(1972). Country Education Profiles: Afghanistan. This profile on Afghanistan is the first in a series of profiles prepared by the Cooperative Education Abstracting Service (CEAS) to be issued in alphabetical order over a two year period. The collected profiles will constitute a concise guide to national education systems throughout the world and will provide points of reference from which to study CEAS abstracts of national policy documents pertaining to any particular country. Each country Education Profile, consisting of approximately 9 to 15 pages, will have three main components: a descriptive text, essential statistics, and organizational diagrams. The brief profile on Afghanistan provides basic background information on educational principles of administration, structure and organization, curricula, and teacher training. Statistics provided by the Unesco Office of Statistics show enrollment at all levels, from preprimary to adult; number of teachers; population by age groups; public expenditure on education; educational… [PDF]
(2009). Ensuring the Success of Deploying Students: A Campus View. New Directions for Student Services, n126 p55-60 Sum. Disruption of educational pursuits due to orders for military activation is inconvenient and discouraging to students who are soldiers. Deployment was an issue at institutions of higher education during Operations Desert Shield and Desert Storm in 1990 and 1991 and during the peace-keeping mission in Bosnia in 1996. Four weeks after the attacks of September 11, 2001, Operation Enduring Freedom began and student soldiers again faced the possibility that they would be deployed for active military duty. Operation Iraqi Freedom followed in March 2003. This chapter details the experiences at Appalachian State University and the attempts there to assist students through the disruptions that resulted from deployments to active duty. The lessons learned by campus personnel at Appalachian State University as they worked to meet the needs of student soldiers who were deployed during earlier conflicts provided a framework for programs and policies when students were deployed to Iraq and… [Direct]
(1968). Pakistan and Afghanistan Librarianship. In March and April 1968, the author was a guest of the U.S. Information Service on a two week trip to Pakistan and Afghanistan. During this stay, 30 libraries in five cities were visited. This paper describes this trip and relates the library happenings in these countries. It was obvious that Pakistan librarianship had advanced beyond the profession in either Iran or Afghanistan. There were many more librarians, more of them capable, more curiosity about foreign ideas, more concern for the present, larger book collections, larger buildings, more library schools, more active library associations, and more library publication. Yet all of this development has occurred in university and special libraries, not in school or public libraries, typical of Southwest Asia. And the picture seemed to be standing still or else moving ahead very slowly, as if the librarians had been trained before the nation was ready to support them. There seemed to be no evidence of a surge forward in public… [PDF]
(1976). Project Afghanistan: From Experiment to Certainty. International Educational and Cultural Exchange, 11, 3, 13, W 76. Begun in 1972 as a joint cultural exchange program of the University of Pittsburgh and the U. S. Department of State, Project Afghanistan has been in operation for four years and has included 31 American and 17 Afghanistan students. A project director describes the program. (JT)…
(2010). The Long War and Parental Combat Deployment: Effects on Military Children and At-Home Spouses. Journal of the American Academy of Child & Adolescent Psychiatry, v49 n4 p310-320 Apr. Objective: Given the growing number of military service members with families and the multiple combat deployments characterizing current war time duties, the impact of deployments on military children requires clarification. Behavioral and emotional adjustment problems were examined in children (aged 6 through 12) of an active duty Army or Marine Corps parent currently deployed (CD) or recently returned (RR) from Afghanistan or Iraq. Method: Children (N = 272) and their at-home civilian (AHC) (N = 163) and/or recently returned active duty (AD) parent (N = 65) were interviewed. Child adjustment outcomes were examined in relation to parental psychological distress and months of combat deployment (of the AD) using mixed effects linear models. Results: Parental distress (AHC and AD) and cumulative length of parental combat-related deployments during the child's lifetime independently predicted increased child depression and externalizing symptoms. Although behavioral adjustment and… [Direct]
(1972). Historical and Political Gazeteer of Afghanistan. Volume 1, Badakhshan Province and Northeastern Afghanistan. Combining the most important geographical data with historical, political, and cultural information, this work, one of six volumes designed as a tool of research and a general reference source, updates and includes a previous publication compiled in 1914 with corrections and additions of maps and considerable new material to take into account developments up to 1970. Entries which refer specifically to the situation in 1970 are identified by asterisks. About one thousand entries in alphabetical order, from Ab, Ab Barik to Zulifikar and Zur with longitudes and latitudes to facilitate identification in the 52-page map section, give a detailed summary of the people and territory of northeastern Afghanistan. An appendix lists English translations for the most common geographical terms. (Author)…
(2009). Collaborative Academic Training of Psychiatrists and Psychologists in VA and Medical School Settings. Academic Psychiatry, v33 n1 p4-12 Jan-Feb. Objective: The authors review the background and contemporary strengths of Dean's Committee Veterans Affairs Medical Centers in the collaborative academic training of psychiatrists and psychologists. Methods: The authors discuss the problems and prospects of the current health care environment as it impacts the behavioral health treatment of returning veterans from the wars in Iraq and Afghanistan and the educational agenda for psychiatry and psychology. The medical education program in psychiatry and the internship program in psychology at the Syracuse Veterans Affairs Medical Center and the SUNY Upstate Medical University provide an exemplar of academic collaboration in clinical training. Results: Within this combined educational environment, opportunities and challenges abound for interns and residents to receive advanced training in the state-of-the-art assessment and treatment of disorders related to psychological trauma, posttraumatic stress disorder, sexual trauma, traumatic… [Direct]
(2009). All Volunteer Force: From Military to Civilian Service. Civic Enterprises The central message of this report is that a new generation of veterans is returning home from Iraq and Afghanistan without sufficient connections to communities, is enthusiastic to serve again, and points the way forward for how our nation can better integrate them into civilian life. Although the 1.8 million veterans are from every corner of our nation, they are strongly united in their perspectives regarding civic responsibilities and opportunities as they return home. What's more, the findings show that Operation Iraqi Freedom (OIF)/Operation Enduring Freedom (OEF) veterans are underutilized assets in our communities, and their continued service is likely to improve their transition home. The authors believe there is significant potential to increase volunteering and civic engagement among this generation of veterans. This report is based on the first-ever nationally representative survey of OIF/OEF veterans and aims to elevate their voices and share perspectives on their civic… [PDF]
(2008). Educators Supporting Families in Times of Crisis: Military Reserve Deployments. Preventing School Failure, v52 n4 p17-23 Sum. With the large number of National Guard members and reservists being deployed to Iraq and Afghanistan, public educators find themselves endeavoring to support the emotional and academic needs of military children and their families. Military children may exhibit behavioral and emotional difficulties during these deployments. Educator awareness of the factors impacting the adjustment and resiliency of deployed reservists' children, their unique needs, and academic, emotional, and behavioral supports can ensure these children's educational success. In this article, the authors discuss issues of needs, recommend supports, and provide resources for educators. They also present examples of schoolwide, teacher-focused, student-focused, and family-focused supports and describe activities that educators can incorporate into specific instructional areas. (Contains 1 figure and 2 tables.)… [Direct]
(2005). Education and Politics in Afghanistan: The Importance of an Education System in Peacebuilding and Reconstruction. Journal of Peace Education, v2 n2 p195-207 Sep. Afghanistan has a long history of social unrest and ethnic conflict, and the manipulation of the education system by internal and external powers for political purposes has been one of the major contributors to these divisions. As Afghanistan attempts to build peace and maintain co-existence after more than 20 years of violence, there continues to be limited attention given to one of the main contributors to the social divisions. More than four million children returned to school in the first two years of "peace" in Afghanistan. Hundreds of millions of dollars were spent by the United Nations and other international donors on ensuring the physical provision of schools for children. However in 2005, three years into "the new era for Afghanistan", teachers continue to teach ethnic hatred and intolerance. The textbooks continue to be highly politicised, promoting social divisions and violence, seemingly unnoticed by the International Community, whose expensive… [Direct]
(1974). Library Development in Afghanistan. Unesco Bulletin for Libraries, 28, 1, 17-21, Jan-Feb 74. Within the context of general national problems, the author details some of the groups concerned with educational development, particularly Unesco. An account is given of the various libraries existing in the country, and suggestions are made for assisting future growth. (Author/JB)…
(2008). Strategic Planning for Higher Education in Developing Countries: Challenges and Lessons. Planning for Higher Education, v36 n3 p5-21. The study presented in this article focuses on strategic planning in developing countries, drawing on the author's experiences in a dozen developing countries in Asia and Africa and focus groups in three of those countries: Afghanistan, Madagascar, and South Africa. It looks at the special challenges faced by planners in developing countries and the strategies used to respond. The enormity of the problems, the magnitude of the needs, and the difficult economic environment found in developing countries posed major obstacles. What is striking in a review of these cases is what can be done through careful strategic and budget planning. The creativity, resilience, and genius of many of those involved were remarkable. For most of these nations, strategic planning was a critical catalyst for change. (Contains 12 notes.)… [Direct]
(2008). Learning, War, and Emergencies: A Study of the Learner's Perspective. Comparative Education Review, v52 n4 p619-638 Nov. This article contributes to the understanding of children's perspectives by summarizing and comparing the thematic results of oral histories of Eastern European and German survivors of World War II and Afghan survivors of the post-1979 Afghanistan armed conflict. Twenty-seven participants in this study shared their memories of learning during each of these wars prior to and immediately after migration to countries of their first asylum. The overarching goal was to generate a historical text against which deeper comparisons on the nature of learning during war and conflict can be made. In this article, the author summarizes the five major themes reflected in the oral histories, discusses their importance to the curriculum as experienced by the participants, and relates these experiences to international policy discourse. (Contains 11 footnotes.)… [Direct]
(2015). Enabling Persistence of Veteran Students at North Carolina Community Colleges through Institutional Support Programs and Policies. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. Over two million service men and women, returning from the wars in Iraq and Afghanistan, will take advantage of the educational benefits of the Post-9/11 GI Bill and will enroll in community colleges. Despite over 70 years of education benefits for U.S. veterans, there has been little research into the availability and effectiveness of institutional support programs and policies on U.S. college campuses, especially at the community college level which historically has had attrition challenges. This study examined the relationship between institutional support mechanisms and veteran student persistence at North Carolina community colleges. This non-experimental research used a cross-sectional predictive design that utilized two sets of surveys to gather information from college administrators and veteran students. Twenty-five of the 58 North Carolina community colleges agreed to participate in the study. Administrators from 13 of the participating colleges completed surveys. Seventeen… [Direct]
(1976). Developing a Language Curriculum in Afghanistan. This paper outlines ways in which Afghanistan is modernizing its elementary language arts curriculum, changing from the traditional curriculum which stressed rote memorization of academic materials to an approach which encourages active inquiry and problem solving. Initial sections of the paper present background information on Afghanistan and its people and on educational trends in the nation's history. The paper then outlines current goals and objectives in developing language arts curricula and instructional materials, notes the scope and sequence of the language arts program, and describes procedures used in preparing language arts textbooks. Special attention is given to outlining ways in which pupils are taught the two official Afghan languages, Dari and Pashto. The authors present current methodologies for helping pupils to study their first language, then to learn the second official language, and finally to learn a foreign language, usually English. The paper tells how…