Teachers in Afghanistan are reporting a sharp decline in motivation due to the Taliban’s arbitrary decisions, ideological interventions, and lack of job security, which are exacerbating an already fragile education system. According to interviews with educators, these policies are not only demoralizing the workforce but also severely impacting the quality of education for students, particularly in government schools serving low-income families.
The Taliban’s return to power in August 2021 has plunged Afghanistan’s education sector into crisis, with restrictions on female education and widespread teacher shortages contributing to what international organizations describe as “irreversible damage.” Recent reports from UNICEF and UNESCO highlight that over 3.7 million children are out of school, with 60% being girls, and more than 2.2 million girls banned from secondary education, signaling a profound “schooling without learning” emergency.
Arbitrary Appointments and Ideological Overhauls
Educators accuse the Taliban of making politically motivated appointments that prioritize loyalty over expertise. One teacher, using the pseudonym Nadia Ahmadi, recounted being replaced as principal of a Kabul school by a nursing graduate with no educational background. “When relationships and corruption take precedence over merit and ability, it’s unacceptable,” she said. Ahmadi added that such changes have left her without the energy or spirit she once had for teaching: “Now, we just pass the days. With the Taliban’s interventions, education is no longer what it was—it’s deteriorating day by day.”
Another teacher, Karimullah Noori, echoed these concerns, noting that the Taliban implements changes without considering consequences. He described a recent incident where his secondary school was downgraded to primary level after Taliban morality enforcers deemed it inappropriate for female teachers to instruct boys in grades 7-9. “Instead of progressing, we’re regressing,” Noori said. This led to the dismissal of numerous teachers, further straining resources.
Soraya Farah, another educator, highlighted the pervasive fear of job loss amid economic hardship. “Our hearts are always in fear. With all this inflation, our salaries are meager, and if they take even that away, we’re left with nothing,” she said. Despite complying with Taliban regulations, Farah feels no sense of security: “When a person lacks job security and peace, with such low pay, it’s clear they’re working out of necessity. The enthusiasm for teaching is gone.”
These accounts align with broader trends documented by human rights groups. Human Rights Watch has reported that the Taliban’s bans on female teachers instructing boys have created severe shortages, often resulting in unqualified replacements and corporal punishment in classrooms.
Impact on Students and Families
Families express outrage that children, especially from poor households, are bearing the brunt of these policies. Hamida, a Kabul resident, questioned why students in public schools—primarily from low-income families—must pay the price for the Taliban’s “ignorance.” Wealthier families can afford private education, leaving the most vulnerable exposed to declining quality.
Latifa, a young woman, criticized the Taliban’s decisions as “no less than war and insecurity,” arguing they directly target people’s spirits and futures. “The Taliban, with their interventions and policies, have weakened education and endangered the fate of several generations,” she said. Reduced teacher motivation inevitably affects student learning and engagement.
International analyses corroborate these fears. A UNESCO-UNICEF report warns of a “crisis of unprecedented proportions,” with policies restricting female participation and inadequate investment in infrastructure and teacher training weakening the system for both boys and girls. Conflict and violence have further undermined education, influencing curricula and access.
Broader Context and Calls for Action
Since the Taliban’s takeover, Afghanistan’s education system has faced multiple setbacks, including bans on girls’ secondary education—now ongoing for over 1,491 days—and restrictions on women’s employment and university curricula. Recent actions, such as removing 680 books from universities (including 140 by women authors) and outlawing programs like Gender Studies, reflect an ideological purge that prioritizes control over quality.
Despite these challenges, a UN Women survey found that 92% of Afghans support girls’ education, indicating widespread domestic opposition to the restrictions. Teachers and advocates urge the Taliban to appoint qualified educators and prioritize merit-based reforms to rebuild the system.
As Afghanistan grapples with this education emergency, international aid and pressure remain critical to prevent further generational loss. Without urgent intervention, experts warn, the damage could become irreversible.
