Advocating increase female teachers in formal agriculture education in Afghanistan

Budget: 40k USD

Objective

1.    Advocating for gender inclusive policies within the technical and vocational education and training (TVET) authority

2.    Crafting and advocacy toolkit through participatory feedback

3.    Offering technical assistance to the teacher training directorate of the TVET authority

Project description:

The project supported by the Rockefeller Philanthropy advisor foundation in collaboration with Umass Amherst, aimed to bolster the presence of female education in formal agriculture education within Afghanistan. This initiative consisted of three main component: a) the research culminated in the development of an advocacy toolkit tailored for policymakers. Initial data gathering involved approximately 150 female students are teachers in Balkh province spanning agricultural high school (AHS), agriculture vocational institute (AVI), and the agriculture faculty of Balkh University. Balkh was chosen due to its relative safety, robust infrastructure, and a higher than average number of female agriculture instructors. The AVI situated in a semi-urban area attracted student from urban as well as rural background.

Outcome:

Following the initial data collection and identification of key themes among students, teachers, and policymakers, a comprehensive survey questionnaire was designed. this questionnaire formed the basis of interviews conducted with 120 female AHS students, 120 female AVI students and 27 provincial TVET directors. Additionally five focus groups were convened with female agriculture teachers, while seven individual interviews were held with public officials and TVET experts. Respondents were geographically diverse, representing both rural and urban areas nationwide.  

To ensure inclusivity and cultural sensitivity, two female AVI students were recruited to assist in surveying young women and girls thereby adhering to gender norms. Due to Covid-19 restrictions and security concerns in Afghanistan, the majority of data collection accrued remotely utilizing methods such as mobile phones, email, and online platforms. However, preliminary data gathering and three focus groups were conducted in person.