Journal of Contemporary Politics
DOI: 10.53989/jcp.v4i1.9
Year: 2025, Volume: 4, Issue: 1, Pages: 41-49
Original Article
Aabid Rahman Rahmany1,∗
1PhD Scholar, Department of Political Science, Mangalore University, Mangalore, Karnataka, India
*Corresponding Author
Email: [email protected]
Received Date:11 February 2025, Accepted Date:29 April 2025, Published Date:10 June 2025
The education system in Afghanistan has undergone a dramatic transformation following the Taliban’s return to power in August 2021. With severe restrictions on female education, ideological shifts in curriculum, and the broader socio-economic challenges facing Afghan youth, the landscape of learning and development has changed significantly. This paper examines the impact of these developments using secondary data from international organizations, reports, policy analyses, and academic literature. It explores the consequences of the Taliban’s policies on youth education, the emergence of alternative educational pathways, and the long-term socio-political implications of restricted learning opportunities. Furthermore, the study highlights the role of international actors, humanitarian organizations, and online education initiatives in mitigating the crisis. By providing a comparative analysis of pre-2021 and post-2021 educational policies, this research contributes to a deeper understanding of the evolving dynamics of youth education in Afghanistan. The findings underscore the urgent need for policy interventions and international engagement to safeguard educational access and opportunities for Afghan youth, particularly for women and girls.
Keywords: Afghanistan, Youth education, Taliban policies, Gender disparities, International response
© 2025 Published by Bangalore University. This is an open-access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/)
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