Reading in Policies of Education in Afghanistan between the Past and Present in Light of Knowledge Islamization

Abstract

This paper presents a critical examination of educational policies in Afghanistan across two key periods: the post-2001 republican governments and the current Taliban administration. Using a descriptive–analytical approach, the paper analyzes documented developments in the structure of the education system, women’s access to education, infrastructure challenges, and the trends of Islamization of curricula. The findings indicate that Afghanistan’s educational landscape remains constrained by persistent political and economic instability, and that current policies—despite their religious rhetoric—lack a comprehensive civilizational vision capable of enabling genuine human and societal development. The paper proposes preliminary principles for educational reform grounded in the Islamization of Knowledge, emphasizing the need for holistic curricula that address the real needs of Afghan society while drawing on an authentic yet contemporary epistemological foundation.