Transforming Afghanistan’s Education System Through Reform, Decentralization, and Quality Enhancement
Speech at the Closing Ceremony of the First National Education Symposium
Keypoints:
- Education reform: Improving quality, relevance, and readiness of education.
- Depoliticized education: Keeping schools free from political interference.
- Teacher dignity: Strengthening status, rights, and respect of teachers.
- Curriculum modernization: Updating curricula for national and labor needs.
- Decentralized management: Shifting authority and resources to provinces.
- Access expansion: Ensuring education access in rural and remote areas.
- Women’s education: Increasing female participation in schools and leadership.
- Vocational training: Expanding technical education for job alignment.
- Public participation: Engaging parents, communities, and private sector.
- Transparency and merit: Ensuring fair exams, hiring, and evaluation.
- Infrastructure development: Improving schools, resources, and textbooks.
- National integration: Linking education with unity and social cohesion.
Kabul, Afghanistan
In the name of Allah, the Most Gracious, the Most Merciful.
Honorable Dr. Qayoumi, Minister Balkhi, esteemed members of the Cabinet, Mr. Shinwari, and all other colleagues; but especially my dear professional peers—the esteemed teachers, directors of education, all education personnel, dear sisters, and all attendees of this assembly: First of all, I offer you the greeting of the leader of humanity; Peace be upon you and the mercy of Allah and His blessings.
I thank you from the bottom of my heart for your presence and your initiative. The fact that this is the first time a national symposium has been held means that seventeen years were wasted by not holding one. I congratulate you all on this initiative.
The points of discussion are extremely important, key, and vital. The first point was Minister Balkhi’s own conclusion: today’s education system does not meet the needs of tomorrow’s Afghanistan. Therefore, your proposal to name the coming decade the "Decade of Education" and to provide a comprehensive ten-year program with appropriate financial resources is absolutely accepted.
I request Dr. Qayoumi to conduct the initial reviews with you to create a clear and specific vision in this sector so that progress can be made.
Depoliticizing Education
The second point, for which we must congratulate everyone, is that this year was the "turning point" for education. I sincerely congratulate Minister Balkhi, Mr. Shinwari, the Deputy Ministers, and all the Provincial Education Directors who were selected through a competitive process.
The Education Directors in all 34 provinces must understand one thing clearly: they have my full support in depoliticizing education across all provinces. No powerful individual, strongman, or political figure is allowed to interfere in education. Regarding the proposal by the Director of Education for Kabul, my instruction to Minister Balkhi is this: within the next two months, every non-competitive post—especially those held by 12th-grade graduates in various departments (not the Ministry's central directorates)—must be converted into competitive positions.
Furthermore, you cannot involve the education sector in elections. If I see a school principal working for any candidate, including myself, they will be dismissed the next day. Do not involve our children in these matters.
Elections sometimes cause division; education must be a force for connection (wasl), not separation (fasl). If anyone claims the President is asking you to work for his benefit in the election, they are lying. Give them a firm "no."
Because elections are temporary—leaders come and go according to the Constitution—but for decades and centuries to come, God willing, our children remain our spiritual capital. This is wealth that must not be dragged in the wrong direction. Once education becomes political, it is difficult to make it non-political again, and we have seen the consequences.
Reflecting on History: December 27 (6th of Jadi)
Today is the 6th of Jadi, that dark day when Soviet forces entered Afghanistan. Who brought them in? One major reason was that no attention was paid to the dormitories of Kabul University and the schools of Kabul to unite this country. Instead, divisions were introduced—the high schools, the Military University, Kabul University... did this very politicization not lead to our destruction?
Look at the poetry of our greatest writers; do they not all take responsibility for the blame of their own extremist thoughts? Today, education must be national, professional, and non-political. This is my message. We truly have great teachers here. Every time I pass by Esteqlal or Habibia High School, I pray for my teachers.
The Role of Teachers and Language
Teachers injected the love of homeland, sacrifice for this soil, and commitment to national unity into us. Teachers must be representatives of this love and commitment, especially our education managers.
Our three national languages are a source of pride. All three are inextricably linked. By what name do they try to divide us? Do not the majority of Afghans speak two or three languages? Everything written in Afghanistan is the pride of every Afghan and our point of connection. We are at the heart of Asia; our greatest asset is our familiarity with the languages and customs of every neighboring country. Do our neighbors understand us as well as we understand them? Because we have had millions of refugees in those places, each of us has experiences and acts as a bridge.
Curriculum and Professionalism
Our curriculum must undergo a fundamental change in quality. Without changing the curriculum, we cannot progress. In this regard, I want to mention Mr. Wolesmal, the son of a teacher—a teacher who taught in school until the age of 96. Even though his son was a Mayor, an Acting Minister, and a Deputy Minister, he went to school every day on his bicycle. He understood spiritual wealth, which is why thousands of citizens of Kandahar attended his funeral. This is the worth of our teachers, and we want to revive this respect.
Response to Proposals
Your proposals cover several areas. First, I thank Mr. Abdul Zahir from the bottom of my heart for focusing on the most deprived group: our orphaned children. Your proposal is accepted wholeheartedly; the government will take immediate action regarding land, and Dr. Qayoumi will work with you so the institutions reach a clear result. We thank you and your children for funding this, and we thank every private sector donor who has stepped forward.
Your general proposals fall into several categories:
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Policy: Your most important policy proposal concerned the status of teachers. I thank the female principal who expressed these points with brevity but powerful content. First, a clear policy is needed to define the role, position, and dignity of the teacher, similar to the dignity of our religious scholars. Draft this as soon as possible with teacher representatives present. Once the draft is ready, I will personally chair a special meeting of the High Council for Human Resources to review it.
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Coordination: Coordination between the Ministry of Education and the Ministry of Higher Education is essential. My instruction to both is to work together as one.
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Vocational Training: Regarding vocational education—which is now a separate authority—our goal is that next year, one high school in every district must be converted into a vocational high school. Regrettably, neither our 6th, 9th, nor 12th-grade graduates are ready for the labor market. We need hundreds of thousands of workers, yet we currently bring in semi-skilled workers from neighboring countries. I want an action plan for the implementation of the commitments between these two ministries within two weeks.
Districts and Decentralization
The most important point is the districts. I have spoken with 350 district governors, and one of my questions was: "How many sectorial heads have visited your district?" The absolute majority of districts have not been visited by Education Directors. Most of our people live in districts and want clear attention. We are preparing district development plans to ensure that government facilities and administrative complexes are prioritized. Without changing the role of the districts, Afghan education will not stand on its own feet.
Women in Leadership
A point you did not mention out of politeness is that the role of women in the leadership of the Ministry of Education is still minimal. we want fundamental change. Minister Balkhi, we have agreed on this; if you, with your positive spirit toward the role of Afghan women, do not bring this change, what can we expect from others? A balanced increase in the number of women in education and the Ministry is necessary and will come soon.
Infrastructure and Budget
Regarding ongoing programs, 2,700 schools have been started using local resources. The cost of building these has dropped by six to ten times, yet the quality is higher. A young girl from Aqcha—a very wise girl—reminded us: "While building new schools, do not forget the old ones." Maintenance and completion of existing schools are key.
Furthermore, I have spoken clearly with Dr. Qayoumi: from now on, provincial resources will be transferred directly to the provinces. We will bypass the old bureaucracy of the Ministry of Education. Budgets for Education Directorates will arrive transparently and on time, and you will have clear authority.
Reform and Recruitment
I am fully with you on decentralizing power. I remember when I was a University Chancellor, a man with a PhD from America did not even have the authority or funds to fix his own door lock for four years. This kind of "negative centralization" serves no one. We must link money to results.
Minister Balkhi, we should conduct proficiency exams for graduates of both private and public schools. Based on those results, we will reward principals and teachers and allocate resources. Regarding the criticism of slow recruitment through the Civil Service Commission—that has been resolved. Thousands of norms have been set, and exams are now being conducted much faster. Do not forget that the Commission only started these reforms 18 years ago. Today, the best testing facilities are available. To ignore this progress would be a step backward.
I will not address every single proposal now. My suggestion is for Minister Balkhi and his colleagues to bring all these proposals systematically to the High Council for Human Resources for decision-making.
Regarding proposals that require financial resources, I do not want to give you empty promises. My commitment is to look at the financial results of each proposal clearly. Our ten-year plan must have specific answers for these, especially the housing issue raised by Mr. Peykar. Mr. Wolesmal is here; we must solve the issue of affordable housing. I promise you that within two months, we will have an answer for you.
Affordable Housing and Land Management
Within two months, we will have a specific, clear, and planned response for you regarding affordable housing. The good news is that 2.5 million acres of state land have now been registered in a central database; previously, we lacked this information. Our fundamental problem was that we did not know what constituted state land. Mr. Wolesmal faced serious issues: every time information came from the provinces to provide land to the Ministry of Education, it was inaccurate. We wouldn’t know which plot it was, and when we went to start work, two or three other departments would claim it.
The new database now makes this possible. Other points you mentioned regarding salaries are financial in nature; we must fundamentally assess our resources. But have no doubt that as your colleague, whatever is within the state's capacity will be considered.
The Role of the Private Sector
Another essential area is the role of the private sector in education. This has two sides. One side is truly innovative—take the Marefat school created by our dear friend Mr. Royesh as an example. Its graduates can enter and succeed anywhere in the world. It builds self-confidence, and it isn't just about paying higher salaries than public schools; it is about a very clear and unified curriculum. However, as one principal warned, the other side is "purely commercial." Here, it is vital that standards be fundamentally established. Again, Minister Balkhi, I request clear proficiency exams for both students and teachers so we can have a transparent policy for improvement.
Empowering Provincial Directors
Regarding your other proposals, I thank the Director of Education. Dr. Qayoumi, these directors currently lack the resources to communicate with the people or the authority to handle urgent tasks. Therefore, as decided, their requirements must reach secondary units. We will grant certain authorities to governors and district governors regarding education directors so that a specific amount of the education budget is allocated for their monthly expenses. This is a reasonable step.
Security and Ending Interference
Secondly, the security of Education Directors. Minister Balkhi and Dr. Qayoumi, please speak with Mr. Amrullah Saleh to instruct all police chiefs to clearly provide security for Education Directors and create the right conditions for them. Thirdly, preventing the interference of "strongmen." If they interfere in your work from now on, report it directly to me.
Give them a message: I was a candidate of neither "force" nor "gold." I became the President of Afghanistan through the power of the people. I owe nothing to any of you; I will apply the law to you.
What is this situation where they interfere in education? Previously, they didn't hold provincial council elections on time—did I not make them happen in a single day? They used to interfere in the Kankor [university entrance exam]—did we not tie their hands?
They must understand clearly that our children are not for sale. What business is it of theirs which teacher gives which grade? If teachers engage in this, I will test them tomorrow and they will fail! Our position must be clear so we know where we stand.
Connecting School and Mosque
My final point is the "communalization" of education. We must seriously involve parents. In the past, there was a culture of distrust toward parents because when modern education began, the ruling political class wasn't interested in it; they even paid bribes so their children wouldn't have to go to school or go abroad. This culture must break.
Two fundamental points: Education must be reconnected with the Mosque. Without connecting the school and the mosque, stability will not come to this country. The distinction made between them was wrong. Our Islamic curriculum from the Nizamiya era was comprehensive. That curriculum produced Ibn Sina, Al-Biruni, and Khayyam—thinkers who could calculate time and the Earth's circumference with precision. Do not pit the mosque and the madrasa against the school. This country was, is, and forever will be Muslim. Our education must reflect our Islamic values.
A National Mobilization (Hashar)
In Nepal, I saw with my own eyes that illiterate mothers played the greatest role in raising their children and raising funds for schools. Students must now learn to facilitate donations. You must reach out to the private sector, represented here by Mr. Haji Sahib, and recruit them.
The core of education is the ten million families involved, and I proudly consider myself a member of this family. This family must be strengthened by every family in Afghanistan. To raise the quality of education, it must turn into a "National Hashar" (collective community effort). In that regard, I inform the directors that this year, clear contracts for printing textbooks have been made with the private sector. It was a tragedy that books were printed abroad, making corrections impossible. Now, a program for printing books within Afghanistan has been established. We have convinced international partners; if they don't support it, we will use our own resources. We must solve the problem of books not reaching students for six months. We should also consider electronic alternatives via phones; the future is not just in paper.
The Power of Education
Today, in the Civil Service Commission, two of the eight people honored were from the education family. Our sister from Khost told a story: there were two sisters whose father was a religious scholar and whose brother was a medical doctor. The brother wouldn't allow the sisters to go to school. This lady went to the school principal, who eventually convinced the family. This year, both girls reached the 12th grade. Think of the positive impact those two sisters will have on five generations of Afghans. This 10-year education plan, while a state project, will also be a national mobilization.
Closing the Gap
We must not forget that one million of our children are deprived of school. The Director of Kabul Education mentioned many issues in insecure areas. There are two factors: real insecurity and the perception of insecurity. In my view, the perception is often greater than the reality. The main issue, as Minister Balkhi mentioned, was being "Kabul-centric."
In places like Mangal or Jaji, there is no security problem, yet government offices are absent. We need a clear vision for insecure areas. Balanced development and national unity cannot happen if one generation has two vastly different experiences. Provinces that have been neglected in terms of budget for 17 years must be a priority. Come with specific proposals on how to raise standards there. State resources must target balance. Because while boys might change one generation, girls change five.
In conclusion, I thank you all for your active participation. I hope your discussions continue and that a clear mechanism for accountability to all 1,100 participants is established in the coming weeks—to show how every proposal was considered, what decisions were made, and what the implementation plan looks like, so our trust may grow stronger.
Yashasın Afghanistan!