Hi,
 
As Brenda mentioned, people join literacy classes for many reasons - to
be able to write letters, to keep better track of their money, etc.  In
terms of schooling, most of the women completing the literacy classes do
not have the opportunity to continue their education.  The Ministry of
Education has a cut-off age for the children attending school in the
lower grades.  An accelerated program for age 12 and under has been
established.  Boys and girls - in separate classes - study in these
classes until the 6th grade, they then continue on to the formal
schools. 
 
The Ministry of Women's Affairs offers classes for young women who are
married & have children on its compound in Kabul.  There was a system of
this type in previous years at the provincial level; I don't know how
extensive it was.  The Ministry of Education Vital Literacy Department's
policy includes the possibility of attending adult classes up to the 9th
grade.  In practice, they are only using textbooks that take men and
women up to the 3rd grade level.  The Ministry certainly recognizes the
need to educate adults beyond a 3rd grade level; however, their
resources are slim.
 
There are efforts - or at least some discussion and interest  - in
creating programs on a small scale to educate men and women at the upper
levels.  One program was under discussion earlier; the intent was to
educate the police force, both men and women; the minimum level of
education varied according to rank.   I don't know how far along this
program is.  One of our programs recruits women with at least a sixth or
seventh grade education and provides pre-training for community
midwifery education.  The number of women involved in this program is
very small.  The second program can take women up to a sixth grade
equivalency in reading, writing, numeracy and some social
sciences/health.  We found that some of the women in these classes
became primary school and literacy teachers.  Focus, for the most part,
has been on basic literacy.  There is some funding for very basic
literacy education integrated with other skills that people can use
straight away.  
 
Madhavi asked a question earlier about whether or not the women who
attend literacy classes are viewed as more educated than others and if
they have experienced adverse consequences.
 
It is impossible to generalize.  Many families are very supportive of
the women who attend the classes; they see the value of the women's
participation in the classes.  They would like to see the basic literacy
courses extended.  Other families wonder what the economic benefit of
attending classes will be.  The staff found that some of the women in
the areas where carpet weaving brings in income have faced resistance
from family members because they don't see the value of this type of
education.  Other family members, however, have helped them to go to
class.  The women in the more conservative southern provinces face an
altogether different scenario.  Security is a real concern; the
organizations running the program, the women learners, the trainers have
the potential of facing adverse consequences, just because they promote
the education of women.  In one province, the literacy organization runs
5 separate facilitator trainings in homes rather than one large
facilitator training in the provincial capital, as is done in the other
provinces.  This is done for security concerns; the women can't be seen
as working for a non governmental organization.
 
Best, Lisa
 
-----Original Message-----
From: womenliteracy-bounces at dev.nifl.gov
[mailto:womenliteracy-bounces at dev.nifl.gov] On Behalf Of Stephanie
Foerst
Sent: Wednesday, November 30, 2005 8:56 AM
To: The Women & Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
 
Brenda,
 
To continue from Chris' post, what is being done to help the women who
want to become teachers, doctors, engineers, etc? After they finish the
literacy program, will/are these women able to continue with their
schooling and learn the profession they want?
 
In an unrelated question, what has been the biggest political stumbling
block you've come across?
 
Thank you for being a guest facilitator, it's been very insightful.
 
Stephanie
----- Original Message ----- 
From: Christopher <mailto:cmcallister1225 at yahoo.com>  McAllister 
To: The <mailto:womenliteracy at dev.nifl.gov>  Women &amp, Literacy
Discussion List 
Sent: Tuesday, November 29, 2005 9:15 PM
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
 
Dear Brenda,
 
I would think that those responses (see below) are expected. People who
go back to school do usually want to "make the world a better place."  I
do have a question though. Besides quoting the Qu'ran, what other
methods do you use to overcome the cultural obstacles? You mention that
the classes are separated by gender; the problem is that they don't live
in separate societies. Is there any attempt to allow the women to
demonstrate their new sense of power that they have gained from their
education?
 
Sorry, if it seems like I am rambling.
 
SIncerely,
Chris
 
The common response to the first question (why are you in this  

> class?), from both male and female classes, was -- to learn  

> reading, writing and math!  Of course.  But with further probing,  

> the young men said things like - to be able to read letters from  

> relatives in Iran; to read shop signs; to get skills to help my  

> family; to have a better future; to help our country develop; to  

> become doctors, engineers, entrepreneurs, carpenters, metal  

> workers.  Young women said  -- to read and write letters to  

> relatives; to become teachers (most); doctors, engineers, shop  

> keepers (some); to do business in the bazaar; to learn everything  

> we can; to help our families and our community.



> National Insitute for Literacy

> Women and Literacy mailing list

> WomenLiteracy at dev.nifl.gov

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