The replacement of the democratically elected government with a faith-led autocracy, in Afghanistan has been met with shock and awe. Mainstream media conversations have raised the possibility of the return to the dark days of the 20th century, when girls were denied access to education.

The reality is likely to be an expansion of what has been happening in the provinces, during the past decade, where the Taliban has been de facto control. In these places, the official educators, administrators and providers, have negotiated on ground compromises. What this has meant, is the giving up, of final decision-making power, in key areas, recruitment, and curriculum. In turn, the Taliban have provided support in on-ground monitoring of teachers, assuring lowering of absenteeism. And when faced with determination, they have shown to have been willing to compromise. So co-education has been allowed to continue, albeit with a curtain separating girls and boys. It is this restricted future that awaits children going forward.

Further Readings

1. Allen, John R and Felbab-Brown, Vanda (2020) The Fate of Women's Rights in Afghanistan https://www.brookings.edu/essay/the-fate-of-womens-rights-in-afghanistan/

2. Afghanistan Study Group (2021) Afghanistan Study Group Final Report https://www.usip.org/sites/default/files/2021-02/afghanistan_study_group_final_report_a_pathway_for_peace_in_afghanistan.pdf

3. Rubin, Barnett and Rudeforth, Clancy (2016) Enhancing Access to Education: Challenges and Opportunities in Afghanistan https://cic.nyu.edu/sites/default/files/enhancing_access_education_may23_final.pdf

Here, we take a look at the last years of educational financing, with the integration of new private sector sources, through the lens of State responsibility.

Further Reading

Convergence Blog Post: Unlocking Financing for Investment into Education https://www.convergence.finance/news-and-events/news/2j6ZqZWOFCdDRLyI2bfOQm/view

Arvind Panagriya (2004): India in the 1980s and 1990s: A triumph of Reforms. IMF Working Paper https://www.imf.org/external/pubs/ft/wp/2004/wp0443.pdf (last accessed August 10, 2021)

Vijay Joshi (2017), India's Economic Reforms: Reflections on the Unfinished Agenda, 15th L.K.Jha Memorial Lecture., December 11, 2017

https://rbidocs.rbi.org.in/rdocs/Publications/PDFs/LKJHA235F92F8EBFB4E119129D18BA579628C.PDF (last accessed August 10, 2021)

Context is a powerful predictor of State Behaviour. What Context does not do however, is help us identify which areas, will receive more state attention.

Further Readings

Keynes, J.M. (1919) The Economic Consequences of the Peace https://openlibrary.org/works/OL35914W (last accessed August 1, 2022)

Thucydides History_of_the_Peloponnesian_War_done_into_English_by_Richard_Crawley (1914) http://openlibrary.org/books/OL22889422M/ (last accessed August 1, 2022)

https://www.policycircle.org/life/off-the-yellow-brick-road-the-five-futures-that-the-new-education-policy-promises/ (last accessed, August 2, 2021).

The National Family Health Survey began life in 1991. It would soon gain credibility and acceptance. What makes the NFHS particularly valuable, has been its ability to shed light on difficult to measure facets of state-society-family-individual interaction. One such area, is child labour.

Click on the chart below to get a better understanding of the narrative of progress.

https://ourworldindata.org/grapher/incidence-of-child-labour-in-india

In 2000, the NSSO survey, had already shown that 5.2 per cent of children were working.

That there were reasons, why the government was reluctant to collect disaggregated information on child labour would emerge when the National Family Health Survey, in 2005 would show that the child labour figure, was 15.2 per cent. This was substantially higher than the NSSO figure, which had just a year, earlier shown, that there had been a drop in the percentage of child labour, from 5.2 per cent to 4.2 per cent. This fall is a figure that the government could use to claim success in the struggle to end child labour.

Data collection and analysis, present facets of realities. Those facets, have the potential to spotlight both the success and the failures. They thus have the potential to hold accountable the powerful. On April 10th 2003, in their response to a starred question, government would attempt to duck accountability. It would be a hairpin bend, in the long road to achieve education for all.

Further Reading

RS Starred Question No. 417, answered on April 10, 2003

https://rsdebate.nic.in/bitstream/123456789/97196/2/IQ_198_10042003_S417_p54_p61.pdf