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The Role Of University Institutions In Paving The Ground For Peace In

Afghanistan
Article · July 2022

DOI: 10.1729/Journal.30872
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© 2022 IJRAR July 2022, Volume 9, Issue 3 www.ijrar.org (E-ISSN 2348-1269, P- ISSN 2349-5138)
The Role Of University Institutions In Paving The

Ground For Peace In Afghanistan
Authors: Najibullah Daryabi, Ali Asghar Amini, Helay Safi, Sayed Sulieman Osmani, Parasto Ahmadi and Rezwana
Rahimi
Abstract
Universities traditionally seek to provide specialized education and skills related to empowering
students in order to play an effective role in social revolutions and to achieve a prosperous life by creating
an atmosphere of mutual acceptance for students. This issue has a crucial value in Afghanistan that has been
in war and conflicts since four decades ago. The university institution is in fact the center of producing ideas
and promoting peaceful thoughts in a country, which plays a useful role in the development of the country
by finding the roots of challenges, conducting academic research in order to find solutions and a bridge
between the people and the government. Accordingly, the research question is whether; what is the role of
university institutions in the peace of Afghanistan?
Key Words: Peace, Peace Building, Peace Education, University institutions.
Problem analyses
Four decades of war and disorder in Afghanistan have had a devastating effect on the people. Millions
were killed and millions were displaced. In these wars, the country's infrastructure was destroyed and social
contexts were torn apart. The houses of the people were destroyed and their lands were seized by the
warlords. The result of these four decades of war in Afghanistan is illiteracy, migration, poverty,
discrimination, corruption and destruction. These wars started four decades ago, but the effects were so
profound that they are still going on. The only difference is that the actors involved in the war have changed
(BBC, 2014).
Four decades of war in Afghanistan have taken a heavy toll on the people. Poverty, migration, brain
drain, murder and destruction ... Are the most tangible consequences of these decades of war in the country.
In addition, to all the devastation and costs incurred by the people, Afghanistan's education system has also
been severely damaged. Schools and universities were closed and destroyed. Thousands of students left their
schools and universities half-finished, and thousands more were left completely deprived of the blessings of
knowledge and literacy. The closure of schools and universities and the consequent rise in illiteracy rates in
the country are among the most serious results of these wars. At the same time, given the other countries that
have gone through wars and universities as a center for decision-making in the pressing issues of societies in
the field of peace education, reducing tensions and conflicts and peace building, the authors in this research
seek to study the role of Afghan universities on Afghanistan's peace.
IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 1

Literature review
Seyed Mohammad Firozi, described in his article, published at 8 A.M. magazine, "the neutral role of
the university in peace and war." He considers the university as a cultural, educational and struggle field that
has been the beginning of important social-political changes in all countries. He also refers to Kabul
University that few decades ago, which was the center of student associations and political activities.
Students who considered themselves responsible and involved in the revolutions in the country. In this article,
Mr. Firozi points out to two important variables: 1. Youth as an energetic and sensitive society member, and
2. Awareness and knowledge. In this article, the author emphasizes much more on the second variable in
societies such as Afghanistan. Academics, as literate members of society, should be sensitive to the important
political issues of the country and try to solve the problem of society. The role of the university cannot be
summarized only in the production and transfer of knowledge. He points out that Afghanistan's universities
cannot compete with the rest of the world even in this regard. Afghanistan universities do not have the
potential to produce enough conditions and science that can solve society's problems. Therefore, they should
not be neutral in important issues such as war and peace (Firozi, 2019).
Mariana Delgado in her article “the role of universities in peace building process in context of armed
conflict” pointed out many important issues. Universities as academic institutions have been positively
influencing in building peace, ending armed conflict and increasing contributions through organizing
controversial discourses, academic researching and exploring the ideology of integration and its awareness.
In today's world, universities have gotten the center of decisions making in most of development countries.
For example, universities could successfully play a positive role in Colombia's peace process by establishing
several discourses and having interpretations about national and international issues within their academic
centers (Delgado, 2008).
Universities are the main factors of progress in states and countries, they can improve the skills of
peaceful inter-human relations, good governance, the prevention of conflict and peace building. For
preventing the conflicts successfully, it’s necessary and important to support universities and universities
must improve resolution of social conflicts, via negotiations, mediations and non-violence tools. Universities
should play active and even proactive roles in every three aspects (Structural, Behavioral, and Attitudinal)
by helping policies for the social cohesion, reduce inequality, highly visible symbol of government
commitment to its population and serves as a barometer of a state’s commitment to and relationship with its
people, combine the interests and objectives of a wide range of groups, improve the acceptance among the
community, peace education, demonstrate positive values; such as acceptance of diversity, kindness and
consideration of others’ feelings, and values of cooperation and tolerance of cultural differences helps to
overcome prejudicial stereotypes that opportunistic leaders routinely use for their own ends. In conclusion
universities and education can truly effects on conflict resolutions and peace-building, and promote
acceptance and solve conflicts through the non-violence tools (Kotite, 2012).
In 2007, universities and higher education by providing researches in Kenya has effected on cut the
line of conflicts and helped peace building. In 2007, Kenya faced a violence conflict due to election, in this
situation public universities, faculty and stuffs were deeply impacted that took a side against of each other.
Kenya is the home of 32 public and private universities and approximately 97,000 students were enrolled in
public universities. During the conflict, Kenya has heavily invested in education, spending 7% of GDP that
caused many researches, which effectively used in policies. This article has two bullet points, role of high
educations and universities in preventing future conflicts, and how peace education is a needed function in
universities curriculum that peace building is the effective action against conflict, which can transfer conflict
to peace and reconciliation. It also shows how conflict changed participants’ perspectives about the
relationships between themselves, higher education, and development in their country (Sikenyi, 2019).

Murtaza Normohammadi in his article "The role of education and universities in peace building and
regional conflicts management": A case study of the Middle East has described the effective role of education
and universities in peace building. Mr. Normohammadi in this research has concluded that universities seek
to teach students the basic skills with specialized training to become useful people in society. Be able to find
good and dignified jobs with the skills they have learned in universities and play an effective role in society.
However, the author concludes in this study that in societies such as the Middle East, which is facing with
high levels of insecurity, universities have paid less attention to these points while they had to redouble their
efforts. In this article, Mr. Normohammadi concentrates on four key points. 1. Education and conflict as a
conceptual framework, 2. The social role of the university in normalization, 3. Universities and social
capacity building, and 4. The role of education in the Palestinian-Israeli conflict has been studied as an
example (Normohammadi, 1396).
Research Questions
1. What is the role of university institutions in the peace of Afghanistan?
2. Have universities carried out researches regarding to peace in Afghanistan?
3. Have university institutions carried out any awareness activities for paving the ground to peace as
academic societies?
Research findings and analysis
Statistics
The respondent marital status.
Valid 329
N
Missing 0
Frequency Percen Valid Cumulative

t Percent Percent
Single 282 85.7 85.7 85.7
Valid Married 47 14.3 14.3 100.0
Total 329 100.0 100.0
This chart shows that from the total 329 respondents of this research who answered this questionnaire
282(85.7%) person are single and 47(14.3%) other persons are married.

Frequency Percent Valid Cumulativ

Percent e Percent
18-25 279 84.8 84.8 84.8
25-35 46 14.0 14.0 98.8
Valid
Over 35 4 1.2 1.2 100.0
Total 329 100.0 100.0
The age of respondents in this research is divided into three categories. According to this chart the highest
or the most number is in the age group of 18-25 years that includes 279 and 84.8, 46% are in the age group
of 25-35 years, 14% and 4 people are in the top 35 years, which includes 1.2% of the respondents.
Frequency Percent Valid Cumulative

Percent Percent
Male 171 52.0 52.0 52.0
Valid Female 158 48.0 48.0 100.0
Total 329 100.0 100.0
The respondents of this research, as shown in chart and graph,

is 171 men and 158 women that are 52% and 48% respectively.

As the Frequency Percent Valid Cumulative

Percent Percent
Bachelor 310 94.2 94.2 94.2
Master 16 4.9 4.9 99.1
Valid
PHD 3 .9 .9 100.0
Total 329 100.0 100.0
education degree of respondents of this research is shown in
the form. 94.2 % of participants in this research are
bachelor, 4.86% of participants are Master and 0.91% have
PHD.
Frequency Percent Valid Cumulative

Percent Percent
Pupil 266 80.9 80.9 80.9
Professor 26 7.9 7.9 88.8
Valid Administrative 37 11.2 11.2 100.0
Staff
Total 329 100.0 100.0
This graph and chart shows the position/occupation

of respondents of this research in three section.
According to this chart, 266 respondents are students
with 80.9% in the first degree, 37 respondents are
administrative staffs with 11.2% in the second
degree and 26 others are university teachers with
7.9% in third degree.
Valid 329
One-Sample Test N
Missing 0
Test Value = 2 Mean 2.40
Std. Error of Mean .045
t df Sig. (2-tailed) Mean 95% Confidence Interval of
Median 3.00
Difference the Difference
Mode 3
Lower Upper Std. Deviation .821
University institutions have 8.928 328 .000 .404 .32 .49 Variance .674
played a role in raising public Skewness -.870
awareness in pave the ground Std. Error of Skewness .134
for peace. Kurtosis -.958
Std. Error of Kurtosis .268
Range 2
Minimum 1
Maximum 3
Sum 791

The first question included three chart and one graph.

In the first chart, the test of T is done. In this test, the
cost of our sig is smaller than 0.05, hence our test is
meaningful. The question that is being asked, 204
responders (62%) were agree, 54 responders (16.4%)
had no idea and 71 responders (21.6%) were disagree.
One-Sample Test Valid 329

Test Value = 3 N
Missing 0
t Df Sig. (2-tailed) Mean 95% Confidence Interval Mean 2.21
Difference of the Difference Std. Error of Mean .063
Lower Upper Median 2.00
To what extent universities hold -12.426 328 .000 -.787 -.91 -.66 Mode 2
public awareness programs Std. Deviation 1.149
(seminars and workshops) in the Variance 1.320
field of peace? Skewness .765
Std. Error of Skewness .134
Kurtosis -.535
Range 4
Minimum 1
Maximum 5
Sum 728
In test T the Sig price is smaller than 0.05, so this

test is meaningful. In the asked question 30.4%
very little and 42.2% answered little. Therefore,
this graph deviance toward negative.

One-Sample Test
Test Value = 3
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the
Difference
Lower Upper
How useful university -2.388 328 .017 -.179 -.33 -.03
curriculum is mutual acceptance
and peace?
Valid 329
N
Missing 0
Mean 2.82
Median 2.00
Mode 2
Std. Deviation 1.362
Variance 1.855
Skewness .292
Kurtosis -1.283
Range 4
Minimum 1
Maximum 5
Sum 928
The T test in this questionnaire is meaningful. Because the Sig cost is smaller than 0.05. To respond in this
question 54.4% of respondents are in the left side of negative.

Valid 329
N
Missing 0
Mean 1.41
Median 1.00
Mode 1
Std. Deviation .493
Variance .243
Skewness .353
Kurtosis -1.887
Range 1
Minimum 1
Maximum 2
465
Sum
In question 4, for this question that a seminar or workshop has been held
for students at your university. 193(58.7%) disagree and 136(41.3%) agree.
Valid 329
N
Missing 0
Mean 1.29
Median 1.00
Mode 1
Std. Deviation .455
Variance .207
Skewness .920
Kurtosis -1.160
Range 1
Minimum 1
Maximum 2
Sum 425
In question 5, 70.8%(233 people) answered negatively and 29%(96 people) answered positively.

Valid 329
N
Missing 0
Mean 1.29
Median 1.00
Mode 1
Std. Deviation .452
Variance .205
Skewness .953
Kurtosis -1.098
Range 1
Minimum 1
Maximum 2
Sum 423
In question 6, the respondents of this questionnaire answered the question, whether the subject: "Peace and
Conflict" exists through the curriculum of universities or not: 235 people (71.4%) answered no and 94 people
(28.6%) answered yes.
In a brief conclusion in this section, we can say that except of the first question, 62% of the respondents gave
a positive opinion. And they believe that universities have played a role in promoting peace in the field of
public awareness. But the answer to the next questions in this section proves the opposite. Because in the
questions that have been asked “has the university held seminars and workshops for students and by
universities outside of the university in the field of public awareness or not?” 58.8% and 70.8% of the
respondents answered negatively. Also, 72.6% of respondents have a negative opinion in response to this
question. In addition, 71.4% of the respondents regarding the fact that "peace and conflict" with a curriculum
theme includes the university curriculum. They have given negative answers.
One-Sample Test
Test Value = 3
t df Sig. (2-tailed) Mean 95% Confidence Interval of the Difference
Difference Lower Upper
How much researches had your -11.786 328 .000 -.617 -.72 -.51
university done on peace in
Afghanistan?

Valid 329
N
Missing 0
Mean 2.38
Median 2.00
Mode 2a
Std. Deviation .950
Variance .902
Skewness .243
Kurtosis -.381
Range 4
Minimum 1
Maximum 5
Sum 784
In question 7, as seen in the first chart, the t-test is

significant. In response to the question, "How much research has your university done on peace in
Afghanistan? 54.4% of respondents said no, while only 10% said yes and 34.5% had no idea."
One-Sample Test
Test Value = 3
How much researches your -13.034 328 .000 -.678 -.78 -.58
university published on peace in
Afghanistan?
Valid 329
N
Missing 0
Mean 2.32
Median 2.00
Mode 3
Std. Deviation .943
Variance .890
Skewness .128
Kurtosis -.723
Range 4
Minimum 1
Maximum 5
Sum 764
In question 8, in answer to the question "How much research has been published by your university", 55%
of the respondents answered negatively, while 35.6% had no opinion and only 9.4% answered positively.

One-Sample Test
Test Value = 3
t df Sig. (2-tailed) Mean 95% Confidence Interval of the
Difference Difference
Lower Upper
How much researches have you -14.127 328 .000 -.802 -.91 -.69
studied that published by
Afghanistan’s universities?
Valid 329
N
Missing 0
Mean 2.20
Median 2.00
Mode 2
Variance 1.061
Skewness .522
Kurtosis -.713
Range 4
Minimum 1
Maximum 5
Sum 723
In question 9 T-test in this question, as seen in the chart, is significant. In response to the question, "How
many studies have you studied? Conducted by Afghan universities?" 66.8% of respondents answered in the
negative.
In response to the seventh question we asked how many universities have done research in the field of peace”,
54.4% of the respondents answered that they have not done any research in this field. In the eighth question,
in response to the question “how many research in this field have been published by universities”, 55% of
the respondents negatively, and in the ninth question, in response to the question “how many researches have
you studied that have been done by universities” 66.8% of the respondents answered negatively. So we
conclude that universities have not worked in this field while research is part of the fundamental
responsibilities of universities.

In the tenth question, we asked,

Valid 329
N
Missing 0
Mean 1.21
Median 1.00
Mode 1
Std. Deviation .406
Variance .164
Skewness 1.455
Kurtosis .119
Range 1
Minimum 1
Maximum 2 "Has the government
Sum 397
ever consulted you on peace in Afghanistan?" 261 people 79.3% respondents
answered negatively and 68 people 20.7% answered positively.
One-Sample Test
Test Value = 3
How effective do you think 17.620 328 .000 1.140 1.01 1.27
universities can be for the
government as academic centers
for peace in Afghanistan?
Valid 329
N
Missing 0
Mean 4.14
Median 5.00
Mode 5
Variance 1.377
Skewness -1.448
Kurtosis 1.145
Range 4
Minimum 1
Maximum 5
Sum 1362
In response to question 11, we asked

"to what extent can the role of universities as scientific centers in the field of peace in Afghanistan be effective
for the government"; 8.81% of respondents believe that the advisory role of universities can be effective for
the government.

In this section, we conclude that although over 80% of academics believe that they can provide useful advice
to the government in the field of peace in Afghanistan, but at the same time, about 80% of academics say
that the government has never been one of them in this regard. Has not been consulted.
Valid 329
N
Missing 0
Mean 1.16
Median 1.00
Mode 1
Std. Deviation .371
Variance .138
Skewness 1.822
Kurtosis 1.327
Range 1
Minimum 1
Maximum 2
Sum 383
In response to question 12, which was asked, "Has there ever been a peace theater at your university?" 83.6%
gave a negative answer.
One-Sample Test
Test Value = 3
Lower Upper
To what extent have you witnessed exhibitions -11.177 328 .000 -.720 -.85 -.59
with the message of promoting peace and mutual
acceptance and eradicating war and violence by
universities?
Valid 329
N
Missing 0
Mean 2.28
Median 2.00
Mode 2
Variance 1.367
Skewness .743
Kurtosis -.379
Range 4
Minimum 1
Maximum 5
Sum 750

In question 13, in answer to the question "How much have you witnessed exhibitions with the message of
promoting peace and mutual acceptance"; 67.2% of the respondents gave a negative answer.
One-Sample Test
Test Value = 3
t df Sig. (2-tailed) Mean 95% Confidence Interval of
Difference the Difference
Lower Upper
How much news, magazines -13.361 328 .000 -.796 -.91 -.68
and … have been published
by universities in the field of
peace in Afghanistan?
Valid 329
N
Missing 0
Mean 2.20
Median 2.00
Mode 1
Variance 1.169
Skewness .592
Kurtosis -.422
Range 4
Minimum 1
Maximum 5
Sum 725
In question 14, we asked about news, magazines, etc. That have been published by universities in this field;
63.2% answered negatively. If it is seen in the chart, t-test is also performed and it is significant.

One-Sample Test
Test Value = 3
Lower Upper
How effective do you evaluate 15.115 328 .000 1.009 .88 1.14
the role of universities in
promoting peaceful thoughts?
Valid 329
N
Missing 0
Mean 4.01
Median 4.00
Mode 5
Variance 1.466
Skewness -1.230
Kurtosis .494
Range 4
Minimum 1
Maximum 5
Sum 1319
If the price of the dog is seen in the t-test on the chart, our test is significant. In response to question 15, we
asked about the effectiveness of the role of universities in promoting peaceful thought. 78.4% of respondents
answered in the affirmative.
Valid 329
N
Missing 0
Mean 1.15
Median 1.00
Mode 1
Std. Deviation .360
Variance .129
Skewness 1.948
Kurtosis 1.805
Range 1
Minimum 1
Maximum 2
Sum 379
In response to question 16, which we asked about films made and published by universities in the field of
promoting peace and condemning war and violence, 84.8% answered in the negative.

In the answer to question 12, in the first question of this section, 83.6%, in question 13 67.2%, in
question 14, 63.2%, the audience gave negative answers, while in question 15, 78.4% answered positively.
Also, 84.4% of the respondents answered negatively to question 16. In questions 12, 13, 14 and 16 regarding
the holding of theaters, we set up exhibitions with the message of promoting peace and mutual acceptance,
publishing news and magazines by universities in this field, and making and publishing films on peace and
condemning war by universities. It was negative in a high percentage. While 78.4% of the audience are
optimistic about the role of the university in promoting peaceful thoughts and have given a positive answer.
References
BBC. (2014). Afghanistan: before and after Taliban. london: BBC.
Delgado, M. (2008). The role of universities in peacebuilding process in context of armed conflict. 4th
International Barcelona Conference on Higher Education (pp. 1-18). Barcelona: Global University
Network for Innovation.
Kotite, P. (2012). Education for conflict preventation and peacebuilding . Paris: International Institute for
Educational Planning.
Normohammadi, M. (1396, 01 22). The role of education and universities in peace building and regional
conglict management. Firs Period, No 23, pp. 181-205.
Sikenyi, M. M. (2019). Higher education and peacebuilding: A comparative case study of peace and conflict
studies programs in Kenyan universiries.
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The Role Of University Institutions In Paving The Ground For Peace In

Article · July 2022

The user has requested enhancement of the downloaded file.

The Role Of University Institutions In Paving The

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 1

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 2

Research findings and analysis

Frequency Percen Valid Cumulative

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 3

Frequency Percent Valid Cumulativ

Frequency Percent Valid Cumulative

The respondents of this research, as shown in chart and graph,

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 4

As the Frequency Percent Valid Cumulative

Frequency Percent Valid Cumulative

This graph and chart shows the position/occupation

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 5

The first question included three chart and one graph.

One-Sample Test Valid 329

In test T the Sig price is smaller than 0.05, so this

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 6

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 7

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 8

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 9

In question 7, as seen in the first chart, the t-test is

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 10

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 11

In the tenth question, we asked,

In response to question 11, we asked

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 12

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 13

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 14

IJRAR22C1120 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 15

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