Standing in Solidarity: Addressing Challenges Facing Female Education in Afghanistan at the Start of the New Academic Year

This article is written by a research fellow and reflects their individual perspectives and opinions. It does not constitute an official representation of the Raoul Wallenberg Institute, and readers should be aware that it does not necessarily align with the official position of the institute. Readers are encouraged to independently verify information and seek guidance from appropriate academic authorities when necessary. The authors bear full responsibility for the content presented in this blog and any potential consequences resulting from it.

This article was written by Maliha Shirzay, Afghan Fellow at RWI.


During an interview carried out as part of my research, a participant made a poignant observation regarding the current state of Nawrooz in Afghanistan, describing it as dark and gloomy. In Afghanistan, the New Year is celebrated based on the Solar Hijri calendar, which dates back 622 years before the Gregorian Calendar and is currently in the year 1402. Nawrooz is traditionally celebrated on the 20th or 21st of March each year, symbolizing new beginnings, particularly the start of the academic year in educational institutions. This joyous occasion is typically marked by thorough house cleaning and the acquisition of new clothing, representing a fresh start imbued with hope for progress and prosperity.

Nawrooz is an annual celebration in Afghanistan that marks the welcoming of spring and is typically a time of great festivity and happiness. However, this year’s celebration is marred by a sense of sadness as the Taliban’s strict interpretation of Islam deems it forbidden, or “haram.” The Taliban argues that the celebration has roots in pre-Islamic traditions that were prevalent during the eras of Zoroastrianism and Judaism in Afghanistan. As a result, they view it as an un-Islamic practice that must be banned, leading to fear and uncertainty among the population. Despite the Taliban’s oppressive regime, some people continue to secretly celebrate the occasion within the confines of their families and communities. Unfortunately, the Taliban’s restrictions on female education have exacerbated feelings of desolation and helplessness among the populace. Furthermore, the Taliban’s stringent rules have disrupted the traditional post-Nawrooz academic calendar, which has been a significant part of Afghan culture for generations. Afghan children, who are used to starting new academic years and classes after the celebration, now find their traditions disrupted.

Thereby, the typically joyous celebration of Nawrooz has been cast in a pall of sadness and uncertainty due to the Taliban’s strict interpretation of Islam and oppressive regime. The Afghan people are facing a difficult time, and the future remains uncertain.

For decades, Afghan women have encountered numerous barriers to education, stemming from cultural and religious norms that impede their access. This struggle has persisted since the early days of female education in the country. Nevertheless, in 1929, King Amanullah Khan, known for his progressive constitutional reforms in Afghanistan, set out to integrate women into all aspects of society through a transformative mission. As a part of this undertaking, he founded the Mastorat School – the country’s first educational institution dedicated solely to providing education to women. Although the school began with a modest student population, it swiftly became a significant milestone in Afghanistan’s history of female education. King Amanullah Khan’s efforts yielded positive results, and he implemented several other reforms aimed at enhancing women’s rights in the country. Despite this progress, Afghan women continue to face numerous challenges in accessing education.

Throughout the interviews I have conducted during the last weeks, participants expressed feelings of sadness and despair about missing out on the Nawrooz festivities. They shared a sense of profound deprivation, unable to celebrate due to their situation. As the academic year begins in Afghanistan, they are relegated to the sidelines, unable to access the opportunities that education can provide. The Taliban’s dominance has left them feeling stagnant and insignificant, with limited prospects for growth and progress. While the world experiences technological advancement and human rights advocacy, these individuals face numerous challenges. Their lives are marked by a sense of isolation and exclusion. Despite their sincere efforts to pursue education in secret, they are uncertain about how to leverage their newfound knowledge to effect positive change given the prevailing status quo. Overall, the interviewees’ stories represent those who are determined to improve their lives but are constrained by the harsh realities of their situation. Their resilience and tenacity remind us of the transformative power of education for individuals and society.

The women of Afghanistan are truly remarkable in their bravery and resilience, inspiring us all with their unwavering courage in the face of countless challenges. We must stand in solidarity with these women, reigniting their hope for a brighter future. The lack of progress on the part of the Taliban has left Afghan women and girls vulnerable, denying them access to vital opportunities and threatening their dreams and aspirations. It is our duty to take decisive action and support these women, reopening the doors of education that have been unjustly closed to them. By giving these women the chance to reach their full potential and achieve their goals, we empower them to become agents of change in their communities and contribute to the greater good of society. It is our responsibility to unite with these women in their fight for equal rights and opportunities, creating an Afghanistan where everyone can access the same opportunities and achieve their dreams. Together, we can make a difference.

Featured image: Mohammad Rahmani

Share with your friends
Scroll to top