On a splendid dry weather day, the team entered the village. The community warmly welcomed our team. Here, people live a simple life characterized by dignity and an immense sense of hospitality. The community values education and learning as well as strives to provide opportunities for their children to learn. One of the community leaders, Menga Shahr, showed us some of the letters sent to the district education department requesting teachers and the means for their children’s education now that the Swedish Committee for Afghanistan was no longer able to support their local school. The village had no teachers for children in third and fourth grades, so education authorities assigned them to the cluster school in a different village. But they could not go, particularly girls, because the school was too far, and they were afraid that girls would be harassed on the way.
When our team arrived at the village, all the children, especially the girls, enthusiastically and eagerly gathered in the mosque, which is a religious and academic center that encompasses the community school and the Madrassa. The girls asked what the team would interview them about. We explained we were asking about their progress in school, wellbeing, and happiness. The children, especially the girls, were delighted to participate in the interview. It was amazing to me that most children, especially the girls, were able to read and write even though the community school did not go beyond second grade.
We met a brilliant girl named Zakia, who replied smartly to all our questions. Despite having no access to school anymore and no other formal opportunities for education, she regularly studies religious books on her own. She also reads short story books. As a result, after testing, we realized how much her reading and writing skills had improved since the previous round of interviews.
The team split up to cover both Khoja Bandi Kush and Qara Tepa schools. They began interviewing without any problem. Teachers helped our team to inform and invite village community members to the school for interviews. Despite the recent economic, social, and political changes, the eagerness of these communities to ensure their children are educated shone through. The team went from house to house and even into the fields to interview parents who were too busy to interrupt their activity– either farming or household chores, and come to the mosque. Many parents expressed sadness and disagreement over the government’s decision to restrict girls’ education.