This PRIO Paper explores the challenges and opportunities for girls’ higher education caused by the Taliban administration’s restrictive policies and ban on secondary and university education for girls since 2021.
The paper presents the history of religious and secular education in Afghanistan, highlighting the influence of armed conflicts, Islam and national identity on the education system. It then outlines the Taliban’s governance structures, notably the centralized power of Emir Haibatullah, the appointments to and responsibilities of the new Provincial Ulama Councils and District Ulama Councils in local governance, and their limited influence on national policy decisions.
There are, however, internal disagreements on hindering girls’ access to higher education within the Taliban leadership and strong resentment from Afghan citizens, international organizations and Muslim nations. The continued ban has left few options for advancing girls’ higher education except through homeschooling, digital learning, international scholarships and increased enrolment to religious schools.
The paper discusses potential options for ensuring higher education for Afghan girls, including increased international pressure on the Taliban administration versus continued dialogue. It recommends engagement with the Taliban administration for them to lift the ban, combined with continued funding for alternative education initiatives to allow Afghan girls some education opportunities.
