Access to education for children in conflict zones

The Khoja Mohammad Parsa primary school is located in one of the poorest districts of the Afghan capital of Kabul. The around 600 students come from economically weak and socially underprivileged families. The school building and the sanitary facilities are in such a desolate condition that the children were evacuated to a neighboring school due to the danger of a potential collapse. But even in the new location, a dangerous way to school and a lack of space impair the quality of learning and the attendance rate. Together with our local partner OASE, we plan to build new classrooms and sanitary facilities for the Mohammad Parsa primary school. In addition, the construction work is supplemented by hygiene workshops and training for teachers. This way, not only the learning environment, but also the appropriate quality of learning can be ensured.

INITIAL SITUATION:

Around 350 girls and 250 boys, a total of 600 students between the ages of 6-13 are registered at the Khoja Mohammad Parsa primary school in Kabul. The school is located in one of the poorest districts of the old town in Kabul. Compared to the new town, the district is less developed and modernized. Power and water are only partially available. Most of the residents of the old town come from economically weak backgrounds with a low level of education. If they are regularly employed, they are mostly employed in handicraft working, followed by simple traders and a few government employees. As in other districts of Kabul, child labor is part of everyday life.

The school building is a former residential building that was donated to the Ministry of Education. The building, as well as the associated latrines, are in a desolate condition. For this reason, the school was evacuated five years ago due to the risk of collapse and has been empty since then. Due to financial constraints, the Ministry of Education has not yet carried out any reconstruction or renovation of the buildings, nor are any similar measures planned in the near future.

Currently the students are taught in the classrooms of the Aryana highschool. To provide enough space for all students, classes do not take place as usual in two, but rather in three shifts. Overall, this means less teaching time for all students. As every year the number of new students rises, the already limited capacities are even less sufficient. In addition, the way to school includes a life-threatening crossing of a highway. This is an unreasonable danger, especially for the younger students.

PROBLEM AND SOLUTION APPROACH:

After several visits to the school by our colleague on site and discussions with the headmaster, the teaching staff and some students, it became clear that the school needs urgent support. The core of the project is the construction of 12 classrooms, 4 offices, 6 toilets and a hand-washing facility. For this construction work, engineers recommended demolishing and rebuilding the school. At least six of the new classrooms and the toilet facility with six individual cabins will be fully accessible. The existing water pipes in the ground floor of the property will be tapped to supply the hand-washing system. The water will be pumped into the water tank by a new water pump, which in turn can be used to operate the new hand-washing facilities.

At the Mohammad Parsa primary school many teaching methods are outdated, and the courses are not very diverse, as there is a lack of training opportunities for teachers. That is why we are planning 12-day method and calligraphy workshops for the 22 teachers. To ensure that the students have the opportunity to also develop creativity, in addition to the classic teaching skills in the method workshops, teaching methods and content from creative subjects such as calligraphy, painting and drawing are also addressed. These are usually insufficiently addressed in the training of teachers, although calligraphy is an important, culturally anchored and respected art in Afghanistan.

Furthermore, WASH workshops (Water, Sanitation and Hygiene) are planned for all students, teachers and employees of the school. They should playfully explain the use of water and the importance of hygiene. Through small exercises in the form of games or by means of a course, the students go through and internalize the entire hygienic processes of going to the toilet, the subsequent hand-washing or the correct brushing of teeth. In addition, relevant virus prevention measures are addressed in these workshops. This is very important especially with regard to the current COVID-19 pandemic. The virus spread enormously in Kabul, while many people could barely understand what was happening or why they should behave differently because information was not disseminated sufficiently.

In addition, there will be a small program at the end of the project to create ownership in the entire school community. This means that they can identify with the new structures and develop personal responsibility. This includes, for example, the joint painting of a selected school wall or the sanitary facilities. This shall create a feeling of belonging and pride towards the school and motivates everyone to attend school and maintain the structures.

Links:

• Mohammad Parsa school project description