Publication: Knowledge on Fire : Attacks on Education in Afghanistan
Date
2009-09
ISSN
Published
2009-09
Author(s)
World Bank
Abstract
This study was conducted in a desire to
better understand the nature of threats and attacks on
education and offer recommendations for improving the
ability of stakeholders to mitigate, and whenever possible,
prevent, future attacks, with particular regard to the
participation of communities in that process. Communities in
Afghanistan are largely involved in the management and daily
life of schools, as well as in their protection.
Specifically, through an analysis of the nature of attacks
and possible ways to mitigate risks by increased community
involvement in protection of schools, the report seeks to
contribute to: 1) increased security for students, teachers
and other education personnel, 2) increased community
involvement in and responsibility for school management, and
3) improved enrollment of students. Girls' education is
clearly targeted more than boys; findings from this research
indicate that the main perpetrators against the education of
girls are the armed insurgency or internal community
members. The roles that respondents see for the communities
are numerous, and clearly defined by the nature of the
attack and the perpetrators behind it. Additionally,
involving the community from the very start of the school
establishment process could be positive, both in ensuring
community acceptance of the initiative, and in garnering
their commitment to being involved in its protection.
Citation
“World Bank. 2009. Knowledge on Fire : Attacks on Education in Afghanistan. © Washington, DC. http://openknowledge.worldbank.org/entities/publication/b79c4030-60a4-59b0-a268-9a0ddf7a465b License: CC BY 3.0 IGO.”