judgements to develop a research/project plan to be aware of the basic conditions

for scientific investigation to draw valid conclusions based

on correct premises to identify and organise

information from books, other learning resources and the Internet


To demonstrate cultural literacy (combining broad general knowledge with in-depth knowledge in a few areas)

To be able to identify, memorise and reproduce accurately relevant knowledge elements

To be able to elaborate on a certain material/topic/question

To be able to identify and analyse relevant parts of a whole

To recompose the unity of a whole based on constituent elements (i.e. write an essay, as a synthesis of different cultural domains)

To identify and use appropriate knowledge elements in solving academic and/or practical problems

To master communication and personal expression skills

To prove competencies for engaging in a civil dialogue (to listen carefully, to understand oral and written messages correctly, to exchange ideas, to respond to questions, to formulate pertinent questions, to compromise, to negotiate)

To write letters and other papers/works for expressing one’s needs, interests, desires, views, opinions

To express one’s own opinions in a civil manner, based on arguments

To use artistic tools and procedures for self-expression

To solve problems creatively

To identify and formulate academic and practical problems

To identify needs for action/problem solving

To give creative suggestions for problem solving

To identify and use appropriate aids for problem solving (resources, timeline, external and internal conditions, cost-effectiveness issues)

To make good use of group creativity


To understand rights, duties and responsibilities

To know what the rights, duties and responsibilities of a person are (in the family, the local, regional, national and international community)

To know how to promote one’s rights and fulfil duties and responsibilities (what are legal provisions, what are the rules in the community, whom to address and how for defending and promoting one’s rights, how to address responsibilities and duties)

To know how to learn To identify different learning styles and use the appropriate ones for successful personal learning

To monitor one’s own learning (be aware of strengths and weaknesses, problems/obstacles and ways to overcome them: whom to approach, where to find appropriate learning resources, how to manage time)

To have an inclination for both co-operative and competitive learning


TO DO To make informed decisions

To base decisions on relevant and reliable information

To address responsibly the consequences of decisions depending on the circumstances (emergency cases, ‘normal’ conditions, short-, medium- and long-time prospects)

To understand and help make decisions about the natural world and the changes made to it through human activity

To make informed decisions about personal life and engage in reasonable/meaningful risk taking

To make appropriate use of psychosocial competencies

To behave as a thoughtful, concerned and constructive person

To demonstrate self-confidence and self-respect

To demonstrate respect for the others, tolerance and capacity for valuing differences constructively

To acquire action skills To master action protocols and procedures

To identify and use correctly/responsibly appropriate tools for addressing problem solving

To identify and pursue a correct/logical chain of actions

To function in social and work relationships

To demonstrate team-work skills (capacity for co-operation, fair distribution of tasks, timekeeping, meeting dead-lines, fair evaluation of one’s own performances and performances of the others)

Identifying needs for team problem solving

Demonstrate organisational/managerial skills

Manifest politeness, kindness, solidarity, sympathy, respect, tolerance, love in social relationships (in family, peer groups, community structures)


To use technological tools To be able to access a computer (and other technological devices)

To be able to follow instructions for the correct use of technological tools

To be aware of and respect safety precautions in using technological tools and procedures

To participate in world global markets

To make prove mastering of principles and rules ensuring sustainable development

To demonstrate appropriate working skills in compliance with different occupations

To be able to write an accurate CV To be able to perform well during

a job interview To know where to find relevant

information with regard to jobs on the labour market

To be informed about trends in the labour market

To demonstrate work ethics To participate in life-long learning

experiences To master appropriate

communication and self-expression skills

To organise time, meet dead-lines and be able to manage effectively the fulfilment of tasks

To be able to provide an action for fulfilling tasks and problem solving

To demonstrate organisational/management skills (distributing tasks over certain periods of time, meeting dead-lines, using resources effectively)


To engage in public matters and improve the quality of one’s life

To make appropriate distinctions between public and private matters

To demonstrate interest in public matters (watching the news, using information sources regularly i.e. newspapers, television, radio, Internet; following political events and debates; as adults: voting; addressing petitions; becoming a member of organisations, i.e. NGOs, committees, political parties, making proposals for the improvement of living standards, promoting healthy life styles, campaigning for a certain cause)

TO BE To demonstrate religious and ethical conduct

To follow Islamic principles and demonstrate religious faith

To dress appropriately To manifest politeness, honesty,

tolerance, self-respect and respect for the others, co-operation, solidarity and brotherhood

To promote fairness To help the ones in need To demonstrate love for and

pursuit of truth To address conflicts constructively To avoid cheating, lying, harming

others physically or verbally/emotionally

To cherish and promote traditions and culture

To be informed about one’s traditions and culture

To attend exhibitions To be able to practice traditional

arts and crafts To organise exhibitions To collect traditional arts and

crafts items To exchange ideas about arts and

culture To visit museums/collections

based on an organised observation protocol


To act as a free, autonomous and responsible person

To express one’s opinions civilly, using evidence-based arguments and/or spiritually, morally and logically sound arguments

To take informed decisions about one’s life while facing consequences of actions responsibly

To make proposals for the improvement of living standards and preservation of the environment

To act in compliance with principles and rules for ensuring sustainable development

To make proof of rigorous and critical thinking

To be able to identify one’s own and other people’s arguments

To be able to identify problems/shortcomings/errors/mistakes in one’s own and other people’s reasoning

To base one’s reasoning on valid premises and sound/rigorous thinking

To evaluate different solutions for and/or perspectives on a certain topic, problem

To compare different options and make informed decisions

To be able to indicate information sources correctly and comprehensively

To promote healthy life styles

To demonstrate observance of hygiene rules and practices

To perform healthy physical activities

To avoid and campaign against unhealthy and immoral life styles/life choices

To contribute through individual and collective actions to the preservation/promotion of a healthy environment


To engage in the pursuit of one’s talents, interests and capacities

To be aware of one’s strengths, talents, interests, as well as of one’s weaknesses, shortcomings

To be able to identify appropriate support for pursuing one’s own talents and interests

To be able to identify appropriate support for overcoming problems

To be informed about opportunities and requirements for further studies and for entering the labour market successfully

To demonstrate solidarity, tolerance, respect and capacity to engage in fair competitions

To engage in support campaigns/activities for those in need

To distribute tasks fairly To observe rules and regulations To manifest tolerance and fight

against all form of discrimination To inform parents, school

authorities about situations in which one’s rights and the rights of others are violated

TO WORK TOGETHER

To accept and approach interdependencies constructively

To be able to explain how interdependencies work in different areas of social, economic and cultural life

To be aware of opportunities and risks linked with global interdependencies

To be in contact with students from other countries

To engage in school exchanges

To approach and manage conflicts constructively

To be able to distinguish between different kinds of conflicts

To identify and use appropriate ways to address different kinds of conflicts

To use a mediator To apologise To be able to accept apologies To be able to negotiate and reach

reasonable compromises To be able to make use of

participatory decision making


To engage in the pursuit of common objectives, based on informed and responsible decision making

To demonstrate team work skills To identify problems and

situations which require team work

To accept reasonable tasks/roles and meet deadlines

To accept evaluation of team work

To value pluralism and diversity

To be able to accept differences in opinions/perspectives

To make prove of capacities for engaging in civil dialogue

To be capable to empathise with others

To be open to cultural exchanges To be able to identify and build

upon common features

To demonstrate interest for and participate in public/community matters

To be aware of one’s community problems

To be aware of the role people can play in improving living standards

To participate in public/common actions for solving community problems

To promote and enjoy a happy family and community life

To behave as a kind, loving person To behave civilly in the family and

community To be aware of principles and

rules ensuring a healthy, happy and accomplished family life

To be able to identify one’s needs and the needs of others

To be able to identify and address persons and institutions able to help


TO TRANSFORM ONE SELF AND ONE’S SOCIETY

To demonstrate interest in and act for self-improvement

To reflect on, know about and act for improving/preserving the quality of the natural, social and artificial/man-made environment

To make proof of positive, constructive attitudes in tackling self-development issues and problems

To be aware of principles and rules for ensuring sustained personal and environmental development

To demonstrate gender- and age sensitiveness and fight against all forms of discrimination

To manifest self-respect and respect for others regardless of gender, age, religion, ethnicity, social status, occupation, political orientation

To work/engage in actions with others based on mutual respect

To participate in cultural exchanges (celebrations, exhibitions, common events)

To campaign against unhealthy life styles and against illegal and immoral activities and income resources

To be aware of risks/dangers linked with different life choices

To avoid and campaign against all kinds of unhealthy/dangerous life choices

To be aware of where and how to get help in case of problems

To manifest and promote religious and ethical conduct at all times

To participate constructively in cultural, economic and social exchanges world wide

To demonstrate an interest for world wide exchanges

To be in contact with students from other countries

To demonstrate proficiency in foreign languages

To be able to use modern communication and information technology

To demonstrate respect for one’s culture and the culture of others

To demonstrate appropriate work skills for entering the international labour market successfully


To promote peace, brotherhood and co-operation

To demonstrate an interest in promoting peace, brotherhood and cooperation

To engage in actions of cooperation on local, regional, national and international level

To manage peaceful conflict management

To be able to engage in civil dialogue

To be able to address Media messages critically


Chapter VIII – COUNSELLING AND GUIDANCE In the process of reshaping education in Afghanistan, special attention will be paid to the need for students’ counselling and guidance. The following courses of action are considered important in order to provide psychosocial support and orientation for students in pre-tertiary education:

Special bodies have to be set up (i.e. counselling and guidance centres) in the Ministry of Education, in schools and at local level to provide professional counselling and guiding for students. Their purpose is to help students develop self-awareness, overcome personal problems and guide them in the choice of future studies and career tracks.

These centres will serve the following purposes:

- Helping students to understand themselves better, to identify their strengths and weaknesses, and the best ways towards self-accomplishment;

- Helping students to deal constructively with psychological and/or physical traumas produced by war, conflicts, poverty, problems in school, family, health issues, etc;

- Supporting students to cope with learning problems and deal with shortcomings;

- Supporting students’ spiritual, emotional and social development and helping them to cope constructively with problems in school and out-of-school;

- Helping students develop appropriate knowledge, skills and attitudes for peaceful conflict settling, co-operation, solidarity, fair competition, tolerance and respect (self-respect and respect for others);

- Helping students reinforce their self-awareness and self-confidence; - Helping students to understand the links between decisions and

consequences (how to avoid danger, how to promote healthy life styles, how to campaign against the use of illegal/immoral products and/or activities);

- School and career counselling and guidance for students (what opportunities there are in education and on the labour market, what skills are required, what are the basic principles of work ethics, etc.)

- Counselling and guiding students on rights and responsibilities in order to become active and competent citizens and live accomplished lives in family, professional and public life.

Psychosocial work must be carried out by psychosocial workers with appropriate training, in accordance with recent developments in the field. Psychosocial training has to be provided through pre- and in-service settings and programmes aimed at preparing specialised personnel to cope with both emergency intervention and long-time support for psychosocial development of children and youngsters. At the same time,


psychosocial support will also have to be oriented towards the adult population (socially neglected people, people experiencing traumas, conflicts, etc.).


ANNEXES

GLOSSARY – selection of key terms

Curriculum – ‘Curriculum’ can be defined as all learning opportunities and experiences which are provided to students in a systematic way. A curriculum is the coherent and organized articulation of: Objectives: why and what for should students learn? Content selection and organisation: what? Methods of teaching and learning: how? Assessment and evaluation of learning outcomes: how effective is the learning

experience? Traditionally, curriculum developers focused mainly on what should be included in a curriculum. In the last 50 years, however, curriculum developers from different countries began to pay more attention not only to the curriculum content, but also to why such content should be included, how it should be taught and how effective it may be in achieving a specific learning objective. Usually, the curriculum is presented to the public in the form of written materials (written curriculum, intended curriculum, official curriculum), which may include: The curriculum framework The subject curriculum Syllabi The cross-curriculum provisions Textbooks and resource materials. Curriculum also functions as applied curriculum (implemented, class-room curriculum), as effective curriculum (what has been effectively achieved) and as hidden curriculum (content, attitudes and behaviours which are taught without the conscious intent of the teacher or learner).


Curriculum development – Tyler (1949) and Taba (1962) developed a series of questions that need to be answered in order to develop a curriculum.

Tyler’s questions for curriculum development

What are the purposes that education seeks to attain?

What educational experiences can be offered to students?

What are effective ways to organise these experiences

What are effective ways to examine whether these desired purposes have been attained?

Hilda Taba’s sequence of actions in curriculum development

Diagnosis of needs Formulation of objectives Selection of content

Main elements of curriculum development processes are: Educational policy statements (main orientations and vision) Capacity building (personal and institutional professional competencies in

curriculum development) Curriculum design and public consultations (who is participating in the process,

what institutional settings for professional curriculum development) Curriculum implementation (what strategies, timelines, dynamics) Training (what competencies are needed for successful implementation of a new

curriculum) Management (how to manage resources, time, communication – how to organise a

functional curriculum) Curriculum evaluation – Means to answer the question ‘What makes a good curriculum?’ Evaluation of the curriculum can be externally or internally conducted; and methods of evaluation can be qualitative, quantitative or mixed. It is important that curriculum evaluation is based on quality standards, criteria and indicators. Following are useful questions for evaluating a curriculum: Is the curriculum learner-friendly? Is it updated? Is the curriculum challenging? Is it accessible? Is it balanced and flexible? Is it promoting appropriate values?


Is the curriculum dense? Is the curriculum compatible with international trends? Is the curriculum fitting needs? Is the curriculum facilitating progressive assessment? Learning – What do people learn? Knowledge in diverse forms. It is very diverse and includes more than factual

information. It also includes concepts, patterns and relations. Values. What people do consider important, what do they cherish. Skills and competencies. What learners can actually do as a result of learning processes. Attitudes. How student perceive the world around them, how they position

themselves towards themselves, other people, ideas, actions. Behaviours including both verbal and non-verbal dimensions.

curriculum framework: afghanistan; volume 1 · curriculum framework afghanistan volume i 4 preface...

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