Recently, the Taliban government has appeared to ramp up promotions addressing literacy measures among population. The Ministry of Education states that over 4,000 literacy classes have been established across the country in the current academic year alone. The ministry further reports that last year, it successfully set up more than 9,000 similar classes, extending educational opportunities to tens of thousands of Afghans.
Ministry of Education spokesperson Mansoor Ahmad Hamza noted that in 2023, the number of new literacy courses reached 4,583, with nearly 86,000 people actively participating in these learning programs. A year ago, the Ministry announced comparable achievements, citing the creation of over 9,000 classes attended by more than 49,000 students.
However, despite these ambitious claims, several critical questions make it challenging to fully evaluate the efficacy and truthfulness of these initiatives. For one, it remains unclear whether these programs include girls and women, whose rights to education in Afghanistan are severely restricted. There are also doubts about the accuracy of the data provided, as no independent sources outside the Taliban’s official channels have confirmed the establishment of this many classes. In a climate of restricted access to independent information, it is difficult to verify these figures and assess their transparency.
Nevertheless, despite these uncertainties, two potentially positive aspects of the Taliban’s current policy emerge. First, the fact that literacy is gaining prominence as a government priority indicates a possible shift in their policy focus. Based on their official statements, it is evident that the Taliban is actively working to enhance the country’s educational system and increase literacy rates. In turn, this could be a constructive step towards Afghanistan’s long-term development, where literacy and basic education play essential roles in fostering economic growth and social stability.
Second, should the reported figures be partially exaggerated or inaccurate, their dissemination still suggests an effort by the Taliban to cultivate a more favourable image on the global stage. Spreading information about such initiatives may indicate a willingness to acknowledge the significance of international standards in human rights and education. Essentially, this could imply that the Taliban recognizes that, to engage sustainably with the global community, it must respect not only traditional Islamic norms but also values accepted in other countries. Such approach may be part of a strategy to legitimize their rule and gradually establish a more positive reputation worldwide.
In sum, although there are various concerns about the credibility and accessibility of information, the Taliban’s claims regarding literacy improvements highlight some potentially positive trends in their governance. Enhancing literacy and advancing the educational system could represent meaningful steps toward Afghanistan’s growth and stability, as well as reflect a willingness to adapt to and recognize international norms.
* The Institute for Advanced International Studies (IAIS) does not take institutional positions on any issues; the views represented herein are those of the author(s) and do not necessarily reflect the views of the IAIS.
