Millions of girls have entered school in Afghanistan, since the fall of the Taliban in 2001. It is one of the few good news stories of the last nine years. However, the deteriorating security situation and the international community's focus on stabilization and counter-insurgency rather than on long-term development means this good news story is in danger of turning bad. A new approach from both the Afghan government and donors is urgently required to hold onto the gains that have been made. This report is based on field research carried out in the summer of 2010 in 17 provinces out of a total of 34 in Afghanistan. It was conducted by Oxfam and 15 partner organizations, including 13 Afghan non-governmental organizations (NGOs) plus CARE and Swedish Committee of Afghanistan (SCA).
Security, Development, and Violence in Afghanistan provides a unique insight into the lived realities of the international intervention in Afghanistan and highlights the diversity, relationships, and interdependence of various groups including both external actors and Afghan communities. Analysis of the international intervention in Afghanistan following the post 9/11 invasion in 2001, one of the largest and most expensive in history, tends to focus on the perspective of organisational dynamics and policies or external actors. Drawing on the author’s five years of experience living, researching and working in Afghanistan, this book uses ethnographic methodologies to explore the micro-level interactions between different actors, showing how communities, local leaders, aid workers, UN officials, military and others navigated shifting security, development, and conflict dynamics. Starting with a contextual introduction to the intervention and the key debates surrounding it, this book goes on to explore the stories of security, development, and violence as constructed through official policy discourse, and then through the lived experiences of interveners and local actors. The book weaves a compelling narrative which links local and global issues and focuses on the everyday practices, relationships and acts of resistance which take place in two provinces of Afghanistan. Finally, the author highlights what this book’s findings mean both for what we know about Afghanistan and for how we understand international interventions and the everyday dynamics between actors who live and work in spaces of conflict. Security, Development, and Violence in Afghanistan: Everyday Stories of Intervention will be of considerable interest to scholars and professionals with an interest in Afghanistan, aid work, humanitarian intervention, development studies, and peace and conflict studies.
Women in Afghanistan have made gains since the Taliban was ousted in 2001, but they continue to face enormous disadvantages. The status of Afghan women is amongst the worst in the world and eighty seven per cent of women experience some form of domestic abuse during their lifetime, according to the UN. Women who participate in public life also do so at significant risk to their safety. The UK Government has said it is committed to protecting and promoting the rights of women and girls in Afghanistan and women's and girl's empowerment is a departmental priority for DFID globally. But the International Development Committee inquiry found too little practical evidence of this in DFID programmes or funding. The Department should start by examining what programmes have been effective for women in Afghanistan, then draw up a plan to expand these programmes, while doing all it can to secure commitments from other donors, such as the US, the EU and the World Bank.The Committee is recommending that the UK Government reconsider the DFID's focus on creating a 'viable state', giving greater emphasis to the provision of services and alleviating poverty. The Afghan people want their country to succeed, and the UK should continue to support them with a major aid budget in the country after the troops leave
Essential reading for cybersecurity professionals, security analysts, policy experts, decision-makers, activists, and law enforcement! During the Arab Spring movements, the world witnessed the power of social media to dramatically shape events. Now this timely book shows government decision-makers, security analysts, and activists how to use the social world to improve security locally, nationally, and globally--and cost-effectively. Authored by two technology/behavior/security professionals, Using Social Media for Global Security offers pages of instruction and detail on cutting-edge social media technologies, analyzing social media data, and building crowdsourcing platforms. The book teaches how to collect social media data and analyze it to map the social networks of terrorists and sex traffickers, and forecast attacks and famines. You will learn how to coalesce communities through social media to help catch murderers, coordinate disaster relief, and collect intelligence about drug smuggling from hard-to-reach areas. Also highlighting dramatic case studies drawn from the headlines, this crucial book is a must-read. Illustrates linguistic, correlative, and network analysis of OSINT Examines using crowdsourcing technologies to work and engage with populations globally to solve security problems Explores how to ethically deal with social media data without compromising people’s rights to privacy and freedom of expression Shows activists fighting against oppressive regimes how they can protect their identities online If you're responsible for maintaining local, national or global security, you'll want to read Using Social Media for Global Security.
This report evaluates the outcomes of World Bank Group support to Afghanistan from 2002-11. Despite extremely difficult security conditions, which deteriorated markedly after 2006, the World Bank Group has commendably established and sustained a large program of support to the country. The key messages of the evaluation are: • While World Bank Group strategy has been highly relevant to Afghanistan’s situation, beginning in 2006 the strategies could have gone further in adapting ongoing programs to evolving opportunities and needs, and in programming activities sufficient to achieve the objectives of the pillars in those strategies. • Overall, Bank Group assistance has achieved substantial progress toward most of its major objectives, although risks to development outcomes remain high. Impressive results have been achieved in public financial management, public health, telecommunications, and community development; substantial outputs have also been achieved in primary education, rural roads, irrigation, and microfinance—all started during the initial phase. Bank assistance has been critical in developing the mining sector as a potential engine of growth. However, progress has been limited in civil service reform, agriculture, urban development, and private sector development. • The Bank Group’s direct financial assistance has been augmented effectively by analytic and advisory activities and donor coordination through the Afghanistan Reconstruction Trust Fund. Knowledge services have been an important part of Bank Group support and have demonstrated the value of strategic analytical work, even in areas where the Bank Group may opt out of direct project financing. • With the expected reduction of the international presence in 2014, sustainability of development gains remains a major risk because of capacity constraints and inadequate human resources planning on the civilian side. To enhance program effectiveness, the evaluation recommends that the Bank Group help the government develop a comprehensive, long-term human resources strategy for the civilian sectors; focus on strategic analytical work in sectors that are high priorities for the government; assist in the development of local government institutions and, in the interim, support the development of a viable system for service delivery at subnational levels; assist in transforming the National Solidarity Program into a more sustainable financial and institutional model to consolidate its gains; help strengthen the regulatory environment for private sector investment; and scale up IFC and MIGA support to the private sector. Chapter Abstracts Chapter 1 This chapter examines the country context, including continuing conflict and insecurity, poverty, and the role of development partners and non-state actors (civil society and humanitarian organizations) in Afghanistan. It examines coming transitions in security arrangements, including political and economic transitions. It outlines the evaluation methods used, as well as limitations. Chapter 2 This chapter deals with the World Bank Group strategy and program, the Bank Group’s operational program, portfolio performance, analytic and advisory activities review, the Afghanistan Reconstruction Fund, and the new Interim Strategy Note, as well as previous Transitional Support Strategies and ISNs. Chapter 3 This chapter examines the building of state capacity and state accountability to its citizens, specifically issues such as results and shortcomings in public financial management, public sector governance, and health and education. The World Bank Group contribution is highlighted. Risks to development outcomes are discussed. Chapter 4 This chapter examines the issue of promoting growth in the rural economy and improving rural livelihoods, including sectors such as rural roads, agriculture and water. The National Solidarity Program and the Bank Group’s contribution to it are discussed. Risks to development outcomes are noted. Chapter 5 This chapter concerns support for the formal private sector, examining the overall investment climate and financial sector. It looks at possibilities for growth in the mining and hydrocarbons sector, information and communications technology, and power sectors. Urban development is also examined. The World Bank Group contribution is highlighted. Chapter 6 This chapter provides an overall assessment (relevance, efficacy) of the Bank Group’s program in Afghanistan, outlining the internal and external drivers of success (knowledge services, staff capacity, customization of program design to country context, alignment of donor objectives, etc) and weakness. Chapter 7 This chapter outlines the lessons for fragile and conflict-affected situations drawing on the specifics of the Afghanistan evaluation case. Recommendations are offered in areas such as labor markets, human resources, strategic-level analytical work vis-a-vis long-term development strategies, and strengthening of the regulatory environment for private sector investment.
Fábos and Isotalo address the issue of forced migration and mobility in the Muslim world. Their work explores the tensions between Muslim religious conceptions of space and place and new policies of 'migration management' and secure borders.
ABOUT THE BOOK Haji Ali taught me to share three cups of tea, to slow down and make building relationships as important as building projects. Three Cups of Tea was written by Greg Mortenson and David Oliver Relin in 2006 in order to raise awareness concerning efforts to build schools in Pakistan and Afghanistan. The story centers on Mortenson’s own evolution from a penniless mountain climber to a world-renowned humanitarian. During his descent from a failed attempt at climbing K2, Mortenson gets lost in the Karakoram region of Pakistan. He ends up in the small town of Korphe, where he vows to build a school for its children. Although it takes years for Mortenson to build the promised school in Korphe, following its eventual completion, he begins work on new schools in other towns. MEET THE AUTHOR Lacey Kohlmoos is a writer, traveler and lover of the arts. After graduating from the University of Virginia with a BA in Drama & the Studies of Women and Gender, the only thing she knew for sure was that she wanted to travel. So, she embarked on a 10 1⁄2 month round-the-world trip, then traveled to Costa Rica where she spent one year teaching elementary school English in a small mountain town. Throughout her two years of travels, she's always kept a blog. EXCERPT FROM THE BOOK Once the Korphe school is complete, Mortenson feels as though his work is just beginning. Looking for adventure, as well as a new place to build schools, he travels to Waziristan. There he is kidnapped and held for eight days before being released unharmed. This turn of events leads to Mortenson’s decision to focus first on building schools in Baltistan, the area of Pakistan with which he is most familiar. Upon returning home from Pakistan, Mortenson is reminded that time doesn’t stand still during his absences: Tara gives birth to a baby girl and Hoerni is on his deathbed. Before Hoerni succumbs to cancer, though, he endows Mortenson’s Central Asia Institute with $1 million. Over the course of the next couple of years, Mortenson continues building schools in Pakistan. In addition, he becomes dedicated to girls’ education, providing services for refugees, and bringing improved medical care to rural Pakistan. On September 11, 2001, Mortenson is in Pakistan dedicating a new school. The 9/11 attacks mark a change in the way that Mortenson talks about his work. He tells reporters that terrorism is rooted not in Islam, but in poverty and lack of education. He believes that building schools and educating the children of Pakistan and Afghanistan is the best way to fight terrorism... Buy a copy to keep reading!
This book focuses on education and Afghan women in the pre-Taliban period, under the Taliban and today. More specifically, it explores the educational prospects for women under and following the fall of the Taliban, the significant improvements that have been achieved during the past few years and the challenges that still lie ahead. Against this background, concepts such as education, empowerment and personal development are discussed, as well as the progress and the challenges that women in Afghanistan will face in the event of the Taliban returning to power. This publication offers a unique, original and current insight into the world of Afghan women, encompassing contributions from academics, journalists and civil society advocates.
Providing an in-depth look at the lives of women and girls in approximately 150 countries, this multivolume reference set offers readers transnational and postcolonial analysis of the many issues that are critical to the success of women and girls. For millennia, women around the world have shouldered the responsibility of caring for their families. But in recent decades, women have emerged as a major part of the global workforce, balancing careers and family life. How did this change happen? And how are societies in developing countries responding and adapting to women's newer roles in society? This four-volume encyclopedia examines the lives of women around the world, with coverage that includes the education of girls and teens; the key roles women play in their families, careers, religions, and cultures; how issues for women intersect with colonialism, transnationalism, feminism, and established norms of power and control. Organized geographically, each volume presents detailed entries about the lives of women in particular countries. Additionally, each volume offers sidebars that spotlight topics related to women and girls in specific regions or focus on individual women's lives and contributions. Primary source documents include sections of countries' constitutions that are relevant to women and girls, United Nations resolutions and national resolutions regarding women and girls, and religious statements and proclamations about women and girls. The organization of the set enables readers to take an in-depth look at individual countries as well as to make comparisons across countries.
This handbook is an important reference work in understanding education systems in the South Asia region, their development trajectory, challenges and potential. The handbook includes the SAARC (South Asian Association for Regional Cooperation) countries for discussion---Afghanistan, Pakistan, India, Nepal, Bhutan, Bangladesh, and Sri Lanka---while also considering countries such as Myanmar and the Maldives that have considerable shared history in the region. Such a comparative perspective is largely absent within the literature given the present paucity of intra-regional interaction. South Asian education systems are viewed primarily through a development lens in terms of inequalities, challenges and responses. However, the development of modern institutions of education and the challenges that it faces requires cultural and historical understanding of indigenous traditions as well as indigenous modern thinkers and education movements. Therefore, this encompassing referenc e work covers indigenous education traditions, formal education systems, including school and preschool education, higher and professional education, education financing systems and structures, teacher education systems, addressing huge linguistic and other diversities, and marginalization within the formal education system, and pedagogy and curricula. All the countries in this region have their own unique geographical, cultural, economic and political character and histories of interest and significance, and have responded to common issues such as overcoming the colonial legacy, language diversity, or girls’ education, or minority rights in education, in uniquely different ways. The sections therefore include country-specific perspectives as far as possible to highlight these issues. Internationally renowned specialists of South Asian education systems have contributed to this important reference work, making it an invaluable resource for researchers and students of education interested in South Asia.
