Rebuilding Afghanistan’s Higher Educational System: Observations from Kabul
DOI :
https://doi.org/10.22230/ijepl.2007v2n3a63Mots-clés :
International Higher Education, Policy and ReformRésumé
This paper describes the crucial issues and challenges facing Afghanistan’s universities as they begin the demanding task of rebuilding and restructuring their university system after two decades of war and civil unrest. The setting for this qualitative study is a four-day professional development conference for Afghan university presidents and academic deans sponsored and funded by the United Nations Educational, Scientific and Cultural Organization and the Afghanistan Ministry of Higher Education. Cooperative Studies (an NGO, not-for-profit educational organization located in Kansas City) provided a team of academics to Kabul, Afghanistan, to offer professional development workshops. Using the Grounded Theory Methodology as a theoretical framework for this research, data was derived from interactive sessions, questionnaires, informal dialogue, small group sessions and question and answer sessions; the perspectives of the 39 Afghan academic leaders are presented as they describe the problems facing university administrators in their country today. Findings identify these challenges and center on 1) the lack of autonomy; 2) the need for qualified faculty; 3) concerns regarding students’ access and preparation; and 4) concerns about funding and budget issues. Based on these findings, policy suggestions and recommendations are provided.Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Michael H Romanowski, Teri McCarthy, Terry L. Mitchell 2015
Cette œuvre est protégée sous licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International.
Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.