(Arabic)Edu Challenges in Afghanistan

أفغانستان: عدم المساواة ب ي الجنس ي ف التعليم

بقلم جوليان ا كامبوس وديرين إرك

ترجمة أنيس مامي

حكومة طالبان وحقوق المرأ ة

،بع د مرو ر أك ي من عام ي تحت حكم طالبان، ل تزال المرأة الأفغانية تعا ن من تحديات عميقة: محدودية الحركة وحرية التعب ي

،وانعدام الستقلالية وحظ ر التعليم. وعلى الرغم من مرو ر 20 عامً ا تفصل ب ي أول حكومة لطالبان، ال ت أُطيح به ا ف عام 2001 واستعادته ا للسلطة ف عام 2021، ل يبد و أن الكث ي ق د تغ ي ف تفس يه ا لل^رشيعة الإسلامية، على الرغم من استمرا ر المسؤول ي ف إنكارهم الشدي د لنتهاك حقوق الإنسان.

ويزعم ممثل و طالبان أن وسائل الإعلام الغربية مسؤولة عن إفسا د الرأي العام عن حكومتهم، وأن تقاري ر الأمم المتحدة ل تنقل واقع أفغانستان اليوم. ووفقً ا لهم، فإن حظ ر تعليم المرأة ه و إجراء مؤقت، ريثم ا تقوم الحكومة بإعدا د ”بيئة إسلامية“ تتوافق مع تفس يهم لل^رشيعة الإسلامية وتل ت مطالب الشعب الأفغا ن . وم ع ذلك، بع د مرو ر عام ي، لم يتم إحرا ز أي تقدم، ويبد و أن هناك القليل من المؤ^رشات على أن طالبان ستعالج بالفعل قضية عدم المساواة ب ي الجنس ي الملحة للغاية ف أفغانستان وترفع القيودمثل حظ ر تعليم المرأة.

ماذ ا يع ن حظ ر التعليم بالنسبة للمرأة الأفغانية؟

يزوّ د التعليم النساء بالأدوات اللازمة لتخا ذ خيارات أك ي استنار ة ولتباع أنماط حياة أك ي صحة، كم ا أنه يحميهن من سوء المعاملة من خلال تعليمهن التعرف على السلوك العنيف والكفاح من أجل سلامتهن البدنية والعقلية. و ل يقت ص الأم ر على كونه أداة تمك ي على المستوى الفردي فحسب، بل إن تعليم النساء يفي د مجتمعات بأكمله ا. وباعتبارهن مقدمات الرعاية الأساسيات ف العدي د من المجتمعات، فإن النساء المتعلمات بشكل جي د قادرات على إعدا د أنفسهن بشكل أفضل لتخا ذ قرارات تغ ي حياتهن مثل الزواجوالحمل، وتربية أطفال أك ي صحة ف أ ش أك ي سعادة.

وعلاوة على ذلك، يسمح التعليم للمرأة بالضطلاع بدو ر أك ي فاعلية ف اقتصا د بلاده ا وتنميتها، من خلال منحه ا المعرفة العملية اللازمة لستخدام مواهبه ا وإبداعه ا ف فتح مشاريعه ا التجارية الخاصة، على سبيل المثال. ويزعم المتحدث باسم حركة طالبان سها ل شاه ي أنه تم منح 500.8 رخصة عمل للنساء الأفغانيات ف ظل حكمهم وأن أك ي من 800 ألف امرأة تعمل حاليً ا ف أفغانستان. ]1[ لم تن^ر ش الحكومة هذه التقاري ر الرسمية ومصادره ا بعد، ولكن ح ت ل و ثبتت دقتها، فإن هذه الأرقام ستواجهبالتأكي د انخفاضً ا كب يً ا ف السنوات القليلة المقبلة إذ ا لم يتم رفع الحظ ر المفروض على التعليم.

ت فرضته ا حركة طالبان ف أواخ ر التسعينيات من القرن

الوتمبا ق ض يخش الحقيقة ي أن من العدي د منحرمانهن مرة النساء اللأخرى وا ن من يتذكرن المعرفة ال تالقيو د كانت الصارمة تتيحا ل لهن ف السابق قدرً ا ضئي ل من الستقلال القتصادي والعاط ق

ووالسيا2001. س. وإذ ا وق د لم تم يتم بالفعلالقيام بأي ر تسجيلس ء آثالت ر غي ي هذه القواعالسيناري د و الحا ل،الصارمة ال فإن ت العالم فرضته ا يخاط ر طالبان بأن خلاليشه ف د يةج ي ل آخحكمه ا ر من السابقة ب النساء ي عا م الأفغانيات 1996الأمياتالمستبعدات تمام اً من الحياة الجتماعية والمحرومات من التعليم الرس م .

ومن خلال إعادة تثبيت القوان ي ال ت تح د من حرية المرأة ف المجتمع، ومنعه ا من العمل والدراسة والظهو ر ف الأماكن العامة دون محرم، فإن حركة طالبان تفاقم بشدة من عدم المساواة ب ي الجنس ي ف أفغانستان وتحرم المرأة من فرصة التطو ر العاط ق والفكري، بالإضافة إل تأث يه ا المبا^ر ش على اقتصا د البلاد.

رأي الأمم المتحدة ف تعليم النساء والفتيات ف ظل حكم طالبان

كانت الأمم المتحدة صريحة بشأن الوضع ف أفغانستان، ل سيم ا فيم ا يتعلق بحقوق المرأة الأفغانية. ف ه تعت ي استيلاء طالبان على السلطة ف عام 2021 انتكاسة لحريات المرأة. وبالفعل، يبد و أن التقدم الضئيل الذي تم إحرازه ف السنوات الع^رشين الماضية ق دانقلب تمام اً ف غضون أشهر.

وعلى الرغم من أن بيانات الأمم المتحدة تساع د ف ن^ر ش الو ع والمعلومات الموثوقة، إ ل أن المنظمة لم تتدخ ل بشكل مبا^ر ش على نطاق أوسع ولم تُظه ر أي نية للقيام بذلك ح ت اليوم. كم ا ذكرن ا سابقًا، اتهمت حركة طالبان الأمم المتحدة بتحريف الوضع ف أفغانستان ف تقاريرها، وعلى الرغم من أن هذ ا التصي ح قابل للنقاش، إ ل أن هناك أمرً ا واحدً ا مؤكدً ا: النساء والفتيات ممنوعات من تل ق التعليم. ق د يكون من الصعب تقييم المجالت الأخرى ف الحياة الجتماعية للمرأة الأفغانية من بعيد، حيث تق ض

الكث يات منهن جزءً ا كب يً ا من الوقت داخل منازلهن، ولكن حالة حصول الإناث على التعليم الثانوي والتعليم العا ل واضحة؛ فلايوج د مثل هذ ا الوصول.

هل هناك آفاق للتغي ي؟

الجواب البسيط ه و أنه إذ ا لم يتدخل المجتمع الدو ل، ف لا توج د أسباب كث ية للتفاؤل. فق د أوضحت المقابلات ال ت أدل بها ممثل و طالبان أنهم لن يتخلو ا عن حقهم ف الحكم الذي منحهم الله إياه، وفقً ا لمعتقداتهم. ولذلك، فمن المتوقع أن تستمر

سياساتهم المتعلقة بالمرأة وحقوقه ا وحرياتها، إ ذ من غ ي المرجح أن يتم إسقاط الحكومة من قبل الشعب الأفغا ن الذي يُمن ععليه أن يتحدث ض د النظام.

خاتمة

من المؤس ف أن نستنتج أن القيو د ال ت تفرضه ا حكومة طالبان على حقوق المرأة وتعليم المرأة ل تزال قائمة بع د مرو ر عام ي . فمنع المرأة من اللتحاق بالمدارس والجامعات لن يعيق فقط جودة حياة المرأة ورفاهيتها، بل سيصعب عليه ا أيضً ا تحقيق استقلالها

الجتما ع والما ل من خلال التعليم. وعلاوة على ذلك، ستعا ن الأمة الأفغانية ككل من آثا ر هذ ا الحظ ر بشكل كب ي، حيث أن إ^رشاكالمرأة ف شؤون الدولة والقتصا د والحياة الجتماعية بشكل عام ه و رك ية مهمة ف تنمية البلد.

و ل يوج د احتمال كب ي للتغي ي ف المستقبل القريب، حيث ل تزال حركة طالبان مصممة وقوية ف مقعده ا. ولعل الإجراء الأك ي فعالية الذي يمكن للمجتمع الدو ل اتخاذه ه و الدفاع عن حقوق المرأة ون^ر ش الو ع حول م ا يحدث ف أفغانستان اليوم.

المراج ع

]1[ DW News. How has life changed for Afghan women since the Taliban took power? Available at: https://www.youtube.com/watch?v=itTgEfxUaQ&ab_channel=DWNews
Al-Nashif, Nadia. Office of the High Commissioner for Human Rights: Afghan women suffer extreme discrimination, restrictions and violence, 2023. Available

at: https://www.ohchr.org/en/statements/2023/06/afghan-women-suffer-extremediscrimination-restrictions-and-violence-deputy-high

Georgetown Institute for Women, Peace and Security: Mahram: Women’s Mobility in Islam.

Available at: https://giwps.georgetown.edu/wp-content/uploads/2022/08/MahramWomens-Mobility-in-Islam.pdf

United Nations Office of the High Commissioner for Human Rights. Afghanistan: UN experts say 20 years of progress for women and girls’ rights erased since Taliban takeover, 2023.

Available at: https://www.ohchr.org/en/press-releases/2023/03/afghanistan-un-experts-say20-years-progress-women-and-girls-rights-erased

BUTT, RIAZAT. The Taliban believe their rule is open-ended and don’t plan to lift the ban on female education, 2023. Available at: https://apnews.com/article/afghanistan-talibanwomen-education-5bc5477a8e4599ac431e4d2e27ebaf85
GANNON, KATHY. Many baffled by Taliban reneging pledge on girls’ education, 2022. Available at: https://apnews.com/article/afghanistan-education-united-nations-kabultaliban-0c092db3ce630807729faa245420acdc

صورة الغلاف من غراهام كراوتش/البنك الدول ي

Afghanistan arabic

अफगानिस्तान में शैक्षिक चुनौतियां

माटिल्डे रिबैटी द्वारा लिखित

अफगानिस्तान के दुर्गम और सांस्कृतिक रूप से विविध परिदृश्य में, शिक्षा हमेशा दृढ़ता, संकल्प और आशा के धागों से बुनी एक जटिल संरचना रही है। दशकों के संघर्ष, राजनीतिक उथल-पुथल, और आर्थिक अस्थिरता के बावजूद, ज्ञान की तलाश अफगान लोगों के दिलों में संभावनाओं की एक ज्योति प्रज्वलित करती रहती है। हालाँकि, अफगानिस्तान में शिक्षा की राह कई चुनौतियों से भरी हुई है, जो इसे साकार करने में गंभीर बाधाएँ उत्पन्न करती हैं।
इस लेख में, हम उन गहन शैक्षिक चुनौतियों पर प्रकाश डालते हैं जिन्होंने अफगानिस्तान को त्रस्त किया है, उन प्रणालीगत मुद्दों पर प्रकाश डालते हुए जिन्होंने प्रगति में बाधा डाली है और देश के भविष्य के लिए दूरगामी परिणामों की जांच की है।
शैक्षिक परिदृश्य की जटिलताओं को समझकर, हम अफगान छात्रों के लिए एक उज्जवल भविष्य की दिशा में मार्ग प्रशस्त करने के लिए आवश्यक संभावित समाधानों और हस्तक्षेपों को उजागर कर सकते हैं।

अनस्प्लैश पर वानमान उथमानियाह द्वारा ली गई तस्वीर

ऐतिहासिक पृष्ठभूमि
अफगानिस्तान में शिक्षा का इतिहास देश की समृद्ध सांस्कृतिक विरासत और सदियों से इसके संघर्षों के साथ गहराई से जुड़ा हुआ है। शिक्षा को लंबे समय से अफगान समाज की आधारशिला के रूप में महत्व दिया गया है, प्रारंभिक रिकॉर्ड 11वीं शताब्दी तक शैक्षणिक संस्थानों के अस्तित्व का संकेत देते हैं। इस्लामी स्कूल, जिन्हें मदरसों के रूप में जाना जाता है, ने धार्मिक अध्ययन और अरबी भाषा पढ़ाने में महत्वपूर्ण भूमिका निभाई। 20वीं शताब्दी के दौरान, आधुनिकीकरण और सुधारों की एक लहर ने एक औपचारिक शिक्षा प्रणाली स्थापित करने की मांग की, जिसमें धर्मनिरपेक्ष स्कूलों और विश्वविद्यालयों की शुरुआत की गई।[1] हालाँकि, सोवियत आक्रमण, गृह युद्ध और तालिबान शासन सहित दशकों के संघर्ष ने शैक्षिक परिदृश्य को गंभीर रूप से बाधित कर दिया। स्कूलों को नष्ट कर दिया गया, शिक्षकों को विस्थापित कर दिया गया और शिक्षा तक पहुंच सीमित हो गई, विशेष रूप से लड़कियों के लिए।[2]
शैक्षिक कठिनाइयाँ

लैंगिक विषमता
जैसा कि ऊपर उल्लेख किया गया है, अफगानिस्तान में शिक्षा क्षेत्र के सामने सबसे अधिक दबाव वाली चुनौतियों में से एक व्यापक लैंगिक असमानता है। सांस्कृतिक मानदंडों और गहरी सामाजिक बाधाओं के कारण लड़कियों को स्कूलों से बाहर कर दिया गया है, जिससे उन्हें शिक्षा की परिवर्तनकारी शक्ति तक पहुंच से वंचित कर दिया गया है।[3]

अफगानिस्तान में तालिबान शासन के दौरान, जो 1996 से 2001 तक चला, लड़कियों के लिए शिक्षा तक पहुंच गंभीर रूप से प्रतिबंधित थी और कई मामलों में, पूरी तरह से इनकार कर दिया गया था। तालिबान ने इस्लामी कानून की एक सख्त व्याख्या लागू की, जिसमें लड़कियों की शिक्षा को लक्षित करने वाली दमनकारी नीतियों की एक श्रृंखला लागू की गई। लड़कियों को स्कूलों में जाने से मना किया गया था, और लड़कियों के लिए शैक्षणिक संस्थानों को व्यवस्थित रूप से बंद कर दिया गया था या अन्य उपयोगों के लिए पुनर्निर्मित किया गया था। शिक्षा से वंचित होने से लड़कियां अपने मौलिक अधिकारों से वंचित हो गईं और निरक्षरता और उनके भविष्य के लिए सीमित अवसरों का एक चक्र बना रहा। तालिबान की प्रतिबंधात्मक नीतियों ने औपचारिक स्कूली शिक्षा को प्रभावित किया और व्यावसायिक प्रशिक्षण और उच्च शिक्षा तक महिलाओं की पहुंच को सीमित कर दिया। तालिबान शासन के दौरान लड़कियों की शिक्षा पर इन प्रतिबंधों का हानिकारक प्रभाव सभी अफगान बच्चों के लिए शैक्षिक अवसरों और लैंगिक समानता सुनिश्चित करने के लिए चल रहे प्रयासों की तत्काल आवश्यकता को रेखांकित करता है।[4]

तालिबान शासन के पतन के बाद, लड़कियों की शिक्षा में सुधार करने में महत्वपूर्ण प्रगति हुई है। एक नई सरकार की स्थापना और अंतर्राष्ट्रीय संगठनों के समर्थन से लैंगिक समानता को बढ़ावा देने और शिक्षा तक पहुंच बढ़ाने के लिए एक ठोस प्रयास किया गया है। जो स्कूल पहले बंद कर दिए गए थे या नष्ट कर दिए गए थे, उन्हें फिर से खोल दिया गया है और देश भर में नए शैक्षणिक संस्थान स्थापित किए गए हैं। कई पहलों ने लड़कियों के नामांकन और प्रतिधारण दर को बढ़ाने, सुरक्षित सीखने का वातावरण सुनिश्चित करने और संसाधन और बुनियादी ढांचा प्रदान करने पर ध्यान केंद्रित किया है। गैर सरकारी संगठनों और अंतर्राष्ट्रीय भागीदारों के सहयोग से, अफगान सरकार ने लड़कियों की शिक्षा में बाधा डालने वाली सांस्कृतिक बाधाओं और भेदभावपूर्ण प्रथाओं को दूर करने के लिए नीतियों को लागू किया है। इसके परिणामस्वरूप, लाखों लड़कियों को स्कूल जाने, उच्च शिक्षा प्राप्त करने और अपने क्षितिज को व्यापक बनाने का अवसर मिला है। तालिबान शासन के पतन के बाद से अफगानिस्तान में लड़कियों के लिए शिक्षा तक बेहतर पहुंच महिलाओं को सशक्त बनाने, लैंगिक समानता बढ़ाने और देश के सामाजिक और आर्थिक विकास को बढ़ावा देने की दिशा में एक महत्वपूर्ण कदम है।[5]

हालाँकि, तालिबान के अधिग्रहण के बाद अफगानिस्तान में लड़कियों के लिए वर्तमान स्थिति गहरी चिंता और अनिश्चितता का विषय है। तालिबान की सत्ता में वापसी ने लड़कियों की शिक्षा में कड़ी मेहनत से प्राप्त लाभ के संभावित रोलबैक के बारे में आशंकाओं को बढ़ा दिया है। जबकि तालिबान नेतृत्व ने संकेत देते हुए बयान दिए हैं कि वे इस्लामी कानून की अपनी व्याख्या के ढांचे के भीतर लड़कियों को शिक्षा प्राप्त करने की अनुमति देंगे, इसे किस हद तक बरकरार रखा जाएगा, यह अनिश्चित है। विभिन्न क्षेत्रों की रिपोर्टों से संकेत मिलता है कि लड़कियों को शिक्षा में बाधाओं का सामना करना पड़ता है, स्कूलों के बंद होने या इस्लामी शिक्षा केंद्रों में परिवर्तित होने की रिपोर्ट के साथ। इसके अतिरिक्त, महिला छात्रों की सुरक्षा के बारे में चिंताएं हैं, क्योंकि तालिबान का पिछला शासन महिलाओं के अधिकारों और शिक्षा पर प्रतिबंधों के लिए कुख्यात था। अंतर्राष्ट्रीय समुदाय, स्थानीय कार्यकर्ताओं और संगठनों के साथ, स्थिति की बारीकी से निगरानी कर रहा है और लड़कियों के शिक्षा के अधिकारों की रक्षा की वकालत कर रहा है, जो पहले से ही काफी प्रतिबंधित है।[6]

गरीबी से जुड़े मुद्दे

इसके अलावा, गरीबी और सीमित संसाधन अफगानिस्तान में शैक्षिक चुनौतियों को और बढ़ा देते हैं। अपर्याप्त धन, बुनियादी ढांचे की कमी और अपर्याप्त शिक्षक प्रशिक्षण प्रदान की जाने वाली शिक्षा की गुणवत्ता में बाधा डालते हैं। कई स्कूल भीड़भाड़ वाली कक्षाओं में काम करते हैं, जिनमें बुनियादी सुविधाओं और सीखने की सामग्री की कमी होती है। इसके अतिरिक्त, बाल श्रम की व्यापक व्यापकता और बच्चों को अपने परिवार की आय में योगदान करने की आवश्यकता शिक्षा तक उनकी पहुंच को और बाधित करती है।

गुणवत्तापूर्ण स्कूलों और शैक्षिक संसाधनों तक सीमित पहुंच एक महत्वपूर्ण बाधा है जिसका सामना गरीब समुदायों को करना पड़ता है। कई परिवार अपने बच्चों की शिक्षा में निवेश करने की तो बात ही छोड़िए, जरूरतों को पूरा करने के लिए संघर्ष करते हैं। नतीजतन, बाल श्रम और प्रारंभिक विवाह अक्सर स्कूली शिक्षा के विकल्प बन जाते हैं। इसके अतिरिक्त, देश के कुछ क्षेत्रों में व्यापक असुरक्षा और संघर्ष से शैक्षिक सुविधाओं को खतरा है और उपस्थिति को हतोत्साहित किया जाता है। ये चुनौतियां उच्च निरक्षरता दर में योगदान करती हैं और गरीबी के चक्र को बनाए रखती हैं, जिससे सामाजिक-आर्थिक उन्नति के अवसर सीमित हो जाते हैं। अफगानिस्तान में गरीबी से संबंधित अकादमिक चुनौतियों का समाधान करने के लिए एक व्यापक दृष्टिकोण की आवश्यकता है जिसमें लक्षित हस्तक्षेप, शिक्षा में निवेश में वृद्धि और कमजोर समुदायों को सामाजिक सहायता का प्रावधान शामिल है।[7]

अंत में, अफगानिस्तान में लैंगिक असमानता और गरीबी से संबंधित शैक्षिक चुनौतियां गहराई से जुड़ी हुई हैं और एक अधिक न्यायसंगत और समृद्ध समाज प्राप्त करने में महत्वपूर्ण बाधाएं पैदा करती हैं। गरीबी और लैंगिक भेदभाव का प्रतिच्छेदन एक दुष्चक्र को कायम रखता है जहाँ गरीब पृष्ठभूमि की लड़कियों और महिलाओं को गुणवत्तापूर्ण शिक्षा तक पहुँचने में कई बाधाओं का सामना करना पड़ता है। ये चुनौतियां न केवल उनके व्यक्तिगत विकास में बाधा डालती हैं बल्कि राष्ट्र की समग्र प्रगति और विकास को भी बाधित करती हैं। इन चुनौतियों से निपटने के प्रयासों के लिए एक समग्र दृष्टिकोण की आवश्यकता होती है जो गरीबी, लैंगिक असमानता और शैक्षिक बाधाओं से एक साथ निपटता है। समावेशी और सुलभ शिक्षा में निवेश करके, लड़कियों और महिलाओं को सशक्त बनाकर और हाशिए पर पड़े समुदायों को सामाजिक-आर्थिक सहायता प्रदान करके, अफगानिस्तान अपने सभी नागरिकों के लिए एक उज्जवल भविष्य को बढ़ावा देते हुए गरीबी और लैंगिक असमानता के चक्र को तोड़ सकता है। ठोस और निरंतर प्रयासों के माध्यम से, अफगानिस्तान इन चुनौतियों को दूर कर सकता है और यह सुनिश्चित कर सकता है कि लिंग या सामाजिक-आर्थिक पृष्ठभूमि की परवाह किए बिना प्रत्येक बच्चे को गुणवत्तापूर्ण शिक्षा प्राप्त करने और अपनी क्षमता को पूरा करने का समान अवसर मिले।

संदर्भ सूची

बैज़ा, वाई. (2013). अफगानिस्तान में शिक्षा: 1901 से विकास, प्रभाव और विरासत. रूटलेज.

ख्वाजामीर, एम. (2016). अफगानिस्तान में शिक्षा का इतिहास और समस्याएं. SHS वेब ऑफ कॉन्फ्रेंस (वॉल्यूम 26, पृष्ठ 01124). EDP साइंसेज.

मशवानी, एच. यू. (2017). अफगानिस्तान में महिला शिक्षा: अवसर और चुनौतियां. इंटरनेशनल जर्नल फॉर इनोवेटिव रिसर्च इन मल्टीडिसिप्लिनरी फील्ड, 3(11).

अहमद, एस. (2012). तालिबान और पाकिस्तान तथा अफगानिस्तान में लड़कियों की शिक्षा – स्वात जिला पर एक केस स्टडी के साथ.

अल्वी-अज़ीज़, एच. (2008). पोस्ट-तालिबान अफगानिस्तान में महिलाओं की शिक्षा पर एक प्रगति रिपोर्ट. इंटरनेशनल जर्नल ऑफ लाइफलॉन्ग एजुकेशन, 27(2), 169-178.

अमीरी, आर., और जैक्सन, ए. (2021). तालिबान के दृष्टिकोण और नीतियां शिक्षा के प्रति. ODI सेंटर फॉर द स्टडी ऑफ आर्म्ड ग्रुप्स.

ओचिलोव, ए. ओ., और नजीबुल्लाह, ई. (2021, अप्रैल). अफगानिस्तान में गरीबी कैसे कम करें. ई-कॉन्फ्रेंस ग्लोब (पृष्ठ 114-117).

एल. कॉक्स (2023). तालिबान का अफगानिस्तान में महिलाओं के अधिकारों का उन्मूलन. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, 26 जून 2023 को देखा गया।

[1] ख्वाजामीर, एम. (2016). अफगानिस्तान में शिक्षा का इतिहास और समस्याएं. SHS वेब ऑफ कॉन्फ्रेंस (वॉल्यूम 26, पृष्ठ 01124). EDP साइंसेज।

[2] बैज़ा, वाई. (2013). अफगानिस्तान में शिक्षा: 1901 से विकास, प्रभाव और विरासत. रूटलेज।

[3] मशवानी, एच. यू. (2017). अफगानिस्तान में महिला शिक्षा: अवसर और चुनौतियां. इंटरनेशनल जर्नल फॉर इनोवेटिव रिसर्च इन मल्टीडिसिप्लिनरी फील्ड, 3(11)।

[4] अहमद, एस. (2012). तालिबान और पाकिस्तान तथा अफगानिस्तान में लड़कियों की शिक्षा – स्वात जिला पर एक केस स्टडी के साथ।

[5] अल्वी-अज़ीज़, एच. (2008). पोस्ट-तालिबान अफगानिस्तान में महिलाओं की शिक्षा पर एक प्रगति रिपोर्ट. इंटरनेशनल जर्नल ऑफ लाइफलॉन्ग एजुकेशन, 27(2), 169-178।

[6] एल. कॉक्स (2023). तालिबान का अफगानिस्तान में महिलाओं के अधिकारों का उन्मूलन. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, 26 जून 2023 को देखा गया।

[7] ओचिलोव, ए. ओ., और नजीबुल्लाह, ई. (2021, अप्रैल). अफगानिस्तान में गरीबी कैसे कम करें. ई-कॉन्फ्रेंस ग्लोब (पृष्ठ 114-117)।

access to education Afghanistan Educational Challenges gender disparity अफगानिस्तान लिंग असमानता शिक्षा तक पहुंच शैक्षिक चुनौतियाँ

Educational Challenges in Afghanistan

Written by Charlotte Lagadec-Jacob

Introduction

The Taliban’s takeover in 2021 has had a devastating impact on the education system in Afghanistan. The declining quality of education and the promotion of gender inequality have become major concerns for the international community. Last year, UNESCO dedicated its International Day of Education to Afghan girls and women.

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Although Afghanistan has signed multiple UN human rights treaties and conventions, which aim for access to education to all, gender equality and children’s rights, the new education system established by the Taliban restricts access to education for young women, allows the use of corporal punishment at school and has led to a deterioration of the overall quality of education for both boys and girls.

Impact on girls and women’s educational rights

The Taliban takeover in Afghanistan had a negative impact on access to education for girls and women. This issue has been raised by the United Nations as well as NGOs in several reports. Education is a fundamental right enshrined in the Convention of the Rights of the Child. The restrictions imposed on girls and women violate several treaties signed by Afghanistan which prohibit gender-based discrimination.

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Decrease of the school attendance rate among girls and women

The bans imposed by the Taliban on access to secondary and higher education for girls and women have resulted in a rising drop-out rate among female students in Afghanistan.

Article 28.1 (e) of the Convention on the Rights of the Child 1989 states:

Governments should “take measures to encourage regular attendance at schools and the reduction of drop-out rates.”

Despite the ratification of this Convention by Afghanistan, 75% girls are currently out of school. This makes Afghanistan one of the countries with the highest out-of-school rates for girls in the world.

While the ban on access to secondary education for girls was introduced in 2021 as a temporary measure, it is still ongoing. Moreover, the ban on access to university for women violates the Universal Declaration of Human Rights which states that higher education should be ‘accessible to all on the basis of merit’ as opposed to gender.

Low literacy rate among women

Most women in Afghanistan are currently illiterate. Despite Afghanistan being a party to the Convention on the Rights of the Child which encourages the elimination of illiteracy, the literacy rate in Afghanistan is currently among the lowest in the world. This particularly applies to women as only 20.6% of Afghan women are literate.

Being literate is important for daily tasks and cannot be neglected. In the long term, restricting access to education might worsen this situation and jeopardise Afghan girls and women’s independence and future, as it also makes accessing information about humanitarian support more difficult.

Impact on boys’ educational rights

Boys are also negatively affected by the new education system introduced under the Taliban. According to Human Rights Watch, boys and their parents have noticed a deterioration in boys’ access to education as well as the quality of their education.

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Corporal punishment

The use of corporal punishment on boys is becoming more prevalent at school and constitutes a severe violation of human rights law. The Human Rights Watch has reported an increasing use of corporal punishment at school and interference of the “Ministry for the Propagation of Virtue and the Prevention of Vice” with the functioning of Afghan schools since the new education measures were put in place by the Taliban.

Corporal punishment violates international law and the Convention of the Rights of the Child which was signed by Afghanistan. This convention is complemented by Article 39 the Afghanistan’s education act 2008 which prohibits all forms of punishment at school.

Afghan students have reported an increasing use of corporal punishment for moral crimes since the Taliban took power in 2021. Mental health issues such as depression and anxiety among boys are unfortunately common consequences of the restrictive measures imposed by the Taliban at school.

Decreased school attendance rate

As with girls, the attendance rate of boys at school has decreased since the Taliban takeover. This may be related to the economic and humanitarian situation of the country which puts more pressure on boys, thus resulting in decreased attendance. Moreover, the regime of fear established by the Taliban at school and a loss of motivation due to the low quality of education may lead some male students to stop coming to class.

Promotion of a misogynistic society

Barring girls and women from studying and teaching also has a negative impact on the quality of learning of boys in Afghanistan and promotes values in contradiction with human rights treaties and conventions signed by the country.

Under the Taliban regime, female teachers are restricted to teach boys and were replaced by men regardless of their qualifications and experience. Sometimes, no replacement could be found, leading to the disruption of classes. This certainly has had a deteriorating effect on the quality of education of boys.

In addition to the decline of the quality of education caused by these replacements or teacher shortage, the new education system established under the Taliban promotes values in contradiction with rights enshrined in human rights treaties. Gender-based segregation by excluding girls from secondary schools and universities as well as the modification of the school curriculum may also have a negative impact on boys as it shows them an example of society where men and women are not equal. This promotion of misogyny violates several human rights treaties ratified by Afghanistan which provides that men and women should enjoy the same rights and be equal.

These new decrees introduced by the Taliban regarding education constitute severe violations of human rights law.

Impact on the overall quality of education

In addition to the ban on female teachers which severely undermines the quality of education in Afghanistan, the change of curriculum by the Taliban and the condition of facilities in some schools constitute significant challenges to the current education system of the country.

Change in curriculum

The new curriculum established under the Taliban does not align with human rights law and appears to deny women’s rights. Human rights treaties provide that education should encourage the full development of the human personality and the respect of human rights.

Despite the ratification of these treaties by Afghanistan, important subjects such as English, civic education, physical education, arts have been removed and the new curriculum focuses primarily on religion as well as on the view of women’s Islamic rights. A report obtained by Human Rights Watch in January 2022 which is believed to be an internal proposal for the revision of the curriculum contains discriminatory statements such as:

“Many books have presented women’s rights as human rights. The teachers must explain women’s rights through the framework of Islam, not what the West calls women’s rights.”

Issues with the condition of educational facilities and infrastructure

Poor standards of hygiene and a lack of clean water, toilets and soap may also have an impact on school attendance. In over 50% of schools in Afghanistan, there is no clean drinking water and in over one-third of schools, there are no toilets where students can wash their hands.

Conclusion and recommendations

Despite the ratification of multiple human rights treaties and conventions by Afghanistan, the Taliban have established an education system which causes gender-based discrimination, promotes illiteracy and allows human rights violations such as corporal punishment at school. Different recommendations can be made to address these issues.

Combating illiteracy among girls and women in Afghanistan

The high rate of illiteracy (particularly among girls and women) in Afghanistan calls for action. For example, the EU, UN Women and UNESCO have collaborated in implementing the project “Empowering women and adolescent girls in Afghanistan through literacy and skills development for sustainable livelihoods”. Other projects could be initiated in this regard.

Encouraging vocational and community-based education for girls and women

Among options currently available to girls and women to remedy the ban on secondary and higher education imposed by the Taliban, vocational education can be considered. This alternative can help women secure self-employment, thus allowing them to obtain financial independence. UNESCO currently provides literacy and pre-vocational training to over 55,000 young people and adolescents (over 68% of students are women and adolescent girls) in Afghanistan. UNICEF also provides children (mostly girls) with community-based education classes and teaching and learning materials.

Providing women with teacher training

Teacher training could be provided to women who aspire to teach. This was the approach taken by UNICEF for its Girls’ Access to Teacher Education (GATE) programme.

Addressing corporal punishment at school

The use of corporal punishment on children constitutes a severe violation of human rights law and might severely undermine the quality of education of boys as it may lead some students to drop out of school. It is urgent to act to prevent such punishments at school.

Improving the condition of educational facilities to foster attendance at school.

Since 2024, UNICEF and the EU have joined forces in improving the condition of buildings and classrooms in 385 public primary schools in Afghanistan. UNICEF stressed the importance of ‘rehabilitating classrooms, building toilets and water systems’.

References

Treaties
Universal Declaration of Human Rights 1948
International Covenant on Economic, Social and Cultural Rights 1966
Convention on the Elimination of Discrimination Against Women 1979
Convention on the Rights of the Child 1989
UN Committee on the Rights of the Child (CRC) : General comment no. 8 (2006), The right of the child to protection from corporal punishment and other cruel or degrading forms of punishment (arts. 19 ; 28, para. 2 ; and 37, inter alia)
Reports
Acaps, Thematic report ‘Afghanistan : Taliban directives and decrees affecting human rights and humanitarian actors’ (21 April 2023) https://www.acaps.org/fileadmin/Data_Product/Main_media/20230424_acaps_thematic_report_afghanistan_taliban_directives_and_decrees_0.pdf
Briefing Security Council on Afghanistan, Special Representative Urges de Facto Authorities Reverse Repressive Policies towards Women (6 March 2024)
Ground Truth Solutions, ‘Engaging women in the humanitarian response in Afghanistan: Perspectives from people with low literacy levels (January 2024)’(February, 26, 2024)
Human Rights Watch, “Schools are Failing Boys Too, The Taliban’s Impact on Boys’ Education in Afghanistan” (December 6, 2023)
Human Rights Watch, “Afghanistan: Taliban Deprive Women of Livelihoods, Identity Severe Restrictions, Harassment, Fear in Ghazni Province” January 18, 2022
UN Annual report of the United Nations High Commissioner for Human Rights and reports of the Office of the High Commissioner and the Secretary-General, ‘Situation of human rights in Afghanistan’ (11 September 2023)
UNICEF, UNICEF Afghanistan Humanitarian Situation Report No. 01, 1 January – 31 January 2024’ (23 Feb 2024) : UNICEF Afghanistan Humanitarian Situation Report No. 01, 1 January – 31 January 2024
News and Press releases
UNESCO, “UNESCO dedicates the 2023 International Day of Education to Afghan girls and women” (19 January 2023)
UNESCO, ‘International Women’s Day: Investment in girls’ education pays off’ (6 March 2024) https://www.unesco.org/en/articles/international-womens-day-investment-girls-education-pays
UNESCO, ‘A mother’s journey of learning and empowerment through literacy in Afghanistan’ (8 March 2024) https://www.unesco.org/en/articles/mothers-journey-learning-and-empowerment-through-literacy-afghanistan
UNICEF, ‘Safer schools, secure futures’ (24 January 2024) https://www.unicef.org/afghanistan/stories/safer-schools-secure-futures
UN Women, ‘With funding from the EU, UN Women and UNESCO partner to support literacy and skills development for women in Afghanistan’ (January 24, 2024) https://asiapacific.unwomen.org/en/stories/news/2024/01/education-for-a-brighter-future
Omif Fazel; Learning today; inspiring tomorrow: How the Girls’ Access to Teacher Education programme empowers Afghanistan’s working mother’s : https://www.unicef.org/afghanistan/stories/learning-today-inspiring-tomorrow
Websites
UNESCO, ‘Out of school rate’ : https://education-estimates.org/out-of-school/

Afghanistan Charlotte Lagadec-Jacob corporal punishment Education in Afghanistan Educational Challenges in Afghanistan educational facilities and infrastructure girls and women’s educational rights human rights violations Low literacy rate school attendance rate among girls and women Taliban

Afghanistan: Gender Inequality in Education

Written by Juliana Campos and Derin Erk.

The Taliban Government and Women’s Rights

After over two years under Taliban rule, Afghan women continue to endure profound challenges: limited mobility and freedom of speech, lack of autonomy and a ban on education. Even if a 20 year gap separates the Taliban’s first government, overthrown in 2001, from their reclaim of power in 2021, not much seems to have changed in their interpretation of Islamic law, though officials continue to vehemently deny human rights are being violated.

Taliban representatives claim the western media is responsible for corrupting popular opinion on their government and that UN reports do not convey the reality of today’s Afghanistan. According to them, the ban on women’s education is a temporary measure, while the government prepares an “Islamic environment” that complies with their interpretation of Sharia law and meets the demands of the Afghan people. However, after two years, no progress has been made and there seems to be little indication the Taliban will indeed address the very urgent issue of gender inequality in Afghanistan and lift restrictions such as the ban on education for women.

What Does The Education Ban Mean for Afghan Women?

Education equips women with the tools to make more informed choices, to lead healthier lifestyles and it protects them against abuse by teaching them to recognize violent behaviour and to fight for their physical and mental integrity. Not only is it an empowering tool on an individual level, educating women benefits entire communities. Being the primary caregivers in many societies, well instructed women are able to better prepare themselves for life-changing decisions such as marriage and pregnancy, raising healthier children, in happier households.

Furthermore, education allows women to take on a more active role in their nation’s economy and development, by granting them the practical knowledge needed to use their talents and creativity to open their own businesses, for example. Taliban spokesperson Suhali Shaheen claims that 8.500 business licenses have been granted to Afghan women under their ruling and that over 800.000 women are currently working in Afghanistan.[1] The government has yet to publish these official reports and their sources, but even if they prove to be accurate, if the ban on education isn’t lifted, these numbers will certainly face a dramatic decrease in the next few years.

The fact remains that many women who remember the severe restrictions imposed in the late 1990’s by the Taliban fear being once again deprived of the knowledge that previously allowed them a small sense of economic, emotional and political independence. The impacts of such strict rules imposed by the Taliban have already been recorded during their previous period in power between 1996 and 2001. If nothing is done to change the current scenario, the world risks witnessing another generation of illiterate Afghan women, completely excluded from social life and deprived of formal education.

By reinstalling laws which limit women’s freedom in society, banning women from working, studying and being seen in public without a male chaperone (the Mahram), the Taliban severely worsens gender inequality in Afghanistan and denies women the chance to develop emotionally and intellectually, besides directly affecting the country’s economy.

The United Nations’ Take on Women and Girls’ Education Under the Taliban

The UN has been vocal about the situation in Afghanistan, particularly on Afghan women’s rights. It considers the Taliban takeover in 2021 a reversal of women’s freedoms. Indeed, it seems the little progress made in the past 20 years has suffered a complete turn over in a matter of months.

Though UN’s statements help spread awareness and reliable information, the organisation has not directly intervened on a larger scale and has not shown intention to do so, as of today. As previously mentioned, the Taliban has accused the UN of misrepresenting the situation in Afghanistan in their reports and while this is a debatable statement, one thing is for certain: women and girls are barred from receiving education. Other areas in Afghan women’s social lives may be more tricky to evaluate from far away, as many of them spend a great portion of the time inside their homes, but the state of females’ access to secondary education and higher education is clear; there is no such access.

Are There Prospects for Change?

The simple answer would be that if the international community does not intervene, there aren’t many grounds for optimism. Interviews given by Taliban representatives have made it clear that they will not be giving up the right to rule given to them by God, according to their beliefs. Therefore, it is expected that their policies on women and their rights and freedoms will continue, as it is unlikely the government will ever be overthrown by the Afghan people, who are forbidden to speak against the regime.

Conclusion

It is unfortunate to conclude that the Taliban government’s restrictions on women’s rights and women’s education stand strong after two years. Being banned from attending schools and universities will not only greatly hamper women’s quality of life and their well being, but also difficultate their conquest of social and financial independence through education. Moreover, the Afghan nation as a whole will greatly suffer the effects of this ban, as including women in state affairs, the economy, and social life in general is an important pillar in a country’s development.

There is little to no prospect of change for the near future as the Taliban remains determined and strong in its seat. Perhaps the most effective measure the international community can take is advocating for women’s rights and spreading awareness about what is happening in Afghanistan today.

References

[1] DW News. How has life changed for Afghan women since the Taliban took power? Available at: https://www.youtube.com/watch?v=it-TgEfxUaQ&ab_channel=DWNews
Al-Nashif, Nadia. Office of the High Commissioner for Human Rights: Afghan women suffer extreme discrimination, restrictions and violence, 2023. Available at: https://www.ohchr.org/en/statements/2023/06/afghan-women-suffer-extreme-discrimination-restrictions-and-violence-deputy-high
Georgetown Institute for Women, Peace and Security: Mahram: Women’s Mobility in Islam. Available at: https://giwps.georgetown.edu/wp-content/uploads/2022/08/Mahram-Womens-Mobility-in-Islam.pdf
United Nations Office of the High Commissioner for Human Rights. Afghanistan: UN experts say 20 years of progress for women and girls’ rights erased since Taliban takeover, 2023. Available at: https://www.ohchr.org/en/press-releases/2023/03/afghanistan-un-experts-say-20-years-progress-women-and-girls-rights-erased
BUTT, RIAZAT. The Taliban believe their rule is open-ended and don’t plan to lift the ban on female education, 2023. Available at: https://apnews.com/article/afghanistan-taliban-women-education-5bc5477a8e4599ac431e4d2e27ebaf85
GANNON, KATHY. Many baffled by Taliban reneging pledge on girls’ education, 2022. Available at: https://apnews.com/article/afghanistan-education-united-nations-kabul-taliban-0c092db3ce630807729faa245420acdc

Cover Image by Graham Crouch/World Bank.

*Upon request, the article may be translated into other languages. Please use the comments section below*

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Universal Periodic Review of Afghanistan

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for the Islamic Republic of Afghanistan. As Broken Chalk’s primary focus is to combat human rights violations within the educational sphere, the contents of this report and the following recommendations will focus on the Right to Education.

Four decades of sustained conflict have heavily affected Afghanistan’s educational landscape. Recurrent natural disasters, chronic poverty, drought, and the COVID-19 pandemic have exacerbated the situation for Afghan children and have taken a toll on the fragile education system.^[i]
The current Taliban policies governing education are enshrined in documents distributed to education officials across different levels within the movement.^[ii] The Taliban education philosophy follows a unique mixture of Pashtun culture and Islamic law, highly prioritising religious education. However, the Taliban’s High Commission for Education also emphasises the need for “modern” education alongside religious teachings.^[iii]
Although the overarching education policy acknowledges the need for secular subjects to be taught alongside religious ones in schools, these statements are directly followed by religiously motivated restrictions that imply that a series of topics included in the state curriculum should be eliminated and not taught (particularly about subjects such as history and biology).^[iv]
The current practices and decisions on education established by the Taliban regime contradict national and international laws. Afghanistan’s Constitution (Articles 43-44), adopted in 2004, guaranteed equal access to education for boys and girls. The Education Law 2008 once again addressed equal rights for all children, free and compulsory education until ninth grade, and free education until attaining a Bachelor’s degree. At the international level, Afghanistan has ratified the 1948 Universal Declaration of Human Rights (UDHR, Article 26 recognising the Right to Education) and other human rights treaties that reaffirm the Right to Education (i.e. CESCR Articles 13-14; CRC Articles 28-29; CEDAW Article 10).^[v]
Gender inequality, poverty, and questionable legislation, combined with factors such as traditional gender norms and practices, a shortage of schools, insufficient transportation, and geographical barriers, have led to an estimated 3.7 million Afghan children being out of school, 60% being girls.^[vi]

By Aurelia Bejenari

Download the PDF.

46th_Session_UN-UPR_Country_Review_Afghanistan_S

References

[i] UNESCO. “Protecting Education in Afghanistan.” Unesco.org. February 2, 2023. https://www.unesco.org/en/emergencies/education/afghanistan.

[ii] Amiri, Rahmatullah, and Ashley Jackson. “Taliban Attitudes and Policies towards Education.” ODI Centre for the Study of Armed Groups: (February 2021): 13. https://cdn.odi.org/media/documents/taliban_attitudes_towards_education.pdf

[iii] Ibid.

[iv] Amiri and Jackson, “Taliban Attitudes and Policies towards Education”, 19.

[v] Rezai, Hussain. “The Taliban Rule and the Radicalisation of Education in Afghanistan.” GlobalCampus of Human Rights – GCHR. November 24, 2022. https://gchumanrights.org/preparedness-children/article-detail/the-taliban-rule-and-the-radicalisation-of-education-in-afghanistan-4945.html.

[vi] UNICEF. “Afghanistan. Education.” Unicef.org. 2016. https://www.unicef.org/afghanistan/education.

Cover image by Chairman of the Chief of Staff on Flickr.

46th Session 4th Cycle Afghanistan Aurelia Bejenari Universal Periodic Review

Educational Challenges in Afghanistan

Written by Matilde Ribetti

In Afghanistan’s rugged and culturally diverse landscape, education has always been an intricate tapestry woven with threads of resilience, determination, and hope. Despite decades of conflict, political turmoil, and economic instability, the pursuit of knowledge continues to ignite a flame of possibility within the hearts of the Afghan people. However, the path to education in Afghanistan is laden with numerous challenges that pose formidable obstacles to its realization.

In this article, we delve into the profound educational challenges that have plagued Afghanistan, shedding light on the systemic issues that have hindered progress and examining the far-reaching consequences for the country’s future.

By understanding the complexities of the educational landscape, we can uncover the potential solutions and interventions necessary to pave the way towards a brighter future for Afghan students.

Picture from Wanman uthmaniyyah on Unsplash

Historical Background

The history of education in Afghanistan is a tale deeply intertwined with the country’s rich cultural heritage and the struggles it has endured over the centuries. Education has long been valued as a cornerstone of Afghan society, with early records indicating the existence of educational institutions as far back as the 11th century. Islamic schools, known as madrasas, played a crucial role in teaching religious studies and the Arabic language. During the 20th century, a wave of modernization and reforms sought to establish a formal education system, introducing secular schools and universities.^[1] However, decades of conflict, including the Soviet invasion, civil wars, and the Taliban regime, severely disrupted the educational landscape. Schools were destroyed, teachers were displaced, and access to education became limited, particularly for girls.^[2]

Educational Challenges

Gender Disparity

As mentioned above, one of the most pressing challenges faced by the education sector in Afghanistan is the pervasive gender disparity. Cultural norms and deep-rooted societal barriers have led to the exclusion of girls from schools, denying them access to the transformative power of education.^[3]

During the Taliban regime in Afghanistan, which lasted from 1996 to 2001, access to education for girls was severely restricted and, in many cases, wholly denied. The Taliban implemented a strict interpretation of Islamic law, imposing a series of oppressive policies that targeted girls’ education. Girls were forbidden from attending schools, and educational institutions for girls were systematically shut down or repurposed for other uses. This denial of education deprived girls of their fundamental rights and perpetuated a cycle of illiteracy and limited opportunities for their futures. The Taliban’s restrictive policies affected formal schooling and limited women’s access to vocational training and higher education. The detrimental impact of these restrictions on girls’ education during the Taliban regime underscores the urgent need for ongoing efforts to ensure educational opportunities and gender equality for all Afghan children.^[4]

After the fall of the Taliban regime, significant progress has been made in improving education for girls. With the establishment of a new government and the support of international organizations, a concerted effort has been made to promote gender equality and expand access to education. Schools that were previously closed or destroyed have been reopened, and new educational institutions have been established across the country. Numerous initiatives have focused on increasing girls’ enrollment and retention rates, ensuring safe learning environments, and providing resources and infrastructure. In collaboration with NGOs and international partners, the Afghan government has implemented policies to address cultural barriers and discriminatory practices that hinder girls’ education. As a result, millions of girls have gained the opportunity to attend school, pursue higher education, and broaden their horizons. The improved access to education for girls in Afghanistan since the fall of the Taliban regime represents a significant step towards empowering women, enhancing gender equality, and fostering the country’s social and economic development.^[5]

However, the current situation for girls in Afghanistan following the Taliban’s takeover is a matter of deep concern and uncertainty. The Taliban’s return to power has raised fears about the potential rollback of hard-won gains in girls’ education. While the Taliban leadership has made statements indicating that they will allow girls to receive an education within the framework of their interpretation of Islamic law, the extent to which this will be upheld remains uncertain. Reports from various regions indicate that girls face barriers to education, with reports of schools being closed or converted to Islamic education centres. Additionally, there are concerns about the safety and security of female students, as the Taliban’s previous regime was notorious for its restrictions on women’s rights and education. The international community, along with local activists and organizations, is closely monitoring the situation and advocating for the protection of girls’ rights to education, which has already been significantly restricted.^[6]

Poverty-related issues

Moreover, poverty and limited resources further exacerbate the educational challenges in Afghanistan. Insufficient funding, lack of infrastructure, and inadequate teacher training hinder the quality of education provided. Many schools operate in overcrowded classrooms, lacking basic amenities and learning materials. Additionally, the widespread prevalence of child labour and the need for children to contribute to their families income further impedes their access to education.

Limited access to quality schools and educational resources is a significant hurdle impoverished communities face. Many families struggle to afford necessities, let alone invest in their children’s education. As a result, child labour and early marriage often become alternatives to schooling. Additionally, widespread insecurity and conflict in some areas of the country threaten educational facilities and discourage attendance. These challenges contribute to a high illiteracy rate and perpetuate the cycle of poverty, limiting opportunities for socioeconomic advancement. Addressing the academic challenges related to poverty in Afghanistan requires a comprehensive approach involving targeted interventions, increased investment in education, and the provision of social support to vulnerable communities.^[7]

In conclusion, the educational challenges concerning gender disparity and poverty in Afghanistan are deeply intertwined and pose significant obstacles to achieving a more equitable and prosperous society. The intersection of poverty and gender discrimination perpetuates a vicious cycle where girls and women from impoverished backgrounds face multiple barriers to accessing quality education. These challenges not only hinder their personal development but also restrict the overall progress and development of the nation. Efforts to address these challenges require a holistic approach that tackles poverty, gender inequality, and educational barriers simultaneously. By investing in inclusive and accessible education, empowering girls and women, and providing socioeconomic support to marginalized communities, Afghanistan can break the cycle of poverty and gender disparity, fostering a brighter future for all its citizens. Through concerted and sustained efforts, Afghanistan can overcome these challenges and ensure that every child, regardless of gender or socioeconomic background, has an equal opportunity to receive a quality education and fulfil their potential.

Bibliography

Baiza, Y. (2013). Education in Afghanistan: Developments, influences and legacies since 1901. Routledge.

Khwajamir, M. (2016). History and problems of education in Afghanistan. In SHS Web of Conferences (Vol. 26, p. 01124). EDP Sciences.

Mashwani, H. U. (2017). Female education in Afghanistan: Opportunities and challenges. International Journal for Innovative Research in Multidisciplinary Field, 3(11).

Ahmad, S. (2012). THE TALIBAN AND GIRLS EDUCATION IN PAKISTAN AND AFGHANISTAN–with a case study of the situation in the Swat District.

Alvi‐Aziz, H. (2008). A progress report on women’s education in post‐Taliban Afghanistan. International Journal of lifelong education, 27(2), 169-178.

Amiri, R., & Jackson, A. (2021). Taliban attitudes and policies towards education. ODI Centre for the Study of Armed Groups.

Ochilov, A. O., & Najibullah, E. (2021, April). HOW TO REDUCE POVERTY IN AFGHANISTAN. In E-Conference Globe (pp. 114-117)

L.Cox (2023). Taliban’s Wicked Abolition of Women’s Rights in Afghanistan. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, visited on 26^th of June 2023.

^[1] Khwajamir, M. (2016). History and problems of education in Afghanistan. In SHS Web of Conferences (Vol. 26, p. 01124). EDP Sciences.

^[2] Baiza, Y. (2013). Education in Afghanistan: Developments, influences and legacies since 1901. Routledge.

^[3] Mashwani, H. U. (2017). Female education in Afghanistan: Opportunities and challenges. International Journal for Innovative Research in Multidisciplinary Field, 3(11).

^[4] Ahmad, S. (2012). THE TALIBAN AND GIRLS EDUCATION IN PAKISTAN AND AFGHANISTAN–with a case study of the situation in the Swat District.

^[5] Alvi‐Aziz, H. (2008). A progress report on women’s education in post‐Taliban Afghanistan. International Journal of lifelong education, 27(2), 169-178.

^[6] L.Cox (2023). Taliban’s Wicked Abolition of Women’s Rights in Afghanistan. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, visited on 26^th of June 2023.

^[7] Ochilov, A. O., & Najibullah, E. (2021, April). HOW TO REDUCE POVERTY IN AFGHANISTAN. In E-Conference Globe (pp. 114-117)

access to education Afghanistan Educational Challenges gender disparity

Arbitrary Arrests in Afghanistan: Justice for Education Activist Matiullah Wesa

Written by Müge Çınar

The Arbitrary Arrest of Education Activist Matiullah Wesa

On 27 March 2023, human rights defender Matiullah Wesa was arbitrarily arrested after praying at a local mosque. When Matiullah Wesa stepped out from the mosque, he encountered gunmen with two vehicles who wanted to arrest him. Although Wesa asked for the IDs of the men, they showed their weapons and took Wesa away. Now, Wesa’s family is of great concern for his health and safety. Matiullah Wesa, aged 30, had been threatened before by the Taliban. Despite the threats to his safety, He didn’t leave Afghanistan and stayed to advocate boys’ and girls’ education rights.^[1]

On the 27th of March, the UN Special Rapporteur stated that the human rights defender’s safety is the most important and his legal rights have to be respected. On the 28th of March, the UN Mission of Afghanistan (UNAMA) requested the reason behind the arrest of Matiullah Wesa and his location must be announced immediately.^[2] Also, the demand for legal representation and contact with the family of Wesa has been expressed by UNAMA. The UN, Amnesty International and other human rights organizations call for urgent action for justice.

On March 29, a Taliban spokesman confirmed his arrest, citing “illegal activities” as the reason for Wesa’s arrest. Wesa’s family has been prohibited from seeing him, and there is no way to challenge the truth of the accusations made against him. After the arrest, the Taliban entered his house; and took phones, documents, and computers. The brothers of Matiullah were briefly held and then freed after receiving a warning.^[3]

Matiullah Wesa campaigning for education in Afghanistan. Photo from Matiullah Wesa.

Matiullah Wesa’s Mission on Promoting Education Rights via PenPath

Matiullah Wesa is known as the most prominent education activist in Afghanistan with his campaigns via the organization PenPath. He established the education organization PenPath with his brothers in 2009.^[4] His aim has been to improve and promote education access in all areas of Afghanistan. During his 14-year-old journey of education activism, he traveled to remote and rural parts of the country that were damaged by war and collaborated with the tribal leaders to open schools and libraries to educate children in need. He has been also bringing PanPath’s mobile schools and libraries and most importantly campaigning for women’s education. More than 100 schools have been reopened by Pen Path; and 110,000 kids, 66,000 of whom are girls, have been able to access educational facilities and resources.^[5] Is Matiullah being punished for this?

He developed the PenPath network, which now has more than 3,000 volunteers around the nation.^[6] They support local classroom setup, teacher recruitment, and supply distribution. He has continued to support girls’ education in his campaigns despite the ban on girls enrolling in secondary schools. He also launched a door to door campaign against the ban on girls’ education.

Wesa has long been an advocate for women’s education in Afghanistan, particularly in rural regions, and his Twitter feed is full of tweets urging for the reopening of schools to women and girls. His last tweet was “Men, women, elderly, young, everyone from every corner of the country is asking for the Islamic rights to education for their daughters,” before his arrest.^[7] He was also planning to make a speech at a meeting about girls’ education prior to the situation. The Taliban have made unclear statements claiming Wesa’s activities as “suspicious” concerning his arrest. Although Wesa was not politically engaged, the Taliban’s exploitation of his public image is for their political gain.^[8]

Matiullah Wesa’s detention demonstrates the de facto government’s effort to repress human rights advocates and those who speak up for female education rights. Hours before his detention, the human rights advocate was active on Twitter, highlighting the unavoidable and lasting effects of the closure of schools and the prohibition on girls’ education. It is a great reminder to us that consistent action and solidarity of the International community are needed to prevent women from losing their rights in Afghanistan.

Many people have expressed their outrage on social media over Matiullah Wesa’s arrest and called for his release. Wesa has been exercising his right to peaceful assembly and freedom of expression. According to international human rights law, particularly the International Covenant on Civil and Political Rights, to which Afghanistan is a state party, this arrest clearly violates the rights to freedom of expression and peaceful assembly.

The Exploitation of the Right to Education of Women, Minorities and Conflict-Victims in Afghanistan

Following the US-led invasion that overthrew the previous government in 2001, the Taliban came into power in 2021. With the withdrawal of the US’s remaining troops as decided in a 2020 peace agreement with the Taliban, the rule of law in Afghanistan has been changed drastically. The Taliban rule has brought barriers to the human rights of women and minorities, imposing a harsh interpretation of Islamic law.^[9]

Since the Taliban came into power in August 2021, the women’s and girls’ right to education, work and free movement has been violated. This situation paved the way for the girls to be subject to discrimination, domestic violence and child marriages. The Taliban announced on March 21, 2022, that all schools would reopen on March 23, but on that day they once more closed secondary schools for girls. The situation has not changed after 1 year in 2023, more than 3 million girls have been denied secondary education.^[10]

His active campaigns across Afghanistan with his organization Pen Path turned him into a target for the Taliban. Photo by Matiullah Wesa.

In November 2022, three women rights activists – Zarifa Yaqoobi, Farhat Popalzai and Humaira Yusuf – were arbitrarily arrested by the Taliban.^[11] In December 2022, the Taliban prohibited women from attending universities “until further notice” and instructed all national and international NGOs to terminate the employment of all women on staff “until further notice”.

The Ministry of Higher Education pointed out that the problem derives from Immorality including the presence of female students in dorms, traveling from the provinces without a mahram, failure to observe the hijab wearing and the presence of mixed classes. Banning women from higher education, they were instructed to enroll in public universities near their homes while they are prohibited to study law, commerce, journalism, engineering, agriculture and veterinary medicine.^[12] According to the Taliban, closures are temporary, yet authorities blame logistics rather than ideological barriers.

Not only women are deprived of their main right to have an education but religious and ethnic minorities have been suffering from a lack of education and several attacks on educational facilities. According to the UN report on Afghanistan by Richard Bennett, Hazara Community was targeted by 16 attacks, including three against educational institutions. And, Attack on the Kaaj Educational Center on September 30, 2022, left 114 people injured and 54 people dead.^[13]

Conflict-related education rights abuses are another important issue to be addressed in Afghanistan. The UN Special Reporter also examined reports that show a huge increase in the recruitment and use of children as soldiers during the past years. Additionally, the rapid rise in attacks against schools, students and educational personnel, nearly eight times per year, has been reported between January and September 2022.^[14] The children do not feel safe about their future by not getting proper education and their life by being in the ongoing conflict.

Other Targeted Activists by the Taliban

The Wesa brothers are the most recent arbitrary arrest targeted at society activists and protesters who have spoken out against the closure of education rights for girls and women. The report released in February by UNAMA shows 28 civil society actors and human rights defenders got arbitrarily arrested and 10 journalists and media workers were also arrested to be seen as a threat in the past three months.^[15]

No society is able to reach its potential to be developed without activists and human rights defenders to bring consciousness to the people. The historical, geopolitical and religious aspects always play a role in the faith of a nation but civil society could also make it possible for authorities to see their mistake to elevate their people. In the case of this situation in Afghanistan, there must be a double effort by the international community to regain women’s essential human rights in the country.

^[1] https://www.theguardian.com/global-development/2023/mar/28/founder-afghan-girls-school-project-matiullah-wesa-pen-path-arrested-in-kabul

^[2] https://www.frontlinedefenders.org/en/case/human-rights-defender-matiullah-wesa-arrested-taliban-kabul

^[3] https://www.bbc.com/news/world-asia-65095663

^[4] https://www.frontlinedefenders.org/en/case/human-rights-defender-matiullah-wesa-arrested-taliban-kabul

^[5] https://www.civicus.org/index.php/media-resources/news/interviews/5730-afghanistan-education-is-our-basic-right-it-s-an-islamic-right-it-s-a-human-right

^[6] https://www.bbc.com/news/world-asia-65095663

^[7] https://edition.cnn.com/2023/03/29/asia/afghanistan-education-activist-arrest-taliban-intl-hnk/index.html

^[8] https://thediplomat.com/2023/04/a-beacon-of-education-has-vanished-in-taliban-controlled-afghanistan/

^[9] https://www.cfr.org/backgrounder/taliban-afghanistan

^[10] https://www.savethechildren.net/news/afghanistan-eighteen-months-after-ban-classroom-doors-must-open-secondary-school-girls#:~:text=More%20than%203%20million%20girls,schools%20return%20on%20March%2021.

^[11] https://www.amnesty.org/en/latest/news/2022/11/afghanistan-women-human-rights-defenders-arrested-by-the-taliban-must-be-immediately-released/

^[12] https://www.bbc.com/news/world-asia-63219895

^[13] UN, Report of the Special Rapporteur on the Situation of human rights in Afghanistan, Richard Bennett, 9 February 2023 https://www.ohchr.org/en/documents/country-reports/ahrc5284-situation-human-rights-afghanistan-report-special-rapporteur

^[14] UN, Report of the Special Rapporteur on the Situation of human rights in Afghanistan, Richard Bennett, 9 February 2023

https://www.ohchr.org/en/documents/country-reports/ahrc5284-situation-human-rights-afghanistan-report-special-rapporteur

^[15] UN General Assembly Security Council, The situation in Afghanistan and its implications for international peace and security, 27 February 2023

https://unama.unmissions.org/sites/default/files/a77772-s2023151sg_report_on_afghanistan.pdf

References

https://www.amnesty.org/en/latest/news/2022/11/afghanistan-women-human-rights-defenders-arrested-by-the-taliban-must-be-immediately-released/

https://www.bbc.com/news/world-asia-65095663

https://www.cfr.org/backgrounder/taliban-afghanistan

https://www.civicus.org/index.php/media-resources/news/interviews/5730-afghanistan-education-is-our-basic-right-it-s-an-islamic-right-it-s-a-human-right

https://edition.cnn.com/2023/03/29/asia/afghanistan-education-activist-arrest-taliban-intl-hnk/index.html

https://www.frontlinedefenders.org/en/case/human-rights-defender-matiullah-wesa-arrested-taliban-kabul

https://www.theguardian.com/global-development/2023/mar/28/founder-afghan-girls-school-project-matiullah-wesa-pen-path-arrested-in-kabul

https://thediplomat.com/2023/04/a-beacon-of-education-has-vanished-in-taliban-controlled-afghanistan/

https://www.savethechildren.net/news/afghanistan-eighteen-months-after-ban-classroom-doors-must-open-secondary-school-girls#:~:text=More%20than%203%20million%20girls,schools%20return%20on%20March%2021.

UN, Report of the Special Rapporteur on the Situation of human rights in Afghanistan, Richard Bennett, 9 February 2023 https://www.ohchr.org/en/documents/country-reports/ahrc5284-situation-human-rights-afghanistan-report-special-rapporteur

UN General Assembly Security Council, The situation in Afghanistan and its implications for international peace and security, 27 February 2023 https://unama.unmissions.org/sites/default/files/a77772-s2023151sg_report_on_afghanistan.pdf

Afghanistan arrest Education activist Matiullah Wesa right to education Taliban

Πώς οι Ταλιμπάν κατάργησαν τα δικαιώματα των γυναικών στο Αφγανιστάν

by Leticia Cox

Όταν μιλάμε για τους Ταλιμπάν, εννοούμε καταπίεση της γυναίκας, υποβάθμιση της θέσης της και του ρόλου της στην κοινωνία. Όταν μιλάμε για τους Ταλιμπάν, εννοούμε ότι οι γυναίκες δεν έχουν πρόσβαση στην εκπαίδευση και στην εργασία, αλλά ασχολούνται μόνο με τις δουλειές στο σπίτι και την ανατροφή των παιδιών. Αυτό σημαίνει καταπάτηση των θεμελιωδών δικαιωμάτων για τις γυναίκες που ζουν με φόβο και χωρίς αξιοπρέπεια.

Η πλειοψηφία στο Αφγανιστάν, μεταξύ αυτών και κάποιοι Ταλιμπάν, δεν πιστεύει πως οι γυναίκες και τα κορίτσια πρέπει να αποκλείονται από την εκπαίδευση, καθώς αυτό θα έχει συνέπειες σ’ όλο το έθνος.

Μετά την ανακοίνωση για την απαγόρευση τους στα πανεπιστήμια, φοιτητές διαμαρτυρήθηκαν για την απόφαση αυτή και πολλοί καθηγητές παραιτήθηκαν.

Μουσουλμανικές χώρες όπως η Τουρκία, η Σαουδική Αραβία, το Πακιστάν και το Κατάρ εξέφρασαν για την θλίψη τους και προέτρεψαν τους Ταλιμπάν να αναιρέσουν την απόφαση.

”Η απόφαση αυτή δεν βασίζεται στην θρησκεία ή στην κουλτούρα” εξηγεί η 26χρονη Husna Jalal πτυχιούχος Πολιτικών Επιστημών από την Καμπούλ.

Η Jalal έφυγε από το Αφγανιστάν πέρυσι τον Αύγουστο, αφού οι Ταλιμπάν πήραν υπό τον έλεγχό τους την Καμπούλ. Η Jalal εργαζόταν για 4 χρόνια στην Καμπούλ, αφού πήρε το πτυχίο της, αλλά όπως πολλές εργαζόμενες Αφγανές γυναίκες, κατάλαβε ότι θα επιβαλλόταν αυστηρή Σαρία σύντομα, μετά την κατάληψη της χώρας από τους Ταλιμπάν.

”Με στεναχωρεί να βλέπω να παραβιάζονται τα θεμελιώδη δικαιώματα των αδερφών μου. Τις είδα να βγαίνουν στον δρόμο ζητώντας ελευθερία και ισότητα και πώς οι δυνάμεις των Ταλιμπάν διέλυσαν με την βία το πλήθος και καταπάτησαν την ελευθερία του λόγου” λέει η Jalal. ”Άνθρωποι από όλο τον κόσμο χρειάζεται να ενώσουν τις φωνές τους για τις αδερφές μου, οι Ταλιμπάν μας έχουν καταστρέψει όλες τις ελπίδες”.

Οι Ταλιμπάν, γνωστοί ως Ταλίμπ, που ήθελαν να τελειώσουν τους πολέμαρχους στο Αφγανιστάν με την αυστηρότερη επιβολή Σαρίας από το 1996 κατέλαβαν την χώρα το Ισλαμικό Εμιράτο του Αφγανιστάν δια της βίας το 2021.

Εδώ και δεκαετίες η Σαρία είναι ένα από τα πιο αμφιλεγόμενα θέματα παγκοσμίως. Το Ευρωπαϊκό Δικαστήριο για τα Δικαιώματα του Ανθρώπου (ΕΔΔΑ) έχει κρίνει αρκετές υποθέσεις σχετικά με την Σαρία τονίζοντας ότι ”η Σαρία έρχεται σε αντίθεση με θεμελιώδεις αρχές της δημοκρατίας”. Μερικές παραδοσιακές πρακτικές οδηγούν στην παραβίαση των ανθρωπίνων δικαιωμάτων, ειδικά στις γυναίκες και στο δικαίωμά τους στην παιδεία.

Όταν ήρθαν οι Ταλιμπάν, κατάργησαν το υπουργείο για την Γυναίκα. Οι γυναίκες σταδιακά απομακρύνθηκαν από τις οθόνες της τηλεόρασης. Δεκάδες χιλιάδες γυναίκες από διάφορα μαγαζιά κατέληξαν στην ανεργία. Απαγορεύτηκε να απομακρύνονται από το σπίτι τους σε απόσταση 72 χιλιομέτρων χωρίς να συνοδεύονται από κάποιον συγγενή τους. Οι γυναίκες εξαφανίστηκαν από την κοινωνική ζωή. Οι υπηρεσίες υγείας είναι για αυτές περιορισμένες, οι ευκαιρίες στην εργασία είναι περιορισμένες και έχασαν το δικαίωμα στην παιδεία.

Η πρόσφατη ανακοίνωση των Ταλιμπάν να απαγορεύσουν μέχρι νεωτέρας τις γυναίκες από τα πανεπιστήμια της χώρας είναι μια κατάφωρη παραβίαση των ανθρωπίνων δικαιωμάτων τους, όπως ορίζουν διάφορες συμβάσεις παγκοσμίως.

”Το Ισλάμ το αναφέρει ρητά. Το Ισλάμ προτρέπει άνδρες και γυναίκες να αναζητήσουν την γνώση. Όσο για το Κοράνι που αναφέρεται στους ανθρώπους, συμβουλεύει άνδρες και γυναίκες ν’ αποκτήσουν την γνώση, να βρουν την αλήθεια, ν’ αναπτυχθούν και να γίνουν τέλειοι άνθρωποι” δήλωσε ο κάτοχος διδακτορικού διπλώματος στην Ισλαμική Θεολογία Δρ Ali Unsal σε πρόσφατη συνέντευξή του στο Broken Chalk.

O Δρ. Ali Unsal είναι ένας έμπειρος συγγραφέας, ερευνητής, δάσκαλος και ιεροκήρυκας με γνώσεις στην Ισλαμική Θεολογία και στο Ισλαμικό Δίκαιο. Ο Δρ. Unsal ολοκλήρωσε την διδακτορική του μελέτη στην Ισλαμική Θεολογία και τις μεταπτυχιακές και προπτυχιακές του σπουδές στην Τουρκία. Έχει ζήσει αρκετά χρόνια στις Ηνωμένες Πολιτείες όπου εμπλούτισε τις ακαδημαϊκές και επαγγελματικές του γνώσεις, καθώς ήρθε σε επαφή με Μουσουλμάνους και μη μέσω σεμιναρίων, εργαστηρίων, συμβουλευτικής, υπηρεσιών σε τοπική κοινότητα και ακαδημαϊκών κειμένων. Ήταν επικεφαλής του Ινστιτούτου Ισλαμικών και Τουρκικών Σπουδών στο Fairfax στη Βιρτζίνια.

Ο Δρ. Unsal διοργανώνει πάνελ, σεμινάρια και συζητήσεις με ακαδημαϊκούς από διαφόρες χώρες και μιλάει άπταιστα Αγγλικά, Τουρκικά, Αραβικά, Μπαχάσα την γλώσσα της Ινδονησίας και Ταταρικά.

Σύμφωνα με τον Δρ. Unsal, ο Μωάμεθ ενθαρρύνει την εκπαίδευση και την ανατροφή των κοριτσιών, τα οποία ειδικά έχουν δεχθεί πολύ μίσος και έχουν χάσει την πραγματική τους θέση μέσα στην ιστορία. Για παράδειγμα, ένα από τα Χαντίθ αναφέρει: ”Μ’ αυτόν που αναθρέφει δύο κορίτσια μέχρι να ενηλικιωθούν είμαστε μαζί του μέχρι την Ημέρα της Κρίσης” εξηγεί ο Δρ. Unsal.

Η Αΐσα, σύζυγος του Μωμάμεθ, ήταν εξέχουσα προσωπικότητά στην κοινωνία της. Καθένας ερχόταν και μάθαινε από αυτήν ό,τι χρειαζόταν. Στην ιστορία του Ισλάμ οι γυναίκες κατείχαν μια σημαντική θέση στην επιστημονική και πολιτιστική ζωή. Συνεχίζοντας την εκπαίδευση σε μια ανεπίσημη δομή στον ισλαμικό κόσμο και κοντά σ’ έναν δάσκαλο παρά στο σχολείο ήταν πιο εύκολο για τις γυναίκες να διδαχθούν από κάποιον λόγιο στον κοντινό τους κύκλο. Ανάμεσα στους δασκάλους του Taceddin es-Subki, ενός από τους μεγάλους λόγιους του Ισλάμ, που άκουσε και έμαθε Χαντίθ, αναφέρονται 19 γυναίκες. Ο Suyuti έμαθε Χαντίθ από 33, ο Ibn-i Hacer 53 και ο Ibn-i Asakir 80 γυναίκες” δήλωσε ο Δρ. Unsal.

Πέρυσι στις 24 Αυγούστου οι υπουργοί Εξωτερικών των χωρών στην σύνοδο G7 προέτρεψαν τους Ταλιμπάν ν’ άρουν τις απαγορεύσεις στην εκπαίδευση των γυναικών προειδοποιώντας ότι ”οι διακρίσεις βάσει φύλου μπορεί να οδηγήσουν σε έγκλημα κατά της ανθρωπότητας που διώκεται”.

Αρκετά μέσα ενημέρωσης ανέφεραν πως οι δυνάμεις των Ταλιμπάν έξω από τα πανεπιστήμια στην Καμπούλ, μετά την απαγόρευση, δεν επέτρεπαν στις γυναίκες την είσοδο στα πανεπιστήμια, ενώ άφηναν τους άνδρες να εισέλθουν.

Ο υπουργός Παιδείας, Nida Mohammad Nadim, πρώην κυβερνήτης, αρχηγός της αστυνομίας και στρατιωτικός ήταν κατά της εκπαίδευσης των γυναικών λέγοντας ότι έρχεται σε αντίθεση με τις αξίες του Ισλάμ και του Αφγανιστάν.

”Κατά την γνώμη μου δεν έχει να κάνει με το Ισλάμ” τονίζει ο Δρ. Unsal. ”Δεν συμφωνεί καθόλου με τις παραδόσεις των Παστούν. Σύμφωνα μ’ αυτές, μια γυναίκα πρέπει να μένει μόνο στο σπίτι, να μαγειρεύει, να γεννάει παιδιά και να μην βγαίνει έξω, αν δεν χρειάζεται. Αυτό δεν έχει να κάνει με το Ισλάμ. Η σύζυγος του Προφήτη, Χατιτζέ, ήταν μεγάλη επιχειρηματίας. Οι γυναίκες συμμετείχαν σ’ όλους τους τομείς της κοινωνικής ζωής. Στην αγορά, στο τζαμί. O Hz Omer διόρισε μια γυναίκα ονόματι Sifa ως υπεύθυνη να επιβλέπει το μπαζάρ”.

Ο υπουργός Nadim είπε επίσης στα μέσα πως η απαγόρευση είναι απαραίτητη για πολλούς λόγους: αποφεύγεται η επαφή των δύο φύλων στα πανεπιστήμια, οι γυναίκες δεν συμμορφώνονται με τον ενδυματολογικό κώδικα, οι φοιτήτριες πηγαίνουν σ’ άλλες επαρχίες και δεν ζουν με τις οικογένειές τους και οι σπουδές με συγκεκριμένο αντικείμενο και μαθήματα παραβιάζουν τις αρχές του Ισλάμ. Αυτοί οι λόγοι δεν φαίνεται να πείθουν την κοινή γνώμη.

Γιατί οι Ταλιμπάν περιόρισαν την εκπαίδευση των γυναικών; Το Ισλάμ δεν απαγορεύει την εκπαίδευση των γυναικών, άρα γιατί το έκαναν;

”Κατά την γνώμη μου, δύο είναι οι λόγοι” εξηγεί ο Δρ. Unsal. ”Δεν έχουν εμπειρία στην διακυβέρνηση της χώρας. Δεν μπορούν να αφουγκραστούν σωστά την κοινωνία. Έχουν ακόμα τη νοοτροπία της φυλής τους. Γι’ αυτό κάνουν λάθη και δεν μπορούν να αγκαλιάσουν τους πάντες στην κοινωνία.

Το δεύτερο είναι πως διακατέχονται από άγνοια. Ερμηνεύουν το Ισλάμ βάσει της φυλετικής τους παράδοσης. Δυστυχώς, αυτό έρχεται σ’ αντίθεση με την οικουμενικότητα του Ισλάμ και απέχει πολύ από τις ανάγκες της εποχής μας. Ενεργούν, λοιπόν, με βάση μια ακραία και περιθωριακή ερμηνεία.

Σ’ όλη την χώρα οι Ταλιμπάν έχουν απαγορεύσει τα κορίτσια από το σχολείο μετά την έκτη τάξη, εμπόδισαν τις γυναίκες από την εργασία και τις υποχρέωσαν να φορούν μπούργκα από πάνω μέχρι κάτω σε δημόσιους χώρους. Οι γυναίκες επίσης δεν επιτρέπονται στα πάρκα και στα γυμναστήρια.

Πολλά νέα κορίτσια τραυματίστηκαν, όταν κρατήθηκαν. Μερικές οικογένειες είπαν στα μέσα πως οι κόρες τους έκλαιγαν και δεν μπορούσαν να ησυχάσουν. Νέοι άνθρωποι και οι οικογένειές τους ανησυχούν για το μέλλον τους” δήλωσε ο δρ. Unsal.

”Οι αδερφές μας, οι άνδρες έχουν τα ίδια δικαιώματα, θα ωφεληθούν από τα δικαιώματα, φυσικά μέσα στα πλαίσια που έχουμε ορίσει” ανέφερε ο εκπρόσωπος των Ταλιμπάν Zabihullah Mujahid. Παρά τις αρχικές υποσχέσεις για μια πιο μετριασμένη Σαρία ως προς τα δικαιώματα των γυναικών, εφάρμοσαν την δική τους ερμηνεία για το δίκαιο του Ισλάμ/Σαρία, από τότε που πήραν τον έλεγχο του Αύγουστο του 2021 και η συνέχεια απέδειξε πως οι Ταλιμπάν παραβίασαν τα δικαιώματα των γυναικών”.

Επομένως πώς μπορεί η διεθνής κοινότητα να βοηθήσει τις γυναίκες στο Αφγανιστάν;

”Η Ευρωπαϊκή Ένωση πρέπει να σταματήσει να χρηματοδοτεί επιχειρήσεις των Ταλιμπάν. Τα παιδιά από τις οικογένειες των Ταλιμπάν πρέπει να γυρίσουν πίσω στο Αφγανιστάν να σπουδάσουν εκεί, όχι στο εξωτερικό”, λέει η Jalal.

”Οι χορηγίες από το εξωτερικό πρέπει να βρεθούν και μέσω αυτών να ασκήσουν πίεση στους Ταλιμπάν, με διπλωματικές, οικονομικές κυρώσεις, βοήθεια, πολιτική πίεση και οποιοδήποτε άλλο τρόπο. Πρέπει να το κάνουν αυτό, ώστε να πετύχουν συγκεκριμένες δεσμεύσεις για τα δικαιώματα των γυναικών που θα έχουν νόημα για τις γυναίκες και τα κορίτσια και θα μπορούν να υποστούν έλεγχο” προσθέτει η Jalal.

Σύμφωνα με τον δρ. Unsal, οι κυρώσεις για τις χορηγίες από το εξωτερικό ίσως δεν έχουν αποτέλεσμα. Οι Ταλιμπάν είναι σκληροί. Αυτό που θα μπορούσε να γίνει είναι οι κοινωνίες των Μουσουλμάνων, όπως ο Οργανισμός Ισλαμικής Διάσκεψης ή η Οργάνωση Ισλαμικής Συνεργασίας ή κοινότητες μουσουλμάνων να συνεργαστούν με οργανώσεις για τ’ ανθρώπινα δικαιώματα, ώστε να είναι καλύτερο το αποτέλεσμα.

Οι Ταλιμπάν ενοχλούνται από την κριτική για τις αποφάσεις τους στην κοινωνία και το αίτημα να διορθώσουν τα λάθη τους. Γι’ αυτό, λένε: ”Μην ανακατεύεστε στις εσωτερικές μας υποθέσεις”.

Κάποια διεθνή πανεπιστήμια ή οργανώσεις μπορεί να προσφέρουν ευκαιρίες εκπαίδευσης και δωρεάν διαλέξεις, μαθήματα και διπλώματα.

Κάτι άλλο είναι ότι μερικές χώρες, με τις οποίες οι Ταλιμπάν, όχι από τον Δυτικό κόσμο αλλά από τον Ισλαμικό, μπορούν να συνεργαστούν μπορούν να βοηθήσουν να πέσουν οι τόνοι μέσω των πνευματικών ανθρώπων τους” προτείνει ο δρ. Unsal.

”Οι γυναίκες στο Αφγανιστάν έχουν κουραστεί από τα λόγια και να δημοσιοποιούν τις ιστορίες τους στον ξένο Τύπο και στις οργανώσεις. Νιώθουν πως κανείς δεν θα βοηθήσει ή δεν μπορεί να βοηθήσει” λέει η Jalal.

Η εκπαίδευση είναι ένα διεθνώς αναγνωρισμένο ανθρώπινο δικαίωμα απαραίτητο για την οικονομική ανάπτυξη του Αφγανιστάν και την σταθερότητα. Οι Ταλιμπάν είναι υποχρεωμένοι με βάση το διεθνές δίκαιο και την Παγκόσμια Διακήρυξη των Ανθρωπίνων Δικαιωμάτων να σεβαστούν απόλυτα τα δικαιώματα των γυναικών. Το Αφγανιστάν υπέγραψε την σύμβαση για την εξάλειψη όλων των μορφών διάκρισης κατά των γυναικών (CEDAW) το 2003.

Οι Ταλιμπάν δεσμεύονται από τις υποχρεώσεις του Αφγανιστάν με βάση αυτή την σύμβαση που μεταξύ άλλων αναφέρει πως με όλα τα κατάλληλα μέτρα και χωρίς καθυστέρηση πρέπει να εφαρμόσουν μια πολιτική που να εξαλείφει τις διακρίσεις κατά των γυναικών.

Οι γυναίκες τώρα χρειάζονται έναν άνδρα συνοδό, όταν ταξιδεύουν περισσότερο από 48 μίλια ή για βασικές δραστηριότητες, όπως να μπουν σ’ ένα κυβερνητικό κτήριο, να επισκεφθούν τον ιατρό ή να πάρουν ένα ταξί. Έχουν αποκλειστεί από όλα τα επαγγέλματα εκτός από τα ιατρικά και μέχρι την Τετάρτη, από την διδασκαλία. Οι γυναίκες επίσης δεν μπορούν να επισκέπτονται τα δημόσια πάρκα.

Η απαγόρευση των Ταλιμπάν στις γυναίκες και στα κορίτσια για την εκπαίδευση τις καταδίκασε οριστικά σ’ ένα ζοφερό μέλλον χωρίς ευκαιρίες.

”Το μισό της κοινωνίας αποτελείται από άνδρες και το άλλο μισό από γυναίκες. Επομένως, τα κορίτσια έχουν το ίδιο δικαίωμα στην εκπαίδευση με τα αγόρια. Υπάρχουν ζωτικοί ρόλοι που μπορούν να παίξουν οι γυναίκες σ’ όλες τις πτυχές της ζωής. Σε κάποια επαγγέλματα μπορεί να είναι καλύτερες από τους άνδρες”. Η απόφαση του υπουργείου Παιδείας του Αφγανιστάν, όπως λέει ο δρ. Unsal, είναι μια κατάφωρη παραβίαση των ανθρωπίνων δικαιωμάτων και μια κακοτυχία για το Αφγανιστάν.

Η Οικουμενική Διακήρυξη των Ανθρωπίνων Δικαιωμάτων είναι ένας ακρογωνιαίος λίθος στην ιστορία των ανθρωπίνων δικαιωμάτων. Συντάχθηκε από εκπροσώπους με διαφορετικό νομικό και πολιτιστικό υπόβαθρο από όλα τα μέρη του κόσμου και υιοθετήθηκε από την Γενική Συνέλευση του ΟΗΕ στο Παρίσι στις 10 Δεκεμβρίου 1948 (απόφαση Γενικής Συνέλευσης 217Α) ως ένα πρότυπο για όλους τους ανθρώπους και τα έθνη. Έθεσε για πρώτη φορά τα θεμελιώδη δικαιώματα που προστατεύονται παγκοσμίως και μεταφράστηκε σε περισσότερες από 500 γλώσσες. Η Οικουμενική Διακήρυξη των Ανθρωπίνων Δικαιωμάτων είναι ευρέως αναγνωρισμένη και έχει εμπνεύσει για την υιοθέτηση άλλων 7 συμβάσεων για τα ανθρώπινα δικαιώματα που εφαρμόζονται σήμερα επί μονίμου βάσεως σε παγκόσμιο και τοπικό επίπεδο (όλες περιέχουν αναφορά στους προλόγους τους).

Πηγές:

https://en.wikipedia.org/wiki/War_in_Afghanistan_(2001–2021)

https://www.pbs.org/newshour/world/talibans-higher-education-minister-defends-ban-on-women-from-universities

https://www.ohchr.org/en/countries/afghanistan

https://www.pbs.org/newshour/world/afghan-women-weep-over-university-ban-as-taliban-begin-enforcement

https://www.bbc.com/news/world-south-asia-11451718

https://www.theguardian.com/global-development/2022/mar/10/robbed-of-hope-afghan-girls-denied-an-education-struggle-with-depression

https://amp.cnn.com/cnn/2021/12/03/asia/afghanistan-taliban-decree-womens-rights-intl/index.html

https://edition.cnn.com/2022/12/20/asia/taliban-bans-women-university-education-intl/index.html

https://www.right-to-education.org/page/campaign

https://www.unesco.org/en/education/right-education/campaign

https://www.hrw.org/news/2021/09/02/how-international-community-can-protect-afghan-women-and-girls

Translated by Alexia Kapsabeli/Αλεξία Καψαμπέλη from the original Taliban’s wicked abolition of women’s rights in Afghanistan.

Afghanistan Alexia Kapsabeli by Leticia Cox Posted by Beyza Nur Dag Taliban Womens Rights

“DIE BÖSARTIGE ABSCHAFFUNG DER FRAUENRECHTE IN AFGHANISTAN DURCH DIE TALIBAN”

by Leticia Cox

Taliban bedeutet Unterdrückung der Frauen. Taliban bedeutet, die Qualitäten, den Platz und die Rolle der Frau in der Gesellschaft herabzusetzen. Taliban bedeutet, dass es für Frauen keine Bildung oder Arbeit außer Hausarbeit und Kinderkriegen gibt. Taliban bedeutet, dass den Frauen die grundlegenden Menschenrechte vorenthalten werden, dass sie in Angst und ohne Würde leben.

Die meisten Afghanen, darunter auch einige Taliban, lehnen den Ausschluss von Frauen und Mädchen aus dem Bildungssystem ab und sind ernsthaft besorgt über die Folgen für das gesamte Land.

Nach der Ankündigung der Taliban, weibliche Studenten von der Universität zu verbannen, verließen männliche Studenten aus Protest gegen die Entscheidung der Taliban ihre Prüfungen, und mehrere männliche Professoren kündigten.

Muslimische Länder wie die Türkei, Saudi-Arabien, Pakistan und Katar haben ihr Bedauern über das Universitätsverbot zum Ausdruck gebracht und die Taliban-Behörden aufgefordert, ihre Entscheidung zurückzunehmen.

“Dafür gibt es keine religiöse oder kulturelle Rechtfertigung”, sagte die 26-jährige Husna Jalal, eine Absolventin der Politikwissenschaften aus Kabul.

Jalal floh im August letzten Jahres aus Afghanistan, nachdem die Taliban die Stadt Kabul übernommen hatten. Jalal hat nach ihrem Universitätsabschluss vier Jahre lang in Kabul gearbeitet, aber wie viele berufstätige afghanische Frauen hatte sie vorhergesagt, dass die strenge Scharia bald nach der Übernahme des Landes durch die Taliban eingeführt werden würde.

“Es bricht mir das Herz, wenn ich sehe, wie meine Schwestern in ihren grundlegenden Menschenrechten verletzt werden. Ich habe gesehen, wie sie durch die Straßen marschierten und Freiheit und Gleichheit forderten, und wie die Sicherheitskräfte der Taliban Gewalt anwandten, um die Gruppe aufzulösen und sie daran zu hindern, ihr Recht auf freie Meinungsäußerung auszuüben”, sagte Jalal. “Die Menschen weltweit müssen ihre Stimme für meine Schwestern erheben; die Taliban haben uns all unsere Hoffnungen genommen.”

Die Taliban, auch bekannt als Talib, die seit 1996 versuchen, das Warlordentum in Afghanistan durch eine striktere Einhaltung der Scharia zu beenden, übernahmen 2021 als Islamisches Emirat Afghanistan gewaltsam die Kontrolle über Afghanistan.

Seit Jahrzehnten ist die Rolle der Scharia weltweit ein zunehmend umstrittenes Thema. Der Internationale Europäische Gerichtshof für Menschenrechte in Straßburg hat in mehreren Fällen entschieden, dass die Scharia “im Widerspruch zu den Grundprinzipien der Demokratie” steht. Einige traditionelle Praktiken beinhalten schwerwiegende Menschenrechtsverletzungen, insbesondere für Frauen und deren Recht auf Bildung.

Als die Taliban kamen, schafften sie das Frauenministerium ab. Frauen wurden nach und nach von den Fernsehbildschirmen gestrichen. Zehntausende von Frauen wurden in verschiedenen Branchen arbeitslos. Es war ihnen verboten, ohne Mahram mehr als 72 km zu gehen. Die Frauen werden aus dem gesellschaftlichen Leben herausgezogen. Die ihnen angebotene Gesundheitsversorgung ist begrenzt, ihre Beschäftigungsmöglichkeiten sind eingeschränkt, und ihr Recht auf Bildung wurde ihnen genommen.

Die jüngste Ankündigung der Taliban, Frauen bis auf weiteres von den Universitäten im ganzen Land zu suspendieren, ist ein eklatanter Verstoß gegen ihre in zahlreichen internationalen Verträgen verankerten gleichen Menschenrechte.

“Das erste Gebot des Islam lautet “Lies”. Der Islam fordert sowohl Männer als auch Frauen auf, nach Wissen zu streben. Der Koran wendet sich an Menschen und rät Männern und Frauen, Wissen zu erlangen, die Wahrheit zu finden, ihr eigenes Potenzial zu entdecken und zu entwickeln und vollkommene Menschen zu werden”, sagte Dr. Ali Unsal, Doktor der islamischen Theologie, kürzlich in einem Interview für Broken Chalk.

Dr. Ali Unsal ist ein erfahrener Autor, Forscher, Lehrer und Prediger mit einem fundierten Hintergrund in islamischer Theologie und islamischer Rechtswissenschaft. Dr. Unsal promovierte in islamischer Theologie und erwarb einen Master und einen Bachelor of Divinity an renommierten Theologenschulen in der Türkei. Er hat mehrere Jahre in den USA gelebt, wo er seine akademischen und beruflichen Studien und Erfahrungen durch Seminare, Workshops, Beratungen, Gemeindedienste und akademische Schriften mit muslimischen und nicht-muslimischen Amerikanern vertiefte. Er leitete das Institut für islamische und türkische Studien (IITS) in Fairfax, VA.

Dr. Unsal organisiert Podiumsdiskussionen, Seminare und Diskussionen mit Akademikern aus verschiedenen Ländern. Er spricht fließend Englisch, Türkisch, Arabisch, Bahasa Indonesia und Tatarisch.

Laut Dr. Unsal hat Hz. Muhammad die Bildung und Erziehung von Mädchen gefördert, die im Laufe der Geschichte besonders verachtet und unterbewertet wurden. “In einem seiner Hadithe heißt es beispielsweise: “Wer zwei Mädchen erzieht und diszipliniert, bis sie erwachsen sind, mit dem werden wir am Tag des Jüngsten Gerichts zusammen sein”, erklärt Dr. Unsal.

“Als die Frauen zu ihm kamen und sagten, dass er die Männer in der Moschee ständig unterrichtete und die Botschaft Allahs vermittelte, dass aber die Frauen davon ausgeschlossen waren, gab er ihnen eine besondere Zeit und gab ihnen eine Art Bildung.

Hz. Aisha, die Frau von Muhammad, wurde mit dem, was sie von ihm lernte, zu einer der bedeutendsten Gelehrten ihrer Gesellschaft. Jeder kam zu ihr, um von ihr zu lernen, was ihm fehlte. In der Geschichte des Islam nahmen Frauen einen bedeutenden Platz im wissenschaftlichen und kulturellen Leben ein. Die Fortbildung in einer inoffiziellen Struktur in der islamischen Welt und die Bindung an den Lehrer und nicht an die Schule erleichterten es den Frauen, von Gelehrten aus ihrem Umkreis unterrichtet zu werden. Unter den Meistern von Tâceddin es-Subki, einem der großen islamischen Gelehrten, die Hadithen hörten und lernten, werden 19 Frauen genannt. Suyûtî lernte Hadithe von 33, İbn-i Hacer von 53 und İbn-i Asâkir von 80 Frauen”, so Dr. Unsal.

Am 24. August letzten Jahres forderten die Außenminister der G-7-Staatengruppe – ein zwischenstaatliches politisches Forum – die Taliban auf, das Verbot der Frauenbildung zurückzunehmen, und warnten, dass “die Verfolgung aufgrund des Geschlechts ein Verbrechen gegen die Menschlichkeit darstellen kann, das strafrechtlich verfolgt werden wird”.

Mehrere Medien berichten, dass Taliban-Kräfte seit dem Verbot vor den Universitäten in Kabul stehen und Frauen am Betreten der Gebäude hindern, während sie den Männern erlauben, hineinzugehen und ihre Arbeit zu beenden.

Der Minister für höhere Bildung, Nida Mohammad Nadim, ein ehemaliger Provinzgouverneur, Polizeichef und Militärkommandant, ist strikt gegen die Bildung von Frauen, da sie gegen islamische und afghanische Werte verstoße.

“Meiner Meinung nach hat das nichts mit dem Islam zu tun”, sagte Dr. Unsal. “Weil es den paschtunischen Traditionen völlig widerspricht. Nach dieser Tradition sollte eine Frau nur zu Hause bleiben, ihr Essen kochen, ein Kind zur Welt bringen und nur ausgehen, wenn es notwendig ist. Das hat nichts mit dem Islam zu tun. Denn die Frau des Propheten, Hatice, war eine große Geschäftsfrau. Frauen waren in allen Bereichen des gesellschaftlichen Lebens präsent. Auf dem Markt, in der Moschee. Hz. Ömer setzte eine Frau namens Şifa als Inspektorin ein, um den Basar zu beaufsichtigen.”

Minister Nadim erklärte gegenüber den Medien, das Verbot sei aus mehreren Gründen notwendig: um die Vermischung der Geschlechter an den Universitäten zu verhindern, weil die Frauen sich nicht an die Kleiderordnung hielten, weil die Studentinnen in andere Provinzen gingen und ohne ihre Familien lebten und weil das Studium bestimmter Fächer und Kurse gegen die Grundsätze des Islam verstoße. Diese Gründe scheinen die öffentliche Meinung in der Welt nicht zu überzeugen.

Warum schränken die Taliban die Bildung von Frauen ein? Der Islam verweigert Frauen nicht die Bildung, warum also die Taliban?

“Meiner Meinung nach könnte es dafür zwei Gründe geben”, erklärt Dr. Unsal. “Erstens fehlt es ihnen an staatlicher Erfahrung. Sie können die Dynamik der Gesellschaft nicht richtig einschätzen. Sie haben immer noch eine Stammesmentalität. Das bringt sie dazu, sehr falsche Dinge zu tun. Sie können nicht alle Teile der Gesellschaft einbeziehen. Der zweite Grund ist eine Art von Perspektivwechsel oder eine Art von Ignoranz. Sie interpretieren den Islam im Einklang mit ihrer eigenen Stammeskultur. Leider steht dies im Widerspruch zur Universalität des Islam und ist weit davon entfernt, den Bedürfnissen der modernen Zeit zu entsprechen. Deshalb handeln sie mit einer radikalen und marginalen Interpretation.“

Im ganzen Land haben die Taliban Mädchen den Schulbesuch über die sechste Klasse hinaus verboten, Frauen von der Arbeit ausgeschlossen und ihnen befohlen, in der Öffentlichkeit eine Burka oder eine Ganzkörperverschleierung zu tragen. Auch der Zutritt zu Parks und Turnhallen ist Frauen untersagt worden.

“Viele junge Mädchen sind traumatisiert, wenn sie festgehalten werden. Einige Familien berichten in den Nachrichten, dass ihre Tochter ständig weint und nicht getröstet werden kann. Junge Menschen und Familien machen sich Sorgen um ihre Zukunft”, sagte Dr. Unsal.

“Unsere Schwestern und unsere Männer haben die gleichen Rechte; sie werden in der Lage sein, ihre Rechte zu nutzen … natürlich innerhalb des Rahmens, den wir haben”, sagte Taliban-Sprecher Zabihullah Mujahid.

Trotz anfänglicher Versprechen, die Scharia gemäßigter zu handhaben und die Rechte der Frauen zu respektieren, haben die Taliban seit ihrer Machtübernahme im August 2021 ihre Auslegung des islamischen Rechts/der Scharia durchgesetzt, und es gibt immer wieder Hinweise darauf, dass die Taliban die Rechte der Frauen verletzen.

Wie also kann die internationale Gemeinschaft den Frauen in Afghanistan helfen?

“Die EU sollte die Finanzierung der Geschäfte der Taliban einstellen. Kinder aus Taliban-Familien sollten nach Afghanistan zurückgeschickt werden, um dort zu studieren, nicht im Ausland”, sagte Jalal.

“Die internationalen Spender sollten den Einfluss, den sie auf die Taliban haben, erkennen und ausüben, sei es durch diplomatische Sanktionen, Wirtschaftssanktionen, Hilfe, politischen Druck oder andere Mittel. Sie sollten dieses Druckmittel nutzen, um konkrete Verpflichtungen in Bezug auf die Rechte der Frauen einzufordern, die für Frauen und Mädchen von Bedeutung und durch Überwachung messbar sind”, sagte Jalal.

Nach Ansicht von Dr. Unsal könnten Sanktionen internationaler Spender nicht funktionieren. Die Taliban haben einen festen und robusten Charakter. Das Richtige wäre, dass muslimische Gesellschaften wie die Organisation der Islamischen Konferenz oder die Organisation für Islamische Zusammenarbeit oder die Gemeinschaften islamischer Gelehrter in Zusammenarbeit mit Menschenrechtsorganisationen etwas unternehmen, das schnellere Ergebnisse bringt.

“Die Taliban sind beunruhigt über die Kritik der Welt an ihren Entscheidungen für ihre Gesellschaft und über die Forderung, ihre Fehler zu korrigieren. Sie sagen: “Mischt euch nicht in unsere inneren Angelegenheiten ein”.

Einige internationale Universitäten oder Organisationen könnten Ausbildungsmöglichkeiten anbieten und kostenlose Vorlesungen, Kurse und Diplome zur Verfügung stellen.

Außerdem können einige Länder, mit denen die Taliban nicht aus der westlichen, sondern aus der islamischen Welt zusammenarbeiten, durch ihre Gelehrten zur Entspannung beitragen”, schlug Dr. Unsal vor.

“Die Frauen in Afghanistan sind es leid, mit der ausländischen Presse und Organisationen zu sprechen und ihre Geschichten zu erzählen. Sie haben das Gefühl, dass ihnen niemand hilft oder dass sie nicht helfen können”, sagte Jalal.

Bildung ist ein international anerkanntes Menschenrecht, das für das wirtschaftliche Wachstum und die Stabilität Afghanistans unerlässlich ist. Die Taliban sind nach internationalem Recht und der Allgemeinen Erklärung der Menschenrechte verpflichtet, die Rechte der Frauen uneingeschränkt zu achten. Afghanistan hat das Übereinkommen zur Beseitigung jeder Form von Diskriminierung der Frau (CEDAW) im Jahr 2003 ratifiziert.

Die Taliban übernehmen die Verpflichtungen Afghanistans aus dieser Konvention, einschließlich der “Verfolgung einer Politik zur Beseitigung der Diskriminierung von Frauen mit allen geeigneten Mitteln und ohne Verzögerung”.

Frauen brauchen jetzt einen männlichen Vormund, um mehr als 48 Meilen zu reisen oder um grundlegende Aufgaben wie das Betreten von Regierungsgebäuden, Arztbesuche oder Taxifahrten zu erledigen. Sie sind von fast allen Berufen ausgeschlossen, mit Ausnahme der medizinischen Berufe und – bis Mittwoch – der Lehrtätigkeit. Frauen dürfen auch keine öffentlichen Parks mehr besuchen.

Das von den Taliban verhängte Bildungsverbot für Frauen und Mädchen hat die afghanischen Frauen dauerhaft zu einer düsteren Zukunft ohne Chancen verurteilt.

“Die Hälfte der Gesellschaft besteht aus Männern, die andere Hälfte aus Frauen. Deshalb haben Mädchen das gleiche Recht auf Bildung wie Jungen. Es gibt wichtige Rollen, die Frauen in allen Lebensbereichen spielen können. In einigen Bereichen können sie sogar bessere Arbeit leisten als Männer. Diese Entscheidung des afghanischen Bildungsministeriums ist sowohl eine Verletzung der Menschenrechte als auch ein Unglück für Afghanistan”, so Dr. Unsal.

*Die Allgemeine Erklärung der Menschenrechte (UDHR) ist ein Meilenstein in der Geschichte der Menschenrechte. Sie wurde von Vertretern mit unterschiedlichem rechtlichem und kulturellem Hintergrund aus allen Regionen der Welt verfasst und von der Generalversammlung der Vereinten Nationen am 10. Dezember 1948 in Paris (Resolution 217 A der Generalversammlung) als gemeinsamer Standard für alle Völker und Nationen proklamiert. In ihr wurden zum ersten Mal grundlegende Menschenrechte festgelegt, die universell zu schützen sind, und sie wurde in über 500 Sprachen übersetzt. Es wird allgemein anerkannt, dass die UDHR die Verabschiedung von mehr als siebzig Menschenrechtsverträgen inspiriert und ihnen den Weg geebnet hat, die heute auf globaler und regionaler Ebene ständig angewandt werden (alle enthalten in ihren Präambeln Verweise auf die UDHR).

https://en.wikipedia.org/wiki/War_in_Afghanistan_(2001–2021)

https://www.pbs.org/newshour/world/talibans-higher-education-minister-defends-ban-on-women-from-universities

https://www.ohchr.org/en/countries/afghanistan

https://www.pbs.org/newshour/world/afghan-women-weep-over-university-ban-as-taliban-begin-enforcement

https://www.bbc.com/news/world-south-asia-11451718

https://www.theguardian.com/global-development/2022/mar/10/robbed-of-hope-afghan-girls-denied-an-education-struggle-with-depression

https://amp.cnn.com/cnn/2021/12/03/asia/afghanistan-taliban-decree-womens-rights-intl/index.html

https://edition.cnn.com/2022/12/20/asia/taliban-bans-women-university-education-intl/index.html

https://www.right-to-education.org/page/campaign

https://www.unesco.org/en/education/right-education/campaign

https://www.hrw.org/news/2021/09/02/how-international-community-can-protect-afghan-women-and-girls

Afghanistan by Leticia Cox Posted by Beyza Nur Dag Taliban Womens Rights

“LA PERICOLOSA ABOLIZIONE DEI DIRITTI DELLE DONNE IN AFGHANISTAN”

Di Leticia Cox

Talebano è sinonimo di soppressione del genere femminile. Talebano significa degradazione delle qualità, della posizione e del ruolo delle donne nella società. Talebano significa che per le donne non ci sono né istruzione né lavoro, se non quello domestico e quello di partoriente. Talebano significa privazione dei diritti umani fondamentali delle donne, che vivono nella paura e senza dignità.

La maggior parte degli afghani, compresi alcuni talebani, non è favorevole all’esclusione di donne e ragazze dal sistema educativo ed è seriamente preoccupata delle conseguenze per l’intera nazione.

Dopo l’annuncio dei Talebani di bandire le studentesse dall’università, gli studenti universitari maschi hanno abbandonato gli esami per protestare contro la decisione dei Talebani e diversi professori maschi si sono dimessi.

Paesi musulmani come la Turchia, l’Arabia Saudita, il Pakistan e il Qatar hanno espresso il loro rammarico per il divieto universitario e hanno esortato le autorità talebane a ritirare la loro decisione.

“Non c’è alcuna giustificazione religiosa o culturale”, ha dichiarato Husna Jalal, 26 anni, laureata in Scienze politiche a Kabul.

Jalal è fuggita dall’Afghanistan nell’agosto dello scorso anno, dopo che i Talebani avevano preso il controllo della città di Kabul. Jalal ha lavorato per quattro anni a Kabul dopo essersi laureata, ma come molte donne afghane che lavorano aveva previsto che la rigida Sharia sarebbe stata applicata dopo la presa di potere dei Talebani.

“È straziante vedere le mie sorelle violate nei loro diritti umani fondamentali. Le ho viste marciare per le strade chiedendo libertà e uguaglianza e ho visto come le forze di sicurezza talebane hanno usato la violenza per disperdere il gruppo e impedire loro di esercitare la libertà di parola”, ha detto Jalal. “Le persone di tutto il mondo devono alzare la voce per le mie sorelle; i Talebani ci hanno tolto tutte le speranze”.

I Talebani, noti come Talib, che dal 1996 hanno cercato di porre fine al warlordismo in Afghanistan attraverso una più rigida adesione alla Sharia, hanno preso il controllo dell’Afghanistan come Emirato Islamico dell’Afghanistan con la forza nel 2021.

Da decenni, il ruolo della Sharia è diventato un argomento sempre più contestato in tutto il mondo. La Corte internazionale dei diritti dell’uomo di Strasburgo (CEDU) ha stabilito in diversi casi che la Sharia è “in conflitto con i principi fondamentali della democrazia”. Alcune pratiche tradizionali comportano gravi violazioni dei diritti umani, soprattutto per quanto riguarda le donne e la loro libertà di istruzione.

Quando i talebani si insediarono al potere abolirono il Ministero della Donna. Le donne furono gradualmente ritirate dagli schermi televisivi. Decine di migliaia di donne furono disoccupate in diversi settori. Era proibito loro di andare in qualsiasi luogo che superasse i 72 km senza un mahram. Le donne sono state escluse dalla vita sociale. I servizi sanitari offerti sono limitati come le opportunità di lavoro e il diritto all’istruzione è stato negato.

Il recente annuncio dei Talebani di sospendere immediatamente, fino a nuovo ordine, le donne dalle università di tutto il Paese è una palese violazione dei loro pari diritti umani, sanciti in molteplici trattati internazionali.

“Il primo comandamento dell’Islam è “leggere”. L’Islam esorta uomini e donne a cercare la conoscenza. Il Corano si rivolge agli esseri umani e consiglia a uomini e donne di acquisire conoscenza, trovare la verità, rivelare e sviluppare il proprio potenziale e diventare esseri umani perfetti”, ha dichiarato il dottor Ali Unsal, titolare di un dottorato in teologia islamica, in una recente intervista per Broken Chalk.

Il dottor Ali Unsal è uno scrittore, ricercatore, insegnante e predicatore di grande esperienza, con una solida formazione in teologia islamica e giurisprudenza islamica. Il dottor Unsal ha conseguito il dottorato in teologia islamica e il master e il baccellierato in Divinità presso le migliori scuole di Divinità in Turchia. Ha vissuto negli Stati Uniti per diversi anni, dove ha arricchito i suoi studi e la sua esperienza accademica e professionale impegnandosi con americani musulmani e non musulmani attraverso seminari, workshop, consulenze, servizi alla comunità locale e scrittura accademica. Ha diretto l’Istituto di studi islamici e turchi (IITS) di Fairfax, VA.

Il dottor Unsal organizza pannelli di discussione, seminari e simposi con accademici di diversi Paesi e parla correntemente inglese, turco, arabo, bahasa Indonesia e tataro.

Secondo il dottor Unsal, Hz. Muhammad ha incoraggiato l’istruzione e l’educazione delle ragazze, che nel corso della storia sono state particolarmente disprezzate e sottovalutate. “Per esempio, in uno dei suoi Hadith, “Chiunque allevi e disciplini due ragazze fino a quando non raggiungono l’età adulta, saremo insieme a quella persona nel Giorno del Giudizio”, spiega il dottor Unsal.

“Quando le donne vennero da lui e dissero che egli insegnava costantemente agli uomini nella moschea e trasmetteva il messaggio di Allah, ma che le donne ne erano prive, egli dedicò loro del tempo e diede loro una sorta di educazione.”

Hz. Aisha, la moglie di Maometto, divenne una delle studiose più importanti della sua società grazie a ciò che imparò da lei. Tutti venivano a imparare da lui ciò che gli mancava. Nella storia dell’Islam, le donne hanno occupato un posto significativo nella vita scientifica e culturale. La prosecuzione del percorso educativo in una struttura non ufficiale nel mondo islamico e l’attaccamento al maestro piuttosto che alla scuola hanno reso più facile per le donne ricevere istruzione dagli studiosi della loro cerchia ristretta. Tra i maestri di Tâceddin es-Subki, uno dei grandi studiosi islamici, che ascoltavano e apprendevano gli hadith, sono menzionate 19 donne. Suyûtî imparò gli hadith da 33, İbn-i Hacer da 53 e İbn-i Asâkir da 80 donne”, ha detto il dottor Unsal.

Il 24 agosto scorso, i ministri degli Esteri del gruppo di Stati G-7 – un forum politico intergovernativo – hanno esortato i Talebani a ritirare i divieti sull’istruzione femminile, avvertendo che “la persecuzione di genere può costituire un crimine contro l’umanità che sarà perseguito”.

Diverse fonti mediatiche hanno riferito di forze talebane fuori dalle università di Kabul dopo il divieto, impedendo alle donne di entrare negli edifici, mentre agli uomini è stato permesso di entrare e portare a termine il loro lavoro.

Il ministro dell’Istruzione superiore, Nida Mohammad Nadim, ex governatore provinciale, capo della polizia e comandante militare, si oppone fermamente all’istruzione femminile, affermando che è contraria ai valori islamici e afghani.

“A mio parere, non ha nulla a che fare con l’Islam”, ha dichiarato il dottor Unsal. “Perché va totalmente contro le tradizioni pashtun. Secondo questa tradizione, una donna dovrebbe stare a casa, cucinare il suo cibo, dare alla luce un bambino e non uscire se non è necessario. Questo non ha nulla a che fare con l’Islam. Perché la moglie del Profeta, Hatice, era una grande donna d’affari. Le donne erano presenti in tutti gli ambiti della vita sociale. Al mercato, in moschea. Hz. Ömer nominò una donna di nome Şifa come ispettrice per supervisionare il bazar”.

Il Ministro Nadim ha inoltre dichiarato ai media che il divieto era necessario per diversi motivi: per evitare la mescolanza dei generi nelle università, perché le donne non rispettavano il codice di abbigliamento, perché le studentesse si recavano in altre province e vivevano senza le loro famiglie, e perché lo studio di specifiche materie violava i principi dell’Islam. Queste ragioni non sembrano convincenti per l’opinione pubblica mondiale.

Perché i Talebani limitano l’istruzione femminile? L’Islam non nega l’istruzione alle donne, perché i Talebani sì?

“A mio parere, le ragioni possono essere due”, spiega il dottor Unsal. “In primo luogo, non hanno esperienza di Stato. Non riescono a leggere correttamente le dinamiche della società. Hanno ancora una mentalità tribale. Questo li porta a fare cose molto sbagliate. Non riescono ad abbracciare tutti i segmenti della società.

Il secondo è una sorta di cambiamento di prospettiva o una forma di ignoranza. I talebani interpretano l’Islam in linea con la loro cultura tribale. Sfortunatamente, questo è contrario all’universalità dell’Islam e lontano dal rispondere alle esigenze dei tempi moderni. Pertanto, agiscono con un’interpretazione radicale e marginale”.

In tutto il Paese, i Talebani hanno vietato alle ragazze di andare a scuola oltre il sesto grado, hanno impedito alle donne di lavorare e hanno ordinato loro di indossare il burqa o di coprirsi da capo a piedi in pubblico. Le donne sono state bandite anche da parchi e palestre.

“Molte ragazze sono traumatizzate quando vengono trattenute in custodia dalla polizia. Alcune famiglie, nei notiziari, raccontano che la loro figlia piange continuamente e non può essere confortata. I giovani e le famiglie sono preoccupati per il loro futuro”, ha dichiarato il dottor Unsal.

“Le nostre sorelle e i nostri uomini hanno gli stessi diritti; saranno in grado di beneficiare dei loro diritti… naturalmente, all’interno del contesto in cui viviamo “, ha dichiarato il portavoce dei Talebani Zabihullah Mujahid.

Nonostante le promesse iniziali di una Sharia più moderata e del rispetto dei diritti delle donne, i Talebani hanno implementato la loro interpretazione della legge islamica/Sharia da quando hanno ripreso il potere nell’agosto 2021 e continuano a emergere prove che dimostrano che i Talebani stiano violando i diritti delle donne.

Come può la comunità internazionale aiutare le donne Afghane?

“L’UE dovrebbe smettere di finanziare le attività dei Talebani. I figli delle famiglie talebane dovrebbero essere rimandati in Afghanistan per studiare lì, non all’estero”, ha detto Jalal.

“I donatori internazionali dovrebbero individuare ed esercitare l’influenza che hanno sui Talebani, attraverso sanzioni diplomatiche ed economiche, aiuti, pressioni politiche e altri mezzi. Dovrebbero usarla per fare pressione per ottenere impegni concreti sui diritti delle donne che siano significativi per queste ultime e misurabili attraverso il monitoraggio”, ha detto Jalal.

Secondo il dottor Unsal, le sanzioni dei donatori internazionali potrebbero non funzionare. I Talebani hanno un carattere forte e robusto. La cosa giusta sarebbe che le società musulmane, come l’organizzazione della Conferenza islamica o l’Organizzazione della cooperazione islamica o le comunità di studiosi islamici facessero qualcosa in collaborazione con le organizzazioni per i diritti umani, per ottenere risultati più rapidi.

“I Talebani sono infastiditi dalle critiche del mondo sulle loro decisioni per la società e dalla richiesta di correggere i loro errori. Dicono: “Non interferite nei nostri affari interni”.

Alcune università o organizzazioni internazionali possono offrire opportunità di formazione e fornire lezioni, corsi e diplomi gratuiti.

Un’altra cosa è che alcuni Paesi, non appartenenti al mondo occidentale ma a quello islamico, con cui i Talebani possono cooperare, potrebbero contribuire ad allentare questa tensione attraverso i loro studiosi”, ha suggerito il dottor Unsal.

“Le donne in Afghanistan sono stanche di parlare e condividere le loro storie con la stampa e le organizzazioni straniere. Hanno la sensazione che nessuno le aiuterà o non potrà aiutarle”, ha detto Jalal.

L’istruzione è un diritto umano riconosciuto a livello internazionale, essenziale per la crescita economica e la stabilità dell’Afghanistan. I Talebani sono obbligati dal diritto internazionale e dalla Dichiarazione universale dei diritti umani a rispettare pienamente i diritti delle donne. L’Afghanistan ha ratificato la Convenzione sull’eliminazione di tutte le forme di discriminazione contro le donne (CEDAW) nel 2003.

I Talebani ereditano gli obblighi assunti dall’Afghanistan ai sensi di tale Convenzione, tra cui quello di “perseguire con tutti i mezzi appropriati e senza indugio una politica di eliminazione della discriminazione nei confronti delle donne”.

Le donne hanno ora bisogno di un tutore maschile per viaggiare per più di 48 miglia o per intraprendere attività di base come entrare negli edifici governativi, vedere un medico o prendere un taxi. Sono bandite da quasi tutti i lavori, tranne le professioni mediche e, fino a Mercoledì, l’insegnamento. Le donne non possono più visitare i parchi pubblici.

Il divieto di istruzione imposto dai Talebani alle donne e alle ragazze ha condannato definitivamente le donne afghane a un futuro buio e privo di opportunità.

“Metà della società è costituita da uomini e l’altra metà da donne. Pertanto, le ragazze hanno lo stesso diritto all’istruzione dei ragazzi. Ci sono ruoli vitali che le donne possono svolgere in tutti i settori della vita. In alcuni ambiti, possono svolgere un lavoro migliore di quello degli uomini”. Questa decisione del Ministero dell’Educazione nazionale afghano è una violazione dei diritti umani e una disgrazia per l’Afghanistan”, ha dichiarato il dottor Unsal.

*La Dichiarazione universale dei diritti umani (UDHR) è un documento fondamentale nella storia dei diritti umani. Redatta da rappresentanti di diversa estrazione giuridica e culturale provenienti da tutte le regioni del mondo, la Dichiarazione è stata proclamata dall’Assemblea generale delle Nazioni Unite a Parigi il 10 dicembre 1948 (risoluzione 217 A dell’Assemblea Generale) come criterio comune di realizzazione per tutti i popoli e tutte le nazioni. Essa stabilisce, per la prima volta, i diritti umani fondamentali da tutelare universalmente ed è stata tradotta in oltre 500 lingue. È ampiamente riconosciuto che la UDHR abbia ispirato e spianato la strada all’adozione di oltre settanta trattati sui diritti umani, oggi applicati in modo permanente a livello globale e regionale (tutti contengono riferimenti a essa nei loro preamboli).

https://en.wikipedia.org/wiki/War_in_Afghanistan_(2001–2021)

https://www.pbs.org/newshour/world/talibans-higher-education-minister-defends-ban-on-women-from-universities

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Afghanistan by Leticia Cox Posted by Beyza Nur Dag Taliban Womens Rights