Handicap International experience in Afghanistan - CBM
Handicap International experience in Afghanistan - CBM
Handicap International experience in Afghanistan - CBM
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A crucial aspect that <strong>in</strong>fluences access is the age at which a person became disabled. The overall accessto public school is twice as high for non-disabled children than for children disabled before the age of 7regardless of where they live, their sex or their generation. This result confirms that be<strong>in</strong>g disabled beforeschool strongly <strong>in</strong>fluences access to any form of education.Moreover, NDSA results show that the proportion of non-disabled children aged 7 to 14 access<strong>in</strong>g publicschool today is almost twice as high (64.2%) as the proportion of children with disability (35.3%): the gapis widen<strong>in</strong>g.Figure 21: Gap <strong>in</strong> Access to School Accord<strong>in</strong>g toGender and Types of Disability for Persons Aged7 to 1480• Girls• BoysSex Difference <strong>in</strong> Access70605040302045.725.131.033.318.429.2100PhysicalDisabilitySensorialDisabilityMentalDisabilityAssociatedDisabilitiesEpilepsy/SeizuresNonDisabledResults confirmthe hugeoverall gapregard<strong>in</strong>g accessto educationbetween boysand girlsGirls have less access to school than boys. Only 15.0% of girls disabled before age 7 go to school comparedto 24.0% non-disabled women. There has been an improvement for non-disabled women over recent years:about 19% non-disabled women aged 15 to 25 accessed education <strong>in</strong> the past, whereas over 43% 7 to 14year old non-disabled girls have access today. However, <strong>in</strong> the 7-14 age-group, when we look at the situationof girls disabled before 7, even if only 15.2% young girls with disability go to school, this proportion wasalmost non-existent <strong>in</strong> previous generations. Whatever the type of disability that a young Afghan girl suffersfrom, the probability of her access<strong>in</strong>g school still rema<strong>in</strong>s very low.Results confirm the huge overall gap regard<strong>in</strong>g access to education between boys and girls. This gap mightseem more alarm<strong>in</strong>g when it comes to children with physical disability (45.7%): the ma<strong>in</strong> issue rema<strong>in</strong>saccess of all girls to school. The gap that we observe with regard to physical disability can be expla<strong>in</strong>ed byeasier access of boys with these disabilities due to social norms of acceptability and m<strong>in</strong>imal effort requiredwith<strong>in</strong> classes <strong>in</strong> order to <strong>in</strong>clude them with<strong>in</strong> the education process.Figure 22: Access to Education Accord<strong>in</strong>g toGender <strong>in</strong> Urban and Rural Areas807060• Persons Disabled Before Age 7• Persons Disabled After Age 7and Non-Disabled50403020100Female RuralFemale UrbanMale RuralMale Urban34 Understand<strong>in</strong>g the Challenge Ahead