Gradual Return to Women's Education in Afghanistan
A senior official from the Taliban-led Afghan government has announced a potential "gradual return" to women's education at the preparatory, secondary, and university levels, contingent upon meeting specific "legitimate conditions." Hafiz Muhammad Yunus Rashid, Undersecretary of the Ministry of Information and Culture for Youth Affairs, indicated that the resumption of studies might take two to three years, focusing on amending the curriculum, establishing suitable educational environments, and ensuring the discipline and behavior of female students aligns with Islamic principles.
The Taliban previously closed schools and universities to girls during their first rule from 1996 to 2001. Despite initial assurances to allow women's education upon regaining power, restrictions were swiftly imposed, barring girls from continuing their studies beyond the sixth grade. However, Rashid emphasized that the current suspension is temporary, pending the fulfillment of legal conditions dictated by Islamic law.
Rashid stated that the Taliban is currently evaluating the educational framework to ensure it is appropriate for women, suggesting that many academic subjects would be revised to meet Islamic standards. He mentioned that 90,000 Afghan women are currently employed as teachers, alongside significant numbers in the health and police sectors. The official expressed optimism that if women adapt to the expected cultural norms, the Islamic Emirate would consider their civil rights in the future.
- The Taliban's approach to women's education has drawn international scrutiny and criticism, particularly regarding the implications for gender equality and women's rights in Afghanistan. Observers are watching closely to see how these proposed changes will unfold and whether they will genuinely reflect a shift in the Taliban's policies or merely serve as a facade to appease external pressures. The emphasis on tailoring education to fit Islamic values raises questions about the inclusivity and comprehensiveness of the curriculum, as well as the potential limitations on women's educational and professional opportunities.
