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Schools for Conflict or for Peace in Afghanistan$
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Dana Burde

Print publication date: 2014

Print ISBN-13: 9780231169288

Published to Columbia Scholarship Online: November 2015

DOI: 10.7312/columbia/9780231169288.001.0001

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PRINTED FROM COLUMBIA SCHOLARSHIP ONLINE (www.columbia.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CUPSO for personal use.date: 24 July 2021

Education for the World

Education for the World

Chapter:
(p.125) 5 Education for the World
Source:
Schools for Conflict or for Peace in Afghanistan
Author(s):

Dana Burde

Publisher:
Columbia University Press
DOI:10.7312/columbia/9780231169288.003.0005

This chapter demonstrates the positive aspects of education interventions in Afghanistan. It begins by discussing the adoption of the “peace education” in the Afghan Ministry of Education (MoE) curriculum. Through this initiative, supplemental out-of-school or after school programs were conducted for ethnically diverse groups of young people, requiring them to participate in activities involving intergroup cooperation and support for the authorities, law, or custom. Community-based schools are ideal for this type of education, as these schools are less likely to be targeted by Taliban insurgents. From a broader perspective, this would mean more equitable access to government-affiliated education in Afghanistan. The chapter considers the role of the MoE curriculum in the state of education in Afghanistan under the Taliban rule.

Keywords:   education interventions, Afghanistan, peace education, Afghan Ministry of Education curriculum, MoE curriculum, out-of-school programs, after school programs, Community-based schools, Taliban insurgents, government-affiliated education

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