Handicap International experience in Afghanistan - CBM

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.