By: Khuram Tamkeen, Freelance Journalist
The collapse of the former Republic at the hands of the Taliban movement marked a profound tragedy for those who had held hopeful visions of their future. In the aftermath of this event, many university professors, democrats, civil society figures, human rights activists, journalists, and members of minority groups were compelled to leave the country in search of safety, as living conditions deteriorated into chaos. At the same time, Afghanistan’s already fragile economy came to a near standstill following the Taliban’s return to power. Since August 2021, those who have remained in Afghanistan have largely been unable to leave the country, forcing them to endure a regime widely criticized both domestically and internationally. Alternatively, some have attempted to resist or adapt, particularly in the field of education, though this path remains fraught with difficulty.
Despite these constraints, many families have remained committed to sending their children to educational institutions, recognizing the critical importance of education as a pathway to a better future.
For instance, there is growing evidence of families making significant sacrifices to support their children’s education. Irfanullah, a 14-year-old from Kapisa Province, speaks of the hardships he has faced in pursuing English language studies in Kabul. He recounts: “My father sold his mobile phone to send me to Kabul so I could learn English. Even during the freezing winter, I wore the same simple sandals I had used the previous summer.” Irfanullah continues to pursue his ambitions with determination, earning recognition within his family for his commitment. His story illustrates that, despite coming from a deeply impoverished background and facing numerous obstacles, he remains steadfast in his pursuit of education.
More broadly, Taliban officials have repeatedly urged communities to adhere to madrasa-based curricula in their local areas. However, Irfanullah has resisted such pressures. He explains: “I want to learn English and gain updated knowledge. That is the only and most important thing I want.”
According to reports by Human Rights Watch (HRW) and various media outlets, Taliban policies have increasingly restricted access to quality education for boys, while also taking actions that affect students, their families, and the country’s future. Interviews conducted by Human Rights Watch (HRW) highlight growing concerns about the deterioration of educational standards.
Omar, another student who aspires to become a doctor, is also attempting to learn English. However, his family struggles to afford the tuition fees. At the time of his enrollment, his father worked tirelessly to ensure that Omar could continue his studies.
The Taliban’s policies suggest a strategic emphasis on expanding madrasa education across Afghanistan, with the apparent aim of reinforcing their ideological influence and consolidating long-term power. Since August 21, 2021, numerous religious schools have been established across the country. Reports from Afghan media in exile indicate that the number of madrasas has reached approximately 23,000, with around 300,000 students currently enrolled.
In contrast, many individuals have sought to establish both online and physical educational initiatives to promote modern knowledge through academic centers, often with extremely limited resources. These efforts, however, have been met with significant challenges and risks, including direct opposition from the Taliban. In Daikundi province, for example, an English language center was reportedly prosecuted several times for offering courses, as such programs were perceived to enable young people to question Taliban authority. Similarly, several providers of online education have been detained due to the nature of their content and remain imprisoned. The detention of educators not only instills fear but also risks isolating learners and pushing an entire generation toward intellectual stagnation.
The Results of the Taliban’s War on Up-to-Date Education
Over the past five years, the Taliban have posed sustained threats to the education system by promoting an ideological framework aimed at shaping the perspectives of students across Afghanistan. Neda Mohammad Nadim, the Taliban’s Minister of Higher Education, has repeatedly urged that students should not be influenced by ideas that fall outside the Taliban’s interpretation of Islam.
Recent official reports warn that the ongoing education crisis is contributing to rising illiteracy, leaving many without even basic knowledge or skills. This situation increases vulnerability to child labor, armed conflict, and other broader global risks.
A report released in 2025 by UNESCO and UNICEF found that more than 90 percent of 10-year-olds in Afghanistan are unable to read a simple text, indicating that the country’s education system is on the verge of collapse.
This sustained assault on modern education risks keeping Afghanistan underdeveloped for decades, directing young minds toward pathways that may ultimately prove destructive, and diminishing the hopes of millions of children. Furthermore, the Taliban’s transformation—or “Talibanization”—of the education system may normalize extremism and, in the long term, pose challenges that extend beyond Afghanistan’s borders.
The stories of Irfanullah and Omar demonstrate that, even in an environment marked by fear and the suppression of educational activism, young people continue to pursue their aspirations. However, their lives and ambitions remain under constant threat within the broader framework of Taliban policies.
