Madrassas and girls’ education: exploring localised educational solutions in post-2021 Afghanistan

Abstract

Following the Taliban’s return to power in 2021, the right to education, particularly for girls, became a central and contentious domestic and international issue. Despite significant international pressure, girls remain barred from secondary schools and universities. Yet madrassas–religious, community-based schools–ensured the continuity of the educational process and offered a potential and promising pathway to advance girls’ education. This study examines girls’ education and madrassas in contemporary Afghanistan and argues that, whilst madrassas are not a sufficient replacement for mainstream education, they nonetheless play a significant role in advancing Afghan girls’ access to education within conservative and constrained socio-political local contexts. It draws on a rich array of primary data collected through extensive engagement in field research and participatory workshops involving stakeholders directly involved in Afghanistan’s educational landscape. It concludes by offering practical, evidence-based insights aimed at informing regional and international engagement with education in Afghanistan.