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Creative Education, 2020, 11, 524-544

https://www.scirp.org/journal/ce

ISSN Online: 2151-4771

ISSN Print: 2151-4755

DOI:

10.4236/ce.2020.114039 Apr. 14, 2020 524 Creative Education

Education Needs of Internally Displaced

Children in Afghanistan: A Needs Assessment

Survey

Shahnaz Qayumi, Sahar Habib, Aziz Acceer, Ahamad Zahir Faqiri, Maxim Kuznitsof,

Sataruddin Sediqi, Karim A. Qayumi

Partnership Afghanistan-Canada (PAC) Center of Excellence for Education and Innovation, Faculty of Psychology & Education

Science, Kabul University, Kabul, Afghanistan

Abstract

There is consensus that 40 years of war created an illiteracy gap in the educa-

tion of children and parents in Afghanistan. Education was not considered to

be amongst the primary need of the population particularly amongst those

who have been displaced from their home due to security reasons and living

in extremely harsh conditions in and around major ci

ties of Afghanistan. It is

obvious that this gap will have a subsequent negative effect on the future Af-

ghan generations. There are also concerns that the parents of the children in

these internally displaced refugees may be opposed to the education of the

children and may not be open to receiving knowledge through technological

advances. Therefore, the objective of this study was to survey Afghan parents

and children in internally displaced camps with the following specific aims: to

assess the needs for

schooling in these camps; the willingness of parents to

allow their children to go to school; the willingness of children to attend the

schools; the level of support for education of children from the Government

of Afghanistan Non-Governmental Organization

s (NGOs) and to determine

how familiar internally displaced Afghan children are with digital technology

and how open they are to accept delivery of knowledge by electronic ad-

vances. A questionnaire was designed and distributed amongst 160 parents

and 160 children in 10 internally displaced comps in and around the city of

Kabul in Afghanistan. Results of the survey show that the Government of

Afghanistan does not provide education for these children directly, however,

they are very supportive of NGOs to prov

ide this type of support. The survey

also shows that the number of NGOs activities in this field is

very limited and

inconsistent. Results also demonstrated that 99% of the parents and children

in these internally displaced camps are pro-education and they

pledged their

How to cite this paper:

Qayumi, S., Habib,

., Acceer, A., Faqiri, A. Z., Kuznitsof, M.,

Sediqi

, S., & Qayumi, K. A. (2020). Educa-

tion Needs of Internally Displaced Children

in Afghanistan: A Needs Assessment Su

vey

Creative Education, 11,

524-544.

https://doi.org/10.4236/ce.2020.114039

Received:

March 16, 2020

Accepted:

April 11, 2020

Published:

April 14, 2020

20 by author(s) and

Scientific

Research Publishing Inc.

This work is licensed under the Creative

Commons Attribution

International

License (CC BY

4.0).

http://creativecommons.org/licenses/by/4.0/

Open Access

S. Qayumi et al.

DOI:

10.4236/ce.2020.114039 525 Creative Education

unconditional support to any schooling initiative that would take place in

these camps. The majority of children are not familiar with digital technology

but are very curious to receive education through digital technology.

It is

concluded that internally

displaced children in Afghanistan are ready and

looking forward to going to school and there is an urgent and immediate

need to support these children in order to fill in the education gap and pre-

vent the social consequences related to this gap.

Keywords

Education, Needs Assessment, Internally Displaced Children,

Technology-Empowered Learning, Afghanistan

1. Introduction

The Afghanistan government has achieved many successes, particularly in the

education of K-12 students. The Afghan government, with help from the inter-

national community, has reached 50% of the mandate of education by building

and operating schools (UNESCO, 2018). Most of these achievements, however,

are to support middle-high income populations of Afghanistan children. Ac-

cording to the UN statistics, one third of Afghan children (3.7 million) are not

attending school (USAID, 2019). Afghan children deprived from schooling can

be divided in the following major categories: children in labor, street children,

children below the poverty line and internally displaced children. Most of these

children are under the radar of the government of Afghanistan or any interna-

tional NGOs, working in Afghanistan to achieve success in the school education

and other education mandates in Afghanistan (UNICEF, 2018).

Amongst these four categories, internally displaced children are a new phe-

nomenon, related to the legacy of 40 years of war and destruction all over Af-

ghanistan. War and insecurity have changed the geo-social structures and social

landscape of Afghans particularly in recent years. Many Afghans were forced to

move from their place of birth to major cities such as Kabul, Herat, Mazar

Sharif, Jalal Abad and others, mainly due to security reasons. The number of

these internally displaced people, also called internal refugees, is estimated

around 2.5 million and 380,000 of them are around the city of Kabul (Internal

Displacement Monitoring Center, 2019a). It is estimated that 58% of the internal

refugees are children (Internal Displacement Monitoring Center, 2019b). By na-

ture, these children are strong, smart and have survived the harsh political and

socioeconomical climate in Afghanistan, but do not have the social support to

reach their full potential. These children are not born poor and most of them

have attended school in their place of origin, but mainly due to security issues

they were forced to leave their place of origin and could not receive any educa-

tion in the new environment. They may die on the streets from violence, abuse,

disease, drugs, malnutrition, hunger, harsh climates conditions and others. They

S. Qayumi et al.

DOI:

10.4236/ce.2020.114039 526 Creative Education

may also use their physical and mental talents to serve the criminal circles or ex-

treme ideologies and become a liability to the Afghan and international commu-

nity (UNICEF, 2019a, 2019b; Bhutta & Dewraj, 2002).

Years of longstanding war have created illiteracy gap in the education of chil-

dren and parents in Afghanistan. Education is not considered to be amongst the

primary needs of the population, particularly amongst those who have been dis-

placed from their home due to security reasons and live in extremely harsh con-

ditions in and around major cities of Afghanistan. It is obvious that this gap will

have subsequent negative effect on the future Afghan generations. There are also

concerns that the parents of the children in these internally displaced refugees

may oppose to the education of their children and may not be open to receiving

knowledge through technological advances.

Therefore, the objective of this study was to conduct a needs assessment sur-

vey of Afghan parents and children in internally displaced camps with the fol-

lowing specific aims to assess:

1) The need for schooling of children in these camps

2) The willingness of parents to allow their children to go to school

3) The willingness of children to attend the schools

4) The level of support for education of children from the Government of Af-

ghanistan NGOs

5) The familiarity of internally displaced Afghan children with digital tech-

nology and their willingness to accept delivery of knowledge through digital

technology.

2. Methods

Participants

Participants were representatives from 160 households living in 10 internal

refugee camps in and around the city of Kabul (

Figure 1 and Table 1). In these

households, 160 adults and 160 children were interviewed (a total of 320 per-

sons). In addition, we interviewed a Ministry of Education of the Afghan Gov-

ernment representative, the Commissioner for internally displaced children in

Afghanistan. In this project we also interviewed 20 leaders/elders of the camps

independently.

Figure 1. Population and location. Note: Number of displaced families surveyed in each

of the camp sites included in the study and the location of the displaced families in camp

sites in and around the Kabul city Afghanistan.

S. Qayumi et al.

DOI:

10.4236/ce.2020.114039 527 Creative Education

Table 1. Location sites.

X axis # Camp Location

5th Dist, Dewanbigee refugees’ compound

5th Dist, Helmandi refugees’ compound

5th Dist, Refugee compound

5th Dist, Qala-e-wazeer refugees’ compound

4th Dist, Chaman Babrak refugees’ compound

4th Dist, Char Rahee Gule Surkh refugees’ compound

8th Dist, Kart-e-naw, 1st refugees’ compound

8th Dist, Bagramee, Husainkhil 1st refugees’ compound

8th Dist, 2nd Kunduzi’s refugees’ compound

8th Dist, 3rd refugees’ compound

Note: Table 1 shows the location of the sites. The numbers correspond to the numbers on X axis of the

Figure 1.

Instruments

For the purposes of the study, the following two questionnaire forms were

developed:

Government, NGOs Representative Form—

included the questions regard-

ing the participation of the Government and NGOs in the education of inter-

nally displaced children. The respondents for this section were Government of-

ficials, NGO representatives and 20 Leader/elders from these camps. The ques-

tionnaire with specific questions is presented in Appendix 1.

Parents and Children Form—

This form contained all the questions asked

to children and parents and had three sections:



Demographics



Questions to be answered by children



Questions to be answered by Parents

This questionnaire with specific questions is presented in Appendix 1.

Since some of the respondents in these camps were illiterate, responses to the

survey questions were collected by trained interviewers. The team consisted of

Kabul University Department of Psychology and Science of Education graduate

students supervised by our experienced project manager (A A) who was also re-

sponsible for training of the interviewers and the quality assurance in data col-

lection. Interviewers carried out the interviews with parents and children sepa-

rately. They explained the questions to participants to make sure they were con-

fident in the answers provided for the survey questions, and that there was no

misunderstanding or misperception.

Procedure

Six graduate students from the Department of Psychology and Education Sci-

ence at Kabul University were recruited as research assistants. These research as-

sistants were trained to explain the objectives and procedures of the study, to

S. Qayumi et al.

DOI:

10.4236/ce.2020.114039 528 Creative Education

elicit agreement/or disagreement to participate, and to assist the completion of

the questionnaire. They were also prepared to answer common questions by re-

spondents.

Conditional on expressed agreement to participate, the questionnaire was

administered by the interviewer, usually immediately after obtaining consent.

The questions were read, and the answers were recorded by the interviewer, who

also provided explanations (but not suggestions for the answer) if the questions

were not clear. Government officials and NGO representatives were approached

individually through official channels. During the interview their responses were

audio-recorded.

Analyses

The demographic information was summarized by descriptive statistics. Th

results were compared to statistics from other national or international docu-

ments and surveys (1 - 6, 11). Descriptive statistics were used to build profiles

for each value related to the objectives of this study in each study section.

3. Results and Discussion

Part one

Parents response

In this study 160 internally displaced heads of the families, in 10 internal ref-

ugee camp sites in and around the City of Kabul were interviewed. In the 160

heads of the families, 135 were male and 25 females. The youngest person in the

group was 20 years of age and the oldest person was 75 years old. The specific

age categories are depicted in

Figure 2.

The majority of these families are coming from the south and south-eastern

provinces of Afghanistan, including Laghman 26.8 % (43), Ningrahar 13.7%

(22), Helmand 12.5% (20), and other provinces (

Figure 3).

In addition to internally displaced families, a small number of families 7.5%

(12) arrived from Pakistan and the rest from other provinces of Afghanistan,

such as Parwan, Kapisa, Balkh and Logar. Amongst 160 families interviewed 92

(57.5%) families spook Pashto, 66 (41.2%) Dari and 2 (1.2%) Anko. All families

were located in ten internal refugee camps. The name of the camps with the

number of families in each camp is presented in

Table 1.

Figure 2. Adult age distribution. Note: Show parents’ age distribution and the number of

parents each in six age categories.

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