Learning spaces and opportunities for disadvantaged children and their mothers
The project supports six public schools in Balkh Province in northern Afghanistan and is also establishing twelve community-based learning centers. In total, we are reaching approximately 4,840 students in schools and 720 children and young people in the learning centers. Together with our long-standing local partner OHW (Organization of Human Welfare) we renovate school buildings, improve water and sanitation facilities, train teachers, and create safe learning environments. In addition, we offer psychosocialsupport and promote income-generating activities for 40 mothers. The goal is to provide education, protection, and To firmly establish a vision for the future within the communities.
INITIAL SITUATION
The province of Balkh is predominantly rural, and agriculture is the primary source of income for many families. Despite the region’s economic potential, more than 65% of the population lives below the poverty line. Many children are forced to drop out of school and work instead to contribute to their families’ income. In doing so, they are often subjected to heavy physical strain, must endure long working hours, and frequently experience verbal, physical, or sexual abuse.
EDUCATIONAL CRISIS
Even before the Taliban took power, tens of thousands of school-age children were neither enrolled in school nor had they ever received a formal education. The exclusion of girls from the education system, as well as the return of children from Pakistan and Iran, has significantly increased this number. In local communities, there are hardly any alternative educational opportunities for children who are not allowed to attend formal classes.
CHALLENGES FOR SCHOOLS & COMMUNITIES
At the six project schools, 4,840 children are studying under extremely difficult conditions. Many school buildings are in dire need of renovation: they lack secure roofs, protective walls, windows, and doors, as well as adequate equipment and access to electricity, clean drinking water, and sanitary facilities. These conditions not only impair the quality of learning but also lead to increased absenteeism, illness, and school dropout rates.
In addition, communities lack safe spaces where disadvantaged children can learn, interact, and feel secure. This situation has a negative impact on self-confidence, motivation, and personal development, and exacerbates existing inequalities. A significant number of these children now suffer from anxiety disorders or depression, while therapeutic support services are lacking.
Schools and community-based learning centers could play a key role in providing protection and stability — yet this potential has so far gone untapped.
PROBLEM AND SOLUTION
Through this project, we provide disadvantaged children in rural communities with access to education, protection, and opportunities for the future. We take a community-based approach in which community members, schools, and local authorities are actively involved in planning and implementation. This results in educational programs that are tailored to local conditions and can withstand current political restrictions.
IMPROVING LEARNING CONDITIONS IN PUBLIC SCHOOL
Urgent repairs are being carried out at six public schools. This includes replacing windows and doors, plastering and painting interior and exterior walls, repairing roofs, and building or renovating latrines and walls. In addition, water and electricity supplies are secured, and benches and tables are provided so that students no longer have to study on the floor. A stable and safe learning environment is particularly crucial for girls in grades 1 through 6 to acquire basic skills such as reading, writing, and arithmetic, as they only have access to formal education during this phase due to the ban on education.
ALTERNATIVE EDUCATIONAL PROGRAMS FOR DISADVANTAGED CHILDREN
Community-based learning centers are being established and fully equipped in twelve communities, providing disadvantaged children with an alternative pathway to education. The centers follow the national curriculum and, where possible, facilitate the transition into the formal school system. To this end, local committees will first be established in each municipality, composed of local leaders, parents, and school representatives. They provide facilities, oversee implementation, and develop action plans for education and child protection. In addition, Two caregivers will be hired for each center and receive comprehensive training — including instruction on child-friendly teaching methods, child protection, mental health, and the creation of safe spaces.
SAFE SPACES AND EMOTIONAL SUPPORT
In the learning centers, learning and social spaces are established in accordance with local conditions and implemented in a culturally sensitive manner. These programs are supplemented by therapeutic support to help children cope with stress, anxiety, and a lack of hope for the future. Children with increased protection needs are identified early on and, if necessary, referred to existing local support services. A total of 250 children and their families receive low-threshold mental health counseling; an additional 150 children facing particular challenges receive intensive support through individualized case management.
EMPOWERING MOTHERS ECONOMICALLY
Since financial poverty is a key driver of school dropout rates, child labor, and early marriage, the project also addresses the economic situation of families. 40 mothers of children in the learning centers are being supported in building their own income. You will receive both the necessary equipment to start small income-generating activities and training in the basics of entrepreneurship, as well as ongoing guidance.
EMBEDDING EDUCATION & PROTECTION IN COMMUNITIES
To strengthen education, child protection, and the empowerment of girls in a sustainable way within the communities, the project employs a multi-stage awareness-raising approach. Through home visits, community meetings, and informational materials, the trained committees reach at least 9,000 community members. In addition, 30 local government employees are trained to identify risks to children to identify issues early on and plan and implement concrete measures to address them. 360 parents — especially fathers — are also participating in training sessions on education, child protection, and their role in supporting girls. This helps raise awareness and translate it into concrete action.
ACHIEVEMENTS SO FAR
CONTINUATION OF CONSTRUCTION WORK AND SCHOOL MANAGEMENT WORKSHOPS
In September, the interiors were designed, including the cladding of the walls, the installation of doors and window frames and work on the toilet walls. In addition, our local partner organization OASE organized school management workshops in which teachers worked on a common vision and an action plan for school development. These measures are intended to ensure that progress is sustained even after the end of the project phase.
