The impact of political, socio-economic and

health factors on the quality of school education

in Central Bamyan, Afghanistan.

“To what extent political, socio-economic and health factors

affect the quality of school education in Central Bamyan,
Afghanistan?”

World Studies

Global Politics, Economics, and Biology

(Conflict, Peace and Security)

Word count: 3990

 Table of Content

Sections Page(s)

1. Introduction …………………………………………………………………………………. 2
1.1 Education and its importance………………………………………………………. 2
1.2 Research Questions………………………………………………………………… 7
1.3 The significance of the study on education quality ………………………………... 8
1.4 Theoretical foundations and Interdisciplinarity ……………………………………. 9
1.5 Methodology ……………………………………………………………………….. 9

2. Analysis and evaluation ……………………………………………………………………. 11

2.1 The impact of political conflicts on the quality of school education ………………11
2.1.1 The impact of political conflicts on the quality of school education………....…..11
2.1.2 The impact of war on education quality of school .................................................13
2.1.3 Access to education after Taliban regime ...............................................................15
2.1.4 Over all view of education in Bamyan ...................................................................17
2.1.5 Global impact of war on quality of education ………………................................19
2.1.6 Finding on the political factors of school education ..............................................19
2.2 Impacts of socio-economic and health factors on the quality of schools education..20
2.2.1 Socio-economic status of the people …………………..........................................20
2.2.2 The socio-economic and health impacts on education ...........................................21
2.2.3 Current socio-economic state of the education and health......................................24
2.2.4 Impacts of health and nutritional quality of education............................................26
2.2.5 Low quality education and health facilities in Bamyan as Global issue.................28
2.2.6 Finding on socio-economic factors of education ...................................................28

3. Conclusion...............................................................................................................................29
3.1 Limitation………………………………...................................................................30
Works Cited..................................................................................................................................31
Appendix ….................................................................................................................................37

1
 1. Introduction

1.1 Education and its importance

Education has been the most vital component of development in all countries, especially

in developing countries like Afghanistan. As the fourth Sustainable Development Goals of the

United Nations Development Programme, education plays a vital role in each individual life.

Education has a grand effect on many demographic aspects of life quality like fertility, mortality,

health, and migration. It is the key factor of the economic development and sustainable future

which has become a crucial demand of every society. This essay gives a view of the education

quality in Bamyan, Afghanistan and analyzes the impact of political, socio-economic and health

factors on it.

Lack of peace, sustainable economic and health facilities, has made hard the access to

quality education for Afghans. Nearly 50 percent of children who aren’t attending schools live in

conflict-affected areas which includes Afghanistan (CVA, K, 2017). Although primary education

enrolment in developing countries has reached 91 percent still 57 million primary age children

remain out of school (United Nations Sustainable Development, 2018). As politics, economics,

and health have a direct impact on the quality of education, developing education quality can

result in improvement of life quality.

2
 Figure 1.1: Literacy rate by country, 2011.
Source: CIA Factbook (2016)

All countries outside Africa with the exception of Afghanistan have literacy rates above

50%. (CIA Factbook, Fig 1.1). This indicates that over 265 million children are out of school

and 22% of them are of primary school age (United Nations Sustainable Development, 2018).

The fall of the Afghan Government in 1996 was the start of losing security, sustainable

economic and health facilities. Over decades of war especially during the Taliban regime, any

other kind of education except religious was banned. Almost all the schools were closed and girls

were not allowed to seek education at all.

Afghanistan by having 32% of literacy rate has become one of the top countries who has

been struggling with the lack of education facilities (Burton, 2018). Access to a better education

can help the people of developing countries like Afghanistan to come up with solutions for their

greatest problems.

3
 Figure 1.2: General gross enrolment of Education in Afghanistan.
Source: MoE EMIS, 2013

After the fall of the Taliban regime and the establishment of new government in 2001,

there has been a linear growth in general education enrolment of Afghanistan. (Fig 1.2).

Overall, in Afghanistan, there has been a significant progress made towards the growth of

students enrolment in educational centers. Considering the average annual growth rate as 9 %, a

decade later in 2012 the number of children enrolled in schools had increased to 8.2 million

(Unesdoc, 2018). Understanding the importance of education, Afghans are demanding for better

education quality more than ever before and they have been successful in pulling up the

education enrolment graph. Although, many regions still face problems with having access to a

better education quality and security.

4
 Figure 1.3: Location of Bamyan, Afghanistan on globe.
Source: Google maps

Considering the varieties of issues in different regions of Afghanistan, the development

of education has been different from region to region. However, problems such as long walking

distance to school, low quality of education, harassment of children on the way to schools and

early marriages are common in most of the regions in Afghanistan, but specific region like

Bamyan has its own obstacles (Figure, 2016). Bamyan doesn’t have a serious security issue but

has been encountering lack of educational and health facilities throughout the decades.

5
 Picture 01: Danna Ahangaran Secondary School, Humanities class.
Source: Taken by the author.

In comparison with other provinces of Afghanistan, Bamyan has had rapid educational

development. Schools were reopened soon after the Taliban regime and more schools have been

built. Entering the Bamyan city, you will find students wearing school uniform and walking

towards schools.

6
 Figure 1.4: Bamyan location and Bamyan regions.
Source: Shutterstock, Bamyan.

In Bamyan out of other ethnicities such as Uzbeks, Tajiks, and Pashtuns, the majority are

Hazaras. Hazaras with 9% of the total population of Afghanistan are the central habitat of

Afghanistan called Hazarajat (Hucal, 2018). As a minority group, having a different ethnicity,

accent, and religion, Hazaras have been discriminated and massacred during the past centuries.

In the late 1900s, King Amir Abdul Rahman Khan ordered the killing of all Shias in central

Afghanistan which includes primarily Hazaras living in central Afghanistan (Hucal, 2016).

1.2: Research Questions:

Obtaining a quality education depends on all capabilities required by students and the

security, economic, and health of the society. Therefore, this essay will look to the main factors

affecting education in Bamyan. In this paper, the author answers the following research question:

7
 “To what extent political, socio-economic and health factors affect the quality of

school education in Central Bamyan, Afghanistan.”

To answer the question, the author aims to answer the following sub-questions:

1. To analyze the effect of political conflicts on the quality of school education in Central

Bamyan.

2. To examine the role of socio-economic and health factors on the quality of school

education in Central Bamyan.

1.3: The Significance of the study on education quality

For me as an Afghan getting access to a better education was always a dream. As a

refugee during the war in my country, I didn’t get access to average education facilities in

Pakistan. Coming back to my country after decades of war, I experience lower education quality.

Moreover, as a Hazara, Hazarajat including Bamyan is home for me. Looking at the history of

Afghanistan, my people including my parents and grandparents were considered only as

servants, cleaners, and porter. They were always being treated different and not given equal

access to education.

Acknowledging the poor education quality in my country, I always remained eager to

bring positive change and develop education in my country. Therefore, through my Extended

Essay and CAS (Creativity Action Service) project, I want to do further investigation about

education and contribute to the development of education. Through my Extended Essay and CAS

project, I am able to spread the information about schools in Bamyan and ask responsible

authorities for assessing the needy schools in Bamyan.

8
1.4: Theoretical foundations and ​Interdisciplinarity

Throughout this essay, I use theories mainly from Economics, Global Politics, and

Biology. I have chosen interdisciplinary approach by looking to three main factors such as

politics, socio-economic, and health, impacting the education quality in Bamyan.

I will look at the political factors of education through Global Politics subject. Through

the lense of theory from direct and structural violence, this essay looks to the impacts of three

decades of war and the current insecure situation of Afghanistan on education quality.

Similarly, the essay looks to the socio-economic and health factors through Economics

and Biology subject. Through the lense of theory from economic growth, the essay gives

information about the economic stabilities of families and its impacts on education quality in

Bamyan. In addition, regarding a theory from Biology subject, this essay provides information

about the importance of nutrition on education quality.

1.5: Methodology

This research is conducted to understand the quality of education in Bamyan,

Afghanistan. The secondary and primary data are used by the author as quantitative figures for

the credibility of this research. For the primary data, the author surveyed 40 students and

interviewed 7 teachers from different schools in Central Bamyan.​ Central Statistic Organization,

Ministry of Education and other similar sources are being used as the Secondary data.​ The author

also interviewed the Minister of Education in Bamyan and the Clinical Manager of Bamyan

Provincial Hospital for qualitative data.

9
Table 1.5.1: Primary data collection Methodology for quantitative and qualitative data.

Method of data collection ● Questionnaires

● Interviews

Target respondents ● People of Central Bamyan

Target area ● Central Bamyan, Bamyan Province,

Afghanistan

Sample size ● 40 students

● 7 teachers

Subject of questions ● Change in education quality

● Change in Socio-economic and health

conditions

10
 2. Analysis and evaluation on the impact of political, socio-economic and

health factors affecting quality of school education in Central Bamyan,

Afghanistan.

2.1. The impact of political conflicts on the quality of school education

Seventeen years after the fall of the Taliban regime, still, scars have remained in the

highlands of Bamyan. On my way towards one of the local schools at Yakawlang region, I

passed through a mass grave of Hazara people which were massacred during the Taliban regime.

Despite all the challenges, the people of Bamyan always has remained keen towards having

peace and education. Today Bamyan is one of the safest provinces in Afghanistan and education

has been developing faster in it than any other remote regions of Afghanistan despite all the

challenges.

2.1.1 The impact of war on the quality of education in Afghanistan

Decades of war have left Afghanistan with the lowest literacy rate among all the Asian

countries. Besides, direct violence and destruction of schools during the decades of war,

structural violence also has played an important rule on pulling down the literacy rate of

Afghanistan. Limited access to education is a systematic way of structural violence which is

been practiced through centuries in Afghanistan (Three, 2016). Specific groups of people like

Hazaras and girls were hindered from accessing education.

Direct violence in the form of Saur Revolution and communist insurrection in 1989 put a

start in the destruction of education quality. The destruction was continued by ten years of

11
Soviet-Afghan War, three years of civil war, and five years of Taliban regime (Afghanistan,

2018).

Picture 02: The destruction of a school in Bamyan, Afghanistan due to war, 2017.
Source: Taken by the author.

In 2003, nearly 80% of all school buildings at all levels had been damaged and destroyed

(Siteresources, 2018). During the civil war from 1989 until 1992 and the Taliban regime from

1996 until 2001, the majority of Afghanistan’s infrastructure was destroyed (War, 2018). Besides

that, education was highly targeted and destroyed in rural areas like Bamyan.

12
 Picture 03: Interviewing a teacher at Danna Ahangaran Secondary School.
Source: Taken by the author.

“This school is nearly 50 years old and was destroyed during the civil war. After the

fall of Taliban, we had several requests from the government to reconstruct the school but still,

they haven’t taken any action except promising”, said Mr. Shair Ali, one of Danna Ahangaran

Secondary School’s teachers.

He also added that nearly all the teachers are university students who voluntarily have

been teaching at this school for more than two years. He stated that several times the families

of students have helped with the basic reconstruction of the school after the war.

2.1.2 The impact of war on education quality of school

The structural violence has marginalized some specific groups of people from access to

education and other facilities in Afghanistan. The people of Bamyan were being hindered to get

access to opportunities and services that fulfill their basic needs. Getting into schools and having

13
access to education was a dream for the majority of Hazaras. They have been systematically

discriminated during the Afghan pre-war periods (Hucal, 2016).

In the form of direct violence, decades of war shut down all the schools in Bamyan

including the Bamyan university which was established in 1979 (Afghanistan, 2018).

Graph: 2.1.1: Most harmful period of the conflict by province.

Source: BBC, The cost of war.

Bamyan was mostly destroyed during the Taliban’s regime and become the second war

affected province of Afghanistan following Parwan. It was also extremely targeted during the

civil war and the Communist Government. (Graphy, 2.1.2)

14
2.1.3 Access to education after Taliban regime

After the fall of the Taliban regime, the education has had a rapid improvement. Despite

the current influence of the Taliban on some regions, communities are fighting for accessing

education. Thus, the Taliban has issued their new policy on education and has considered

education as a basic human need including for girls from the perspective of Sharia law and

Afghan traditions (Figure, 2016).

Picture 04: ​Students of a English Language Center gathered for interview and to answer
questionnaire prepared by the author.
Source: Taken by the author.

The students in one of the English Language Center in Bamyan were willing to take the

survey made by the author after the presentation given by the author. (Picture 04). The survey

was mainly about the quality of education and health in Bamyan.

15
 Histogram chart 2.1.1: Education and security quality in Bamyan.
Source: The survey was done by the author, credits to Meta Chart.

The survey result provides information about the perspective of Bamyan students on

education and security quality. Forty students, 13 boys and 27 girls from different schools of

Central Bamyan took the survey. The histogram chart illustrates that more than 50% of students

are not satisfied with education quality and demand for improvement. However, more than 75%

of the students are happy with their regional security. (Histogram chart, 2.1.3)

16
 Figure 2.1.1: Islamic State and Taliban existence in Afghanistan.
Source: Geopolitical Futures, ​Geopolitical Futures,​​ ​2017.

Although Taliban are not on the power anymore, still students are being threatened to by

terrorist attacks in Afghanistan. The birth of ISIS added more threat to the people of

Afghanistan. However Bamyan has remained a safe zone for its people, but its highways which

connect Bamyan to the capital is extremely dangerous (Kabul-Bamyan, 2011). Traveling to

Bamyan from Kabul for my research, the threat of highways was the biggest challenge of my

project.

17
2.1.4 Over all view of education in Bamyan

Picture 05: Meeting Mr. Arween, the Minister of Education Department in Bamyan.
Source: Self recorded by the author.

“During Taliban regime girls couldn’t attend schools. In general, all schools were

closed in Central Bamyan, Shebar, Saighan, and Kohmard regions but schools were

functioning in Yakawlang, Panjab, and Waras regions with the help of indigenous people.

Schools were open with the support of governors of the areas and with the financial assistance

of the people. People were doing their best to keep the schools functioning and definitely, the

statistics were very low compared to now”, said Mr. Arween, the Minister of Education

Department in Bamyan.

He also pointed out that in 2002 there were around 40,000 – 50,000 students and

now it has increased up to 166,000 students which show around 300% growth in the number of

18
 students. In addition, he said that 93% of students have access to education and the remaining

7% also have access to unofficial educational centers.

Referring to the security issue in Bamyan, he stated that Bamyan has no security issue.

However, he expressed his concern on lack of facilities and overall security of Afghanistan and

the capital which Bamyan receives its supplies from it.

2.1.5 Global impact of war on quality of education

However, after the Taliban regime, a new government came in power and international

supports began still, Afghanistan is ranked the second most dangerous country in the world

following Syria (Most, 2018). During the past four decades of war, millions of Afghans have

been killed and forced to flee their homes. The infrastructure of the country was totally destroyed

and now puts Afghanistan as the fourth corrupted country in the world (The most, 2018). Due to

the lack of security and poor infrastructure, millions of students can’t attend schools and get

access to quality education.

The existence of Taliban and new international terrorist group like ISIS in different

regions of Afghanistan is still a threat to the development of education. Recently, in a terrorist

attack at Kabul, ISIS has claimed responsibility for a suicide bombing that targeted a Shia area of

the capital, killing 34 students (The Independent, 2018). These terrorist attacks which are mainly

targeting Shias are a very serious threat to Bamyan which is home for Hazaras and mostly Shias.

2.1.6 Findings on the political factors of school education

19
 Despite the gradual improvement of education, Bamyan still remains in severe need of

support. Many schools still don’t have a proper building and more than 50% of classes are being

taken under the tents. Even the Ministry of Education department and regional education

departments don’t have their own building and have been renting places.

The lack of security also adds to issues of education quality in Bamyan. The highways

which connect Bamyan to Kabul still remains insecure and slows down the process of support

from the capital to the Bamiyan.

2.2. Impact of socio-economic and health factors on the quality of school

education

Considering the government and NGOs financial supports, this section provides

information about the growth of education after the Taliban regime. It gives statistics for the

schools built during the last two decades and students’ enrollment.

It also gives information about the health facilities in Bamyan, Afghanistan. It analyzes

the impacts of nutrition on education, and student’s health on the growth of education. I will be

looking to the student’s nutrition plan and its impact on their learning process.

2.2.1 Socio-economic status of the people

The government of Afghanistan with the help of worldwide organizations like Sida and

World Bank has been able to promote the education quality in Bamyan after the fall of the

Taliban (Figure, 2016).

20
 Pie charts 2.2.1: Donors contribution and use of resources, Afghanistan.
Source: The Swedish Committee for Afghanistan (SCA), 2018.

Following the military cost and health care cost, most of the funds from foreign countries

has been used for the development of education. Such as 19 million USD fund agreement which

was signed between UNICEF and Sida for developing education in Afghanistan (Figure, 2018).

Bamyan as a safe region of Afghanistan has benefited from all the mentioned international funds.

For instance, a total of 338 School Management Councils have been established in order to

improve the quality of education in different areas of Bamyan (New, 2016).

2.2.2 The socio-economic and health impacts on education

After decades of war, people in Bamyan have access to education and job opportunities.

The UNICEF (United Nations International Children’s Emergency Fund), and AKDN (Aga

Khan Development Network) have done most of the supports for the rehabilitation of education

21
and health in Bamyan (Figure, 2018). Out of seven schools in Bamyan which was visited by me,

four of the schools’ building were funded by foreign organization funders.

Picture 06: Sare Ahangaran High School, Bamyan.

Source: Taken by the author.

The mentioned supporter of Bamyan education and health centers acts as donors,

advisors, and facilitators by providing technical and financial assistance. In addition, Ministry of

Education (MoE) and literacy programs have been working nearly in all regions of Afghanistan

to promote the education and health.

The fundings from foreign countries and international organizations help the economy to

grow and cause increases in potential outputs in Bamyan. Afghanistan and its safe regions like

Bamyan have been extremely benefiting from these supports.

22
 Graphy: 2.2.1: Improvement in Bamyan over the long term
Source: Drawn by the author.

The foreign investments in education and health increase the quantity of capital and

improve the potential output in Bamyan. It helps Bamyan to produce more real GDP and provide

more job opportunities besides developing education and health quality. With the help of foreign

aids the LRAS (Long Run Aggregate Supply) curve shifts to the right indicating an increase in

potential output. Meanwhile, the SRAS curve will be shifting rightward from the intersection of

Pl1 and Yp1 to the intersection of Pl1 and Yp2 and reaches its maximum potential output. The

more highly educated and healthier people in Bamyan can produce more output and improve

their society over the long term in Bamyan.

23
2.2.3 Current socio-economic state of the education and health

Afghanistan is a party to the International Covenant on Economic, Social and Cultural

Rights (Unama, 2018). This provides all the citizens of Afghanistan to enjoy the highest

attainable standard of physical and mental health, as well as to access education.

Picture 08: Interviewing Mr. Amiri, the Clinical Manager of Bamyan Provincial
Hospital.
Source: Self recorded by the author.

“Health facilities are improving in Bamyan mostly with help of foreign aids. By the

end of the war in 2001, Central Bamyan had only one health center which wasn’t well

equipped. Majority of people were traveling to the Capital for treatment. However, recently

24
there are some hospitals which provide free serves and medicine to the people of Bamyan.”,

said Mr. Amiri.

Mr. Amiri also mentioned that still there is a lot of need for the improvement of

resources. He stated that majority of personals in the hospital do hours of extra work but still it

is not enough. Although the Bamyan Provincial Hospital is the most well-equipped hospital in

Bamyan, it encounters the lack of professional staff who should be able to use the new

technologies of the hospital.

Pie Chart 2.2.2: The economy status of people in Bamyan.

Source: Survey done by the author, credits to Meta Chart.

25
 The pie chart shows the economic status of families in Bamyan by using average income

and expenses of 40 different families. (Pie chart 2.2.3).

According to the survey which was done by the author in 4 different schools of Central

Bamyan, the average monthly incomes of 40 different families is Afs 11,184 which equivalent to

$ 147.67. As overall GDP of the country is very low, Bamyan a central mountainous region

remains poor. The average money paid per month for each individual’s education in 40 different

families is Afs 926 ($12.23). Nearly all the schools in Bamyan are public schools and students

only pay for their extra classes, like English Language classes, music, and design workshops.

Similarly, the average money paid per month for each individual's health in 40 different families

is around Afs 98 which is equivalent to $ 1.29. However, the people of Bamyan has free access

to governmental healthcare centers and they also can get available medicines for free, but they do

pay for very rare medicines which are not being provided by governmental health centers.

(Exchange rate: $1 = 75. 77, Oct 25, 2018.)

2.2.4 Impacts of health and nutrition on quality of education

Health as the third Sustainable development goals becomes a crucial component for the

development of education in Bamyan. Bamyan as a poor region of a developing country remains

unstable in providing fair nutrition resources for its people. The United Nations estimates that

one-third of children in developing countries experience growth stunting relative to international

norms (Emiguel, 2018).

According to the survey done by the author on 40 students with an average age of 16.8 in

Bamyan, the students have a terrible nutrition. A person age 14-18 with a fair nutrition plan

26
consumes 7-8 times fruit and vegetables, 6-7 times grains, 3-4 times milk (alternatives), and 2-3

times meat (alternatives) each day (Natalie, 2018). However, students in Bamyan barely eat all

three meals each day and often consume grains and dairy products. In addition, their

consumption of fruit and meat is down to once or twice per week which clearly legitimize the

lack of protein in their nutrition and negative impact on their learning quality.

Figure 2.2.3: Poverty and monetization of conflict, Insecurity cycle

Source: Lasisi Raimi, 2018.

With the absence of foreign support, the Afghan society would be trapped in the cycle of

insecurity. Bamyan was dealing with mass unemployment and destruction of its infrastructure. If

there were no new entrants in the form of foreign and governmental support to the Bamyan, it

would have remained a militant society with violent conflicts and underdevelopment.

27
2.2.5 Low quality education and health facilities in Bamyan as Global issue

Still, the poor education quality and health facilities remain the main issue of Bamyan

which are also the top sustainable development goals. Lack of education and poverty will

provoke society to engage in violence and war. In a war zone country like Afghanistan, children

are used for war purposes. In Afghanistan, the Taliban provide military training to children many

of whom have been deployed in combat (Anon, 2018). This can be children in Bamyan if they

lack education quality and security.

In addition, an unsecure society has a defective impact on the education and healthcare of

children. The Security Council adopted Resolution 1998 calls for greater action to ensure that

schools and hospitals are protected (Unama, 2018).

2.2.6 Finding on socio-economic factors of education

Despite all government and foreign support, Bamyan still remains in severe need of

education and health. The lack of qualified and professional human resources is one of the

reasons for low education quality and health facilities in Bamyan.

The current situation reveals that education in Bamyan still need assistance although it

has been growing gradually. Considering, the budget expenditure by both governmental and

non-governmental departments through 17 years, the schools at central Bamyan still doesn’t

have the necessary supplies. While visiting schools in central Bamyan and interviewing teachers,

most of them were complaining about the quality of services and deficiency of supplies and

financial support.

28
 3. Conclusion:

As a conclusion for this essay, I could state that Bamyan is still encountering many

challenges to get quality education and health facilities. The political issues of the country has a

direct impact on the development of Bayman. Security issues will be avoiding students to get

access to a better education quality. In addition security issues in different regions can be a threat

for foreign countries to invest their money in Bamyan for education. Therefore, for more

development of education quality through receiving foreign aids, Afghanistan need to find a way

of having peace.

Since the economic of Bamyan has also been affected by a long term relative war in the

country, education still needs to be supported by the international aids. Majority of the families

in Bamyan still struggles to get enough money for their children's education and nutrition. In the

absence of free governmental educational centers and foreign aids, families in Bamyan wouldn’t

be able to provide quality education and enough food for their children. Thus, Bamyan remains

dependent on the support of central government and foreign aids.

Moreover, Bamyan also needs to have enough health facilities in order to provide quality

education for the students. The current number of health centers are not enough for the

population of Bamyan. Although there are few hospitals with new technologies which can

provide nearly every health service but they lack professional staff to use those technologies. The

people of Bamyan still refers to the capital and foreign countries for their medication. Therefore,

the people of Bamyan require more support from government and foreign countries.

29
3.1 Limitation:

The findings from my survey are relatively accurate and provides an overall view about

the quality of education and health in Bamyan. However, one of its limitation could be found in

the amount of people being surveyed. Interviewing authorities and common people also added to

the significance of my findings. Although, the interviews were conducted based on limited

questions and time with each person. In addition, the specific numbers provided by the people

for my survey and interview could add to the bias of my founding. Otherwise the calculation of

numbers for making the pie chart and histogram chart in my investigation are done by my best.

30
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36
Appendix:

Questionnaires:

Basic information
Name Last name

School’s name Grade

Extra classes Fee

(English or any
other)

Age Sex

No. of people in No. of educated

household people in
household

Parents

No Name Age Level of Job

Education

Siblings

No Name Status Job Career /

Grade

37
General questions on the perspectives of students
Please answer below question by choosing one of the given options on the right side.
No Questions 0 25 50 75 100
% % % % %

1 How good is the education

equality?

2 How much support do you

get from family and society
to attend school?

3 How much secure do they

feel?

4 How much important is

security for accessing
Education?

5 How much barriers do you

face from family to attend
school?

6 How much barriers do you

face from society to attend
school?

7 How often do you get sick?

8 How often do you refer to

hospitals?

9 How often do you get home

treatment?

10 How regular do you eat

three times meal?

11 How often do you eat high

protein meals (meat,
milk...)?

Questions and Answers:

1. How many hours do you study?

38
 2. How do you come to school, by foot or by car?

3. How much time do you take to reach school?

4. How many times do you get sick?

5. Name diseases or illnesses?

6. How much do you pay for your health per year?

7. What do you often consume for breakfast, name foods?

8. What do you often consume for lunch, name foods?

9. What do you often consume for dinner, name foods?

Economic section

Monthly Income of family

Monthly expenses of family

Amount paid for education of each individual

Property: Rent or own (amount paid for the rent)

Interview Questions:

Questions for the Minister of Education in Bamyan:

1. How is the current education quality in Bamyan comparing to other regions (Kabul)?
2. How was the education quality back during the Taliban regime?
3. How was the education quality when Taliban left the region?
4. Changes in number of schools, teachers, and students.
5. Gender issues and growth in girl’s population at schools.
6. Current political issues affecting education in Bamyan.
7. How the security of country and capital city affects education in Bamyan?
8. Government's support in development of education.
9. Others supporters (UN and NGOs).
10. Cooperation between health departments and education departments.

Questions for Mr. Amiri, the Clinical Manager of Bamyan Provincial Hospital.

39
1. How much do they families have access to health centers?
2. Growth in number of hospitals and population.
3. Growth in qualitative services of hospitals.
4. Number of students visiting hospital.
5. Common diseases.
6. Cooperation between health departments and education departments.

40