Finding a Way Forward: Conceptualizing Sustainability in Afghanistan's Community-Based Schools

Autor/inn/en	Bellino, Michelle J.; Faizi, Bibi-Zuhra; Mehta, Nirali
Titel	Finding a Way Forward: Conceptualizing Sustainability in Afghanistan's Community-Based Schools
Quelle	In: Journal on Education in Emergencies, 2 (2016) 1, S.11-41 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Sustainability; Community Schools; Attitude Change; Public Schools; Community Involvement; Community Control; Access to Education; Educational Quality; Cultural Influences; Developing Nations; Conflict; Barriers; Rural Schools; Womens Education; Afghanistan + Suchen Sie Ihr Suchwort? Ausland; Nachhaltigkeit; Community school; ; Gemeindeschule; Gemeinschaftsschule; Attitudinal change; Einstellungsänderung; Public school; Öffentliche Schule; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Cultural influence; Kultureinfluss; Developing country; Developing countries; Entwicklungsland; Konflikt; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; 'Women''s education'; Frauenbildung
Abstract	Community-based educational (CBE) models have gained recognition across diverse contexts for closing access gaps, leveraging local assets, and shaping cost-effective and culturally relevant educational opportunities in marginalized communities. In protracted conflict contexts such as Afghanistan, CBE compensates for weak state capacity by cultivating community engagement and support. This article considers the impact of CBE in the voices of Afghanistan's educational and community stakeholders, gained through interviews and observations with parents, teachers, students, educational officers, and school shuras (councils) across eight communities in two provinces. Against a backdrop of continued insecurity, resource shortages, and uncertain projections for future government and NGO support, conceptions of sustainability emerge as salient but poorly defined, and as lacking common understanding among stakeholders about the purposes and long-term prospects of CBE. We argue that the success of CBE models depends on how various actors define sustainability and what it is the model is seeking to sustain. The study underscores three dimensions of sustainability: (1) self-reported changed attitudes toward education; (2) decisions about student transitions from community to government schools; and (3) emergent indicators of community ownership over CBE. Across these measures of sustainable attitudes, actions, and community arrangements, quality education is positioned as a mechanism for long-term community commitment. However, increased community interest and capacity to sustain CBE is at odds with the current policy approach, which anticipates the eventual handover of all community-based schools to the government. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01