Handicap International experience in Afghanistan - CBM
Handicap International experience in Afghanistan - CBM
Handicap International experience in Afghanistan - CBM
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Towards Inclusion andEquality <strong>in</strong> EducationFrom Assumptions to FactsSECTION4Many experts and <strong>in</strong>stitutions have an understand<strong>in</strong>g of what the education situation is <strong>in</strong> <strong>Afghanistan</strong>. Itis common knowledge that education of persons with disability <strong>in</strong> <strong>Afghanistan</strong> needs urgent attention<strong>in</strong> a context where policies are <strong>in</strong> the process of be<strong>in</strong>g set up and implemented. It is imperative to ensure thatvulnerable groups are not left beh<strong>in</strong>d at this moment <strong>in</strong> time. In order to achieve goals with<strong>in</strong> the disabilityand education sectors, precise knowledge is the first step towards ensur<strong>in</strong>g that the necessary measures aretaken to <strong>in</strong>clude persons with disability <strong>in</strong> the education process. There are a number of issues that arise whenconsider<strong>in</strong>g education for persons with disability. One of the ma<strong>in</strong> challenges is the def<strong>in</strong>ition of disability,which <strong>in</strong>cludes a wide array of impairments and conditions rang<strong>in</strong>g from severe to mild. In addition, differenttypes of disability have very different needs and requirements <strong>in</strong> terms of access to education as well asquality. Over the years, these considerations have been <strong>in</strong>cluded <strong>in</strong> a number of <strong>in</strong>ternational frameworks.Data regard<strong>in</strong>g the education of persons with disability <strong>in</strong> <strong>Afghanistan</strong> is presented through a set of <strong>in</strong>dicators.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 school<strong>in</strong>g, even if it was for a very limited period. This helps tocomprehend whether the persons have received or are receiv<strong>in</strong>g some form of education. Access to educationrepresents access to some form of school<strong>in</strong>g, even if it is for a very limited period. The NDSA looks at theaccess, which encompasses not just the children enrolled <strong>in</strong> school but also those who were enrolled, butdropped out. This section will present results regard<strong>in</strong>g access, keep<strong>in</strong>g <strong>in</strong> m<strong>in</strong>d the age at which personsbecame disabled; if it was after the age of 7, then they will be considered along with the category of nondisableds<strong>in</strong>ce they were not yet disabled when they were at the age of access<strong>in</strong>g elementary education.One of the ma<strong>in</strong>challenges isthe def<strong>in</strong>itionof disability,which <strong>in</strong>cludesa wide array ofimpairmentsand conditionsrang<strong>in</strong>g fromsevere to mild.Different types ofdisability have verydifferent needs andrequirements <strong>in</strong>terms of access toeducationFigure 20: Access to Education Accord<strong>in</strong>g to Different Typesof Schools8070605040302010• Persons with Disability• Non-Disability0GovernmentSchoolPrivateSchoolTra<strong>in</strong><strong>in</strong>gCentreReligious School(Madrasa)In the Family/With someoneNo EducationAs shown <strong>in</strong> 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.