Handicap International experience in Afghanistan - CBM

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32 Understanding the Challenge Ahead
Towards Inclusion andEquality in EducationFrom Assumptions to FactsSECTION4Many experts and institutions have an understanding of what the education situation is in Afghanistan. Itis common knowledge that education of persons with disability in Afghanistan needs urgent attentionin a context where policies are in the process of being set up and implemented. It is imperative to ensure thatvulnerable groups are not left behind at this moment in time. In order to achieve goals within the disabilityand education sectors, precise knowledge is the first step towards ensuring that the necessary measures aretaken to include persons with disability in the education process. There are a number of issues that arise whenconsidering education for persons with disability. One of the main challenges is the definition of disability,which includes a wide array of impairments and conditions ranging from severe to mild. In addition, differenttypes of disability have very different needs and requirements in terms of access to education as well asquality. Over the years, these considerations have been included in a number of international frameworks.Data regarding the education of persons with disability in Afghanistan is presented through a set of indicators.This section will look specifically at access, retention, completion of education cycles, as well as literacy.Access to EducationThe NDSA looked at access to some form of schooling, even if it was for a very limited period. This helps tocomprehend whether the persons have received or are receiving some form of education. Access to educationrepresents access to some form of schooling, even if it is for a very limited period. The NDSA looks at theaccess, which encompasses not just the children enrolled in school but also those who were enrolled, butdropped out. This section will present results regarding access, keeping in mind the age at which personsbecame disabled; if it was after the age of 7, then they will be considered along with the category of nondisabledsince they were not yet disabled when they were at the age of accessing elementary education.One of the mainchallenges isthe definitionof disability,which includesa wide array ofimpairmentsand conditionsranging fromsevere to mild.Different types ofdisability have verydifferent needs andrequirements interms of access toeducationFigure 20: Access to Education According to Different Typesof Schools8070605040302010• Persons with Disability• Non-Disability0GovernmentSchoolPrivateSchoolTrainingCentreReligious School(Madrasa)In the Family/With someoneNo EducationAs shown in Figure 20, access to public education is remarkably and significantly different for persons withdisability and non-disabled for the overall population. All together, almost 73% of persons with disabilityabove 6 years old did not receive any education, whereas the rate is of 51.4% for the non-disabled.
Page 3 and 4: Islamic Republic of AfghanistanUNDE
Page 5 and 6: ContentsAcknowledgementsAbbreviatio
Page 8: Figure 25 : Retention, Transition a
Page 11 and 12: AbbreviationsAFAs : AfghanisBPHS :
Page 13 and 14: PrefaceThe National Disability Surv
Page 15: IntroductionAs the process of recon
Page 18 and 19: Figure 1. Sampling Stages of NDSA1s
Page 20 and 21: A variety of subjects and fields ad
Page 22 and 23: • Beliefs and expectations of wha
Page 24 and 25: Prevalence Threshold with Regard to
Page 26 and 27: The proportion of persons with disa
Page 28 and 29: Mental disability shows a much more
Page 30 and 31: The effectiveprevalencerate of seve
Page 32 and 33: to a maximum of 37.4% unable to coo
Page 34 and 35: Table 3. Proportion of Persons with
Page 36 and 37: Table 4: Proportion of Persons with
Page 38 and 39: Figure 9. Distribution of Persons w
Page 40 and 41: Figure 12: Distribution of Persons
Page 42 and 43: Comparing the situation between mal
Page 44 and 45: Figure 17. Number of Visits to Heal
Page 46 and 47: Table 5: Yearly Average Expenses (A
Page 50 and 51: A crucial aspect that influences ac
Page 52 and 53: Table 6 highlights the advantage th
Page 54 and 55: Figure 26: Retention, Transition an
Page 56 and 57: to take this into consideration whe
Page 58 and 59: • Boys with physical disability a
Page 60 and 61: 44 Understanding the Challenge Ahea
Page 64 and 65: to others: usually they benefit fro
Page 66 and 67: Figure 37: Distribution of Active P
Page 70 and 71: According to NRVA 2003, poverty is
Page 72 and 73: means that the average living space
Page 76 and 77: Figure 46: Distribution of Househol
Page 80 and 81: The inability tobear children is am
Page 82 and 83: The situation is somewhat different
Page 86 and 87: 706050• Landmine/UXO Survivors•
Page 88 and 89: ConclusionInclusion is a major fact
Page 90 and 91: of persons with disability 48 . Thi
Page 92 and 93: GHOSH N., MOHIT A., MURTHY R.S. (20
Page 95: The National Disability Survey in A

Handicap International experience in Afghanistan - CBM

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