Filling the Afghan Security Gap: Women’s Education as a Means for Weakening the Taliban(Winning entry)
“The world cannot achieve a sustainable,
peaceful, and prosperous future without investing in girls’ education,” wrote
Malala Yousafzai, student and girls’ education activist (xvii). Households
depend on women, especially when men have left the home to fight. Expanding
girls’ education, thus maximizing women’s economic potential, directly
contributes to a family’s prosperity (Sloan). Therefore, in a country like
Afghanistan, where the militant Islamic Taliban preys on poverty for
recruitment, women’s education is crucial to building peace. Since the mission
of my bureau, the U.S. Agency for International Development Bureau for
Democracy, Conflict, and Humanitarian Assistance (USAID DCHA), is to “end
extreme poverty and promote resilient, democratic societies,” we will take
charge of expanding women’s education to spur development. However, we
recognize that the Taliban’s attacks on girls’ schools constrain women’s
educational opportunities. Thus, our chief strategy will be to disseminate
educational technologies—rather than solely build schools—so that women can
flexibly adapt their educational schedules to regional conditions.
The Taliban
threat to the Afghan population remains critical. In the first half of 2015,
Taliban forces caused the deaths of 4,300 Afghan security personnel and wounded
8,000, in addition to causing 1,592 civilian casualties and 3,329 injuries.
Additionally, Taliban violence directly harms U.S. interests: further expansion
of their power could result in the creation of a safe harbor for
anti-democratic terrorists (Council on Foreign Relations). Thus, we have both a
moral and pragmatic duty to promote Afghan peace by weakening the Taliban.
To build
sustainable peace, we must do more than address the symptoms of the conflict:
we must eliminate the source of the Taliban’s power. Foreign policy consultant Benedetta
Berti brought to light the fact that the citizens of Afghanistan are
experiencing a “security gap”—a lack of employment, income, financial
stability—that the Taliban preys on. In the words of a young Taliban recruit,
“today in Afghanistan finding a job is not an easy thing, I now want to join
[the Taliban] so I can make an income and earn a living” (qtd. in Robertson).
Our plan to
promote girls’ education is critical to filling this security gap. Families
depend on women’s support: women are mothers, income-earners, and small
business owners. Our goal is to make them into professionals.
By educating
women, we will bolster household prosperity, thus reversing the leverage that
the Taliban holds in recruitment. Multiple studies confirm that an increase in
women’s educational opportunities leads to an increase in income (The World
Bank, “Girls’ Education”). Generally, women who have higher incomes spend them
on their families. A study conducted throughout Colombia, Bosnia and
Herzegovina, Timor Leste, Kosovo, and Tajikistan reveals an across-the-board
increase in household welfare when women are employed and well-paid (Justino,
Cardona, Mitchell, Müller, Goetz, Beteta, and Dore). A study of Bangladeshi
micro-credit programs reports that household consumption was proportionally
sixty-four percent higher when women were the participants than when men were
(Pitt and Khandker 958). Additionally, women with higher incomes are likely to
invest in their children’s education—turning a cycle of poverty into a cycle of
development (The World Bank, World Development Report 2012 151). When
household welfare increases and families can rise from poverty, their members
are less likely to resort to joining the Taliban to support themselves
financially.
Promoting
female education will clearly help to fill the security gap in Afghanistan,
ergo draining the Taliban of its recruitment power. However, a local cultural
bias obstruct women’s empowerment (Sloan). Most notably, small minorities of
violent extremists—such as the Taliban—pose a dangerous security concern by
attacking girls’ schools, which can potentially render school-building
impossible (Kuehnast, Omar, Steiner, and Sultan 5; Mortensen and Relin 208). In
2012 alone, security threats caused almost ten percent of schools in
Afghanistan—which provided education for 275,000 students—to shut down. These
threats disproportionately target women, thus greatly deterring girls from
pursuing an education. As evidence of the girls’ fear, for every 100 boys, only
seventy and fifty-five girls attend primary and secondary school, respectively
(Batha).
To surmount
these security concerns, my plan is to disseminate online educational resources
rather than physically build schools. Instead of letting the Taliban target a
class—which meets at a predictable place and time—a flexible system of online
schooling will allow women to adjust and conceal their educational agendas
based on local conditions. In addition, an interconnected online network among
women will facilitate the reporting of security threats, thus enabling National
Security Forces to respond more quickly. Since the State Department’s Bureau of
Economic and Business Affairs’ (EB) mission, “to promote economic security and
prosperity at home and abroad,” is closely intertwined with our goal, the EB
will be our principal partner in this project (U.S. Department of State). Our
first step will be for the EB’s Office of International Communications and
Information Policy (EB/CIP) to aid the World Bank by providing additional
funding to its fiber optic cable project in Afghanistan, thus accelerating the
rate of Internet broadband expansion (United Nations Economic and Social
Commission for Asia and the Pacific 25). Next, through online communication
with a network of pro-women local civil society organizations (CSOs), my
office, the USAID/DCHA Office of Conflict Management and Mitigation, will
collect and analyze data on women’s socio-economic conditions throughout the
country. As economic officer, my subject matter expertise will be in the
economic investment of education (Dorman 216-17). Thus, I will analyze regional
security risks and potential economic gains to create individualized plans for
disseminating educational resources that involve minimal safety concerns and a
low risk-benefit ratio.
I will then
provide this information to the USAID DCHA’s Office of American Schools and
Hospitals Abroad (DCHA/ASHA). They will diffuse laptops to local CSOs (on a
case-by-case basis, depending on which are able to accept them and when). The
laptops will be similar to the XO model used by the One Laptop Per Child
nonprofit: durable for four years, with both educational Internet programs and
hardware, and costing approximately $200. Some underfunded schools around
Afghanistan and Pakistan pay $280 per student over four years’ time, so
providing education via laptop would be less expensive than doing so through
even some of the most minimally funded schools (Nordland). Based on local
conditions, CSOs can either distribute laptops or treat them as community
computers. In addition to basic primary and secondary educational services,
laptops can provide benefits for every woman in the household: both young girls
and their mothers. Government agencies have often mobilized mothers for
microfinance projects to kick-start small-scale entrepreneurship. However, lack
of technical training or business knowledge on part of the borrowers has often
obstructed microcredit programs (Humphrey). Our laptops will provide
educational resources to train women in business so that they can find optimal
investments for their microloans.
Women
are not just passive victims of conflict—they are potential agents of change.
Unfortunately, they cannot act on their potential because, as director of
UNICEF Anthony Lake explains, “many millions of girls who are not in school
across the country… are not able to say… ‘I want to be a doctor’” (qtd. in
Vyas). My plan will help these girls become doctors—or lawyers, or architects,
or business owners—but most importantly, it will help them become peacemakers.
By capitalizing on these women’s potential to bring prosperity to their
families, we will close the security gap that fuels the Taliban—bringing a
sustainable peace to Afghanistan and mitigating the Taliban threat to American
democracy.
BY-Dylan Borne
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