RASC News Agency: Data from the Taliban’s Ministry of Education reveals that over the past six months, the ministry has inaugurated at least 43 religious schools across various provinces while simultaneously initiating the construction of three additional institutions. According to these figures, the projects collectively exceeding 100 million Afghanistani rupees have been implemented in provinces such as Bamyan, Balkh, Paktia, Paktika, Sar-e-Pul, Kapisa, Farah, Badakhshan, Baghlan, Khost, Ghazni, Laghman, and Maidan Wardak. Official reports from the Taliban’s education ministry indicate that 14 religious schools were established in September 23 – October 22, six in October 23 – November 21, six in November 22 – December 21, 15 in December 22, 2024 – January 20, and one each in January 21 – February 19, 2025, and February 20 – March 19, 2025. Additionally, in February 20 – March 19, 2025, the ministry allocated at least eight jeribs of land for the construction of three more religious schools in Bamyan and Paktika.
The designated plots for these institutions include Khwaja Abdal Religious School in Kicheh village, Shibar district of Bamyan (3.5 jeribs), Imam Azam Religious School in Imendab village, Shibar district of Bamyan (3 jeribs), and a third religious school in Paktika province (1.5 jeribs). However, concerns persist among Afghanistani citizens, who argue that instead of prioritizing the reopening of girls’ schools, the Taliban is diverting the education sector’s budget towards expanding religious institutions, leaving girls deprived of their right to education. Despite growing criticism, the Taliban’s Ministry of Education maintains that the establishment and expansion of religious schools remain a core priority in Afghanistan. According to official ministry statistics, over 21,000 religious schools are currently operational across the country, enrolling approximately three million students, of whom one million are children.
Notably, reports indicate that UNICEF and other international organizations have provided funding for these schools under the guise of supporting general education infrastructure.
