Article Sidebar

Download
Requires Subscription PDF
Statistic
Read Counter : 4 Download : 0

Main Article Content

Abstract

This study assessed the quality of education in the Shaniz Valley of Saydabad District, Maidan Wardak Province. Although educational activities are ongoing in the area, systematic academic assessments of teaching quality, the availability of qualified teachers, educational infrastructure, and factors affecting learning quality remain limited. Therefore, this study aimed to assess the quality of education in the Shaniz Valley and analyze the factors affecting it. The study employed quantitative research methods. Data were collected using a questionnaire based on a five-point Likert scale. The study population consisted of students, teachers, parents, and tribal leaders in the Shaniz Valley of Saydabad District. The study purposively selected 200 participants because they had direct experience and relevant information about the quality of education. The collected data were analyzed using SPSS software. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used for data analysis. The findings indicate that a shortage of qualified teachers, a lack of teaching materials, and inadequate educational infrastructure negatively affect the quality of education. The results further demonstrate that strengthening teachers' professional capacity, expanding educational facilities, and improving the teaching and learning environment play important roles in enhancing the quality of education. Accordingly, relevant government and educational institutions should implement effective policies and practical programs to promote teachers' professional development, strengthen educational infrastructure, and expand teaching and learning facilities.

Keywords

Educational Quality Educational Challenges Sheniz Valley Teacher Qualifications Sayed Abad District

Article Details

License

Copyright (c) 2026 Kabul University

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite
Patanzai, N., & Mushtaq, S. A. (2026). Examining the Quality of Education in Sheniz Valley, Sayed Abad District. Journal of Social Sciences - Kabul University, 9(2), 185–209. https://doi.org/10.62810/jss.v9i2.454
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. احمدي، ن. (۲۰۱۸). د کليوالو سیمو د ښوونې او روزنې وضعیت: ننګونې او حل لارې. کابل: د پوهنې وزارت.
  2. اصغری، م. ج. (۱۳۹۰). ښوونه و تربیه در افغانستان. فصلنامه پژوهش‌های منطقه‌ای, (۷).
  3. سعید، ک. (۲۰۱۹). د نجونو د ښوونه ستونزې او د ټولنې نقش. د کابل ښوونې او روزنې پوهنتون څېړنیز ژورنال, ۸(۱)، ۱–۱۸.
  4. غني، ف. (۲۰۱۷). د امنیتي وضعیت اغېز په ښوونیز بنسټونو کې. د افغانستان مطالعات, ۵(۲)، ۲۳–۳۸.
  5. فطرت، ع.، و دلاور، ح. (۱۴۰۲). بررسی چگونگی وضعیت ښوونه و تربیه در افغانستان. مجله علمی–تحقیقی علوم اجتماعی پوهنتون کابل, (۴)، ۱۷۸. https://journals.edu.gov.af/article/829
  6. هاشمي، ر. (۲۰۲۰). د ښوونکو کمښت او د زده کړې کیفیت په کليوالو سیمو کې. د ټولنیزو علومو ژورنال, ۱۲(۳)، ۴۵–۶۰.
  7. د پوهنې وزارت. (۲۰۱۹). د ملي ښوونیز فعالیت راپور. کابل: د پوهنې وزارت خپرونې. https://www.moe.gov.af/en/reports
  8. Aslam, M., & Kingdon, G. (2011). What can teachers do to raise pupil achievement? Economics of Education Review, 30(4), 559–574. https://doi.org/10.1016/j.econedurev.2011.03.001
  9. Barakat, S., Hardman, F., Rohwerder, B., & Rzeszut, K. (2013). The role of teachers in peacebuilding and social cohesion in conflict-affected contexts. Education, Conflict and Development Journal, 1(1), 15–35.
  10. Barro, R. J., & Lee, J. W. (2013). A new data set of educational attainment in the world, 1950–2010. Journal of Development Economics, 104, 184–198. https://doi.org/10.1016/j.jdeveco.2012.10.001
  11. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Sage.
  12. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
  13. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.
  14. Hanushek, E. A., & Woessmann, L. (2012). Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. Journal of Economic Growth, 17(4), 267–321. https://doi.org/10.1007/s10887-012-9081-x
  15. Ministry of Education. (2021). Education statistical yearbook 2020–2021. Kabul, Afghanistan: Ministry of Education.
  16. Ministry of Education. (2021). Education sector analysis report: Afghanistan. Kabul, Afghanistan: Ministry of Education.
  17. UNESCO. (2019). Global education monitoring report 2019: Migration, displacement and education. UNESCO Publishing. https://doi.org/10.54676/UZCO7668
  18. UNESCO. (2021). Global education monitoring report 2021/2: Non-state actors in education. UNESCO Publishing.
  19. UNESCO. (2023). Global education monitoring report 2023: Technology in education – A tool on whose terms? UNESCO Publishing.
  20. UNESCO. (2023). Global education monitoring report 2023: Education as a driver of social and economic transformation. UNESCO Publishing.
  21. UNICEF. (2022). Education in emergencies and protracted crises: Afghanistan country report. United Nations Children’s Fund.
  22. World Bank. (2018). World development report 2018: Learning to realize education’s promise. https://doi.org/10.1596/978-1-4648-1096-1
  23. World Bank. (2021). Afghanistan education sector analysis. World Bank Publications. https://doi.org/10.1596/978-1-4648-1706-5
  24. World Bank. (2022). Afghanistan public expenditure review: Education sector analysis. World Bank.
  25. World Bank. (2022). World development report 2022: Finance for an equitable recovery. https://doi.org/10.1596/978-1-4648-1730-4