SOAS Research Online

Abstract

Since 2001, significant effort has been made by the the Agency Coordinating Body for Afghan relief Government of the Islamic Republic of Afghanistan (ACBAr)4 undertook a study from July to September (GoIRA), supported by the international community, to 2011 to look at health and education from the improvehealthcareandeducation.Accesstobasichealth perspective of ordinary Afghans and non-governmental services has officially soared from approximately 9% to organisations (NGOs) working in the field. Focus group over 80%since 2001.1 Whereas, only 900,000 children discussions and workshops addressed achievements, were enrolled in school in 2001, today the ministry of shortcomings and obstacles, coping strategies and Education (MoE) puts the figure at approximately 7.3 change. According to the research findings, the main million, with 37% of them being female students.2 But all challenges in trying to provide health and education to too often, the focus has been on increasing the quantity Afghans are: a lack of awareness; insecurity; a lack of of services and their coverage, with too little attention access to facilities; a lack of human resources capacity; given to the quality of these services, the ability of the and poor quality of services. Special attention needs to population to use the services, or their sustainability. be given to the role of decision-makers and the needs A decade after the 2001 intervention and 57 billion of women and girls. Mental health, disability issues and uSd3 worth of external aid assistance later, millions of migrant communities were particularly identified as Afghans are still struggling to access basic health and areas where more work needs to be done. education services. this lack of quality in the delivery of health and education services by both government and non-governmental actors is accompanied by growing needs and expectations of local communities within an increasingly insecure environment.