Modernizing the Current Afghan Engineering Education System: Challenges and Opportunities
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Kabul University Books Corps of Engineers Provides War-Torn University with Engineering Books
March/April 2011 Contractor awards Corps of Engineers recognizes top construction firms. Lisner’s mission N.D. Air Force man serves Army leadership role in Afghanistan. Commander's blog Magness touts role of civilian engineers to bloggers. Intern graduation U.S. Army Corps of Engineers trains and mentors Afghan soldiers. Playing cards Corps of Engineers, Embassy team up to explain the deal with Afghan artifacts. Kabul University books Corps of Engineers provides war-torn university with engineering books. C h Tajikistan in Uz a bekis tan District Commander Col. Thomas Magness AED-North District Command Sergeant Major hshan dak Chief Master Sgt. Forest Lisner Ba Chief of Public Affairs ar J. D. Hardesty uz kh Kund Ta K Layout & Design ash Joseph A. Marek m jan Balkh wz ir Staff Writer Ja Paul Giblin lan Staff Writer gh LaDonna Davis n Ba n ta angan r ta is am e ris n S jsh u e Pan N ar m ul un The Freedom Builder is the field magazine of the Far P K k yab ri n Kapisa n Afghanistan Engineer District, U.S. Army Corps of r a wa L a S ar aghm Engineers; and is an unofficial publication authorized u Bamyan P Kabul by AR 360-1. It is produced monthly for electronic ul ories - r distribution by the Public Affairs Office, U.S. Army T ab St rha K ga Corps of Engineers, Afghanistan Engineer District. It is an produced in the Afghanistan theater of operations. N Views and opinions expressed in The Freedom ardak r Builder are not necessarily those of the Department of n W a dghis g the Army or the U.S. -
2021 Jessup Global Rounds Full Team List (Alphabetical Order)
———— 2021 Jessup Global Rounds Full Team List (Alphabetical Order) ———— Please find a full list of every Jessup team competing in the 2021 Global Rounds in alphabetical order by country and then university below. The order in which teams appear on this list does not reflect any sort of ranking. Team No. Team (Country – University) 670 Afghanistan - American University of Afghanistan 516 Afghanistan - Balkh University 261 Afghanistan - Faryab University 491 Afghanistan - Herat University 352 Afghanistan - Jami University 452 Afghanistan - Jozjan University 574 Afghanistan - Kabul University 263 Afghanistan - Kandahar University 388 Afghanistan - Kardan University 372 Afghanistan - Khost University 300 Afghanistan - Kunar University 490 Afghanistan - Kunduz University 619 Afghanistan - Nangarhar University 262 Afghanistan - Paktia University 715 Albania - EPOKA University 293 Albania - Kolegji Universitar “Bedër” 224 Argentina - Universidad de Buenos Aires 205 Argentina - Universidad Nacional de Córdoba 217 Argentina - Universidad Torcuato di Tella 477 Australia - Australian National University 476 Australia - Bond University 323 Australia - La Trobe University 322 Australia - Macquarie University 218 Australia - Monash University 264 Australia - Murdoch University 591 Australia - University of Adelaide 659 Australia - University of Melbourne 227 Australia - University of NeW South Wales 291 Australia - University of Queensland 538 Australia - University of Southern Queensland 248 Australia - University of Sydney 626 Australia - University -
ARTICLE Development of a Gold-Standard Pashto Dataset and a Segmentation App Yan Han and Marek Rychlik
ARTICLE Development of a Gold-standard Pashto Dataset and a Segmentation App Yan Han and Marek Rychlik ABSTRACT The article aims to introduce a gold-standard Pashto dataset and a segmentation app. The Pashto dataset consists of 300 line images and corresponding Pashto text from three selected books. A line image is simply an image consisting of one text line from a scanned page. To our knowledge, this is one of the first open access datasets which directly maps line images to their corresponding text in the Pashto language. We also introduce the development of a segmentation app using textbox expanding algorithms, a different approach to OCR segmentation. The authors discuss the steps to build a Pashto dataset and develop our unique approach to segmentation. The article starts with the nature of the Pashto alphabet and its unique diacritics which require special considerations for segmentation. Needs for datasets and a few available Pashto datasets are reviewed. Criteria of selection of data sources are discussed and three books were selected by our language specialist from the Afghan Digital Repository. The authors review previous segmentation methods and introduce a new approach to segmentation for Pashto content. The segmentation app and results are discussed to show readers how to adjust variables for different books. Our unique segmentation approach uses an expanding textbox method which performs very well given the nature of the Pashto scripts. The app can also be used for Persian and other languages using the Arabic writing system. The dataset can be used for OCR training, OCR testing, and machine learning applications related to content in Pashto. -
Promoting Female Enrollment in Public Universities of Afghanistan
Promoting Female Enrollment in Public Universities of Afghanistan Higher Education Development Program Ministry of Higher Education Contents 1. Theme 1.1 Increasing Access to priority Degree Programs (Promoting Female Enrollment) .......... 3 2- Kankor Seat Reservation (Special Seats for Female in Priority Desciplines) ..................................... 3 3- Trasnprtaion Services for Female Students ...................................................................................... 4 4- Day Care Services for Female in Public Universities ........................................................................ 5 - KMU………………………………………………………………………………………………………………………………………….5 - Bamyan…………………………………………………………………………………………………………………………………….5 - Takhar…………………………………………………………………………………..………………………………………………….5 - Al-Bironi……………………………………………………………………………………………………………………………………6 - Parwan……………………………………………………………………………………………………………………………….…….6 5- Counselling Services in Public Univeristies ...................................................................................... 6 - Kabul University - Kabul Education University - Jawzjan University - Bamyan University - Balkh University - Herat University 6- Scholarship (Stipened) for Disadvantaged Female Students ............................................................ 8 7- Female Dorms .................................................................................................................................. 9 2 Theme 1.1: Increasing Access to Priority Degree Programs for Economic Development The objective -
Afghanistan Country Fact Sheet 2018
Country Fact Sheet Afghanistan 2018 Credit: IOM/Matthew Graydon 2014 Disclaimer IOM has carried out the gathering of information with great care. IOM provides information at its best knowledge and in all conscience. Nevertheless, IOM cannot assume to be held accountable for the correctness of the information provided. Furthermore, IOM shall not be liable for any conclusions made or any results, which are drawn from the information provided by IOM. I. CHECKLIST FOR VOLUNTARY RETURN 1. Before the return 2. After the return II. HEALTH CARE 1. General information 2. Medical treatment and medication III. LABOUR MARKET AND EMPLOYMENT 1. General information 2. Ways/assistance to find employment 3. Unemployment assistance 4. Further education and trainings IV. HOUSING 1. General Information 2. Ways/assistance to find accommodation 3. Social grants for housing V. SOCIAL WELFARE 1. General Information 2. Pension system 3. Vulnerable groups VI. EDUCATIONAL SYSTEM 1. General Information 2. Cost, loans and stipends 3. Approval and verification of foreign diplomas VII. CONCRETE SUPPORT FOR RETURNEES 1. Reintegration assistance programs 2. Financial and administrative support 3. Support to start income generating activities VIII. CONTACT INFORMATION AND USEFUL LINKS 1. International, Non-Governmental, Humanitarian Organizations 2. Relevant local authorities 3. Services assisting with the search for jobs, housing, etc. 4. Medical Facilities 5. Other Contacts For further information please visit the information portal on voluntary return and reintegration ReturningfromGermany: 2 https://www.returningfromgermany.de/en/countries/afghanistan I. Checklist for Voluntary Return Insert Photo here Credit: IOM/ 2003 Before the Return After the Return The returnee should The returnee should ✔request documents: e.g. -
INSPIRE the Monthly Employee Newsletter
19th Issue INSPIRE The Monthly Employee Newsletter November 2020 Employee of The Month Ms. Sajida Mohammad Tayyeb Economics Department Lecturer Staff Birthdays New Employees Introduction Reflections Birthday Wishes Kardan University wishes a happy birthday to all of our employees who celebrate their birthdays in November. Wahidullah Ibrahimkhail Ahmad Zaki Ludin November 2 November 4 Sarbajeet Mukherjee Faisal Hashimi November 6 November 6 Alauddin Qurishi Jahanzeb Ahmadzai November 8 November 11 Ahmad Khetab Roohullah Hassanyar November 22 November 13 Employee of the Month Ms. Sajida Mohammad Tayyeb Economics Department Lecturer We are pleased to announce Ms. Sajida Mohammad Tayyeb as our Employee for November 2020. Ms. Tayyeb is an inspiring, committed, and dedicated employee of Kardan University. Ms. Sajida has been immensely cooperative with her students, who are on the verge of graduation to complete their final project. She is handling the online sessions of the department with diligence. Additionally, she has been deeply involved in developing the Departments and the Faculty of Economics' Strategic Plan for the past month. She is also working with the DRD to conduct the upcoming National Conference on SDGs. She is a very dedicated employee, kind teacher, and energetic colleague. The whole department is happy to work by her side We congratulate her on this achievement and wish her the best of luck in her future endeavors. New Employees Introduction Mr. Abdullah Salihy Graphic Designer Mr. Abdullah Salihy joined Kardan University as a Graphic Designer in the Office of Communications. Mr. Salihy holds a bachelor's degree in Fine Arts with a specialization in Graphic Design from Kabul University. -
Can Afghan Universities Recover from War
NEWSFOCUS Afghan elite. Graduates at Ameri- can University of Afghanistan in Kabul celebrate, but their career plans are uncertain. satisfy the country’s desperate need for technical talent. “After 3 decades of war, Afghanistan has lost one-and-a-half gener- ations of experts in all fi elds,” says Timor Saffary, the head of AUAF’s department of sci- ence and mathematics. “The intellectual elites either left the country or have passed away, leaving a huge vacuum.” Saffary earned Ph.D.s in both mathematics and physics and worked as a postdoctoral researcher in Germany before joining AUAF in 2009, and the 39-year-old native of Kabul hopes to be a part of the gen- eration who fi lls that vacuum. With the help of the United on August 13, 2012 States and other countries, Afghan academics are begin- ning to pick up the pieces. But a deadline looms: Inter- national military forces are preparing to leave the country HIGHER EDUCATION by the end of 2014, and it’s anybody’s guess what will happen after they are gone. “Many of the highest qualifi ed and talented academ- www.sciencemag.org Can Afghan Universities Recover ics are looking nervously at the 2014 with- drawal,” says Michael Petterson, a geologist From War, Taliban, and Neglect? at the University of Leicester in the United Kingdom who leads fi eld research and train- The demand for technical talent and outside funding is helping colleges get back on ing workshops in the region. “And who can their feet. But higher education is still not a priority blame them?” Downloaded from KABUL—Except for the armed guards in ating from high school in Kabul, Fazel left Afghan ivy body armor at the entrance, on the roof, and Afghanistan and eventually earned a Ph.D. -
The Impact of Explosive Weapons on Education: a Case Study of Afghanistan
The Impact of Explosive Weapons on Education: A Case Study of Afghanistan Students in their classroom in Zhari district, Khandahar province, Afghanistan. Many of the school’s September 2021 buildings were destroyed in airstrikes, leaving classrooms exposed. © 2019 Stefanie Glinski The Impact of Explosive Weapons on Education: A Case Study of Afghanistan Summary Between January 2018 and June 2021, the Global Coalition to Protect Education from Attack (GCPEA) identified over 200 reported attacks on schools, school students and personnel, and higher education in Afghanistan that involved explosive weapons. These attacks injured or killed hundreds of students and educators and damaged or destroyed dozens of schools and universities. In the first six months of 2021, more attacks on schools using explosive weapons were reported than in the first half of any of the previous three years. Explosive weapons were used in an increasing proportion of all attacks on education since 2018, with improvised explo- sive devices most prevalent among these attacks. Attacks with explosive weapons also caused school closures, including when non-state armed groups used explosive weapons to target girls’ education. Recommendations • Access to education should be a priority in Afghanistan, and schools and universities, as well as their students and educators, should be protected from attack. • State armed forces and non-state armed groups should avoid using explosive weapons with wide-area effects in populated areas, including near schools or universities, and along routes to or from them. • When possible, concerned parties should make every effort to collect and share disaggregat- ed data on attacks on education involving explosive weapons, so that the impact of these attacks can be better understood, and prevention and response measures can be devel- oped. -
Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC
Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC Introduction: Although specific accomplishments will be detailed below, a principal output this quarter was the Scope of Work (SoW) for fiscal year 2006 (FY 06), i.e. October 1, 2005 to September 30, 2006. The narrative portion of the SoW is attached to this report. Readers will note that this submission, which went to IALC headquarters on September 2, presents the progress made by our component thus far and the work ahead of us during year three of the current Cooperative Agreement and year four of the component we have titled “Human Capacity Development for the Agriculture Sector in Afghanistan”. The “Organized Short Courses” section of our FY 06 SoW states our intention to use core funds allocated through the Cooperative Agreement to support four one-month technical courses at an all-inclusive cost of $50,000 per course. As has been done in past years, we were planning to combine core funds with supplemental funds from other sources, allowing us to offer the usual six to eight short courses per year. We were informed by the Project Director that there would be a redistribution of core funds and a reduction in our allocation, from $375,000 in FY 05 to $300,000 this year. If these funds are not restored in full or in part, either from the core or additional Mission buy-in, this budget reduction will add significantly to the challenges we face in FY06 because we will need to generate this short course support from other sources. -
Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan
http://ijhe.sciedupress.com International Journal of Higher Education Vol. 9, No. 2; 2020 Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan Carolyn M. Porta1, Erin M. Mann2, Rohina Amiri3, Melissa D. Avery1, Sheba Azim4, Janice M. Conway-Klaassen5, Parvin Golzareh6, Mahdawi Joya7, Emil Ivan Mwikarago8, Mohammad Bashir Nejabi9, Megan Olejniczak10, Raghu Radhakrishnan11, Olive Tengera12, Manuel S. Thomas13, Julia L. Weinkauf10, Stephen M. Wiesner5 1 School of Nursing, University of Minnesota, Minneapolis, Minnesota, United States of America 2 Center for Global Health and Social Responsibility, University of Minnesota, Minneapolis, Minnesota, United States of America 3 University Support in Workforce Development Program, Kabul, Afghanistan 4 Anesthesiology Department, Kabul University of Medical Sciences, Kabul, Afghanistan 5 Medical Laboratory Sciences Program, University of Minnesota, Minneapolis, Minnesota, United States of America 6 Midwifery Department, Kabul University of Medical Sciences, Kabul, Afghanistan 7 Allied Health Science Department, Medical Lab Technology, Kabul, Afghanistan 8 National Reference Laboratory, Rwanda Biomedical Center, Kigali, Rwanda 9 Department of Prosthodontics, Dentistry Faculty, Kabul University of Medical Sciences, Kabul, Afghanistan 10 Department of Anesthesiology, University of Minnesota Medical School, Minneapolis, Minnesota, United States of America 11Office of International Affairs and Collaboration, Manipal Academy of Higher Education, Manipal, Karnataka, -
Final Report
FINAL REPORT Assistance with Professional Training for Afghan Cultural Heritage Officials Part 2 January 12, 2014 TABLE OF CONTENTS EXECUTIVE SUMMARY ................................................................................................................................. 3 PROJECT NARRATIVE .................................................................................................................................... 4 SECTION 1 – PROGRAM BACKGROUND ......................................................................................... 4 SECTION 2 – UNIVERSITY OF ARIZONA PROJECT TEAM ................................................................. 5 SECTION 3 – PROGRAM ACTIVITIES ............................................................................................... 6 Project Set-Up Arrival and Orientation Program Curriculum Teaching Modalities Symposium: Afghanistan: Cultural Heritage at the Crossroads SECTION 4 – PROGRAM EVALUATION ......................................................................................... 10 Program Structure and Administration Program Curriculum KU Faculty Participants Budget Other SECTION 5 – RECOMMENDATIONS FOR FUTURE PROGRAM FUNDING .................................. 14 APPENDICES ............................................................................................................................................. 18 APPENDIX 1: Project Administrative Data APPENDIX 2: Proposal: “University Partnerships: Building a Professional Education Program for Afghan Cultural Heritage -
BETWEEN PATRONAGE and REBELLION 1. the 1960S and 1970S
AFGHANISTAN RESEARCH AND EVALUATION UNIT Briefing Paper Series Dr Antonio Giustozzi February 2010 BETWEEN PATRONAGE AND REBELLION Student Politics in Afghanistan Contents Introduction 1. The 1960s and Student politics is an important aspect of politics in most countries 1970s ...................1 and its study is important to understanding the origins, development and future of political parties. Student politics is also relevant to elite 2. Post-2001: A different formation, because elites often take their first steps in the political arena environment .......... 4 through student organisations. In Afghanistan today, student politics 3. Post-2001: moves between two poles—patronage and rebellion—and through its Patronage and study we can catch a glimpse of the future of Afghan politics. Careerism ............. 6 Student politics in Afghanistan has not been the object of much 4. Post-2001: Rebellion scholarly attention, but we know that student politics in the 1960-70s Surging................12 had an important influence on the development of political parties, which in turn shaped Afghanistan’s entry into mass politics in the late 5. Conclusion and 1970-80s. The purpose of this study is therefore multiple: to fill a gap Implications ..........15 in the horizon of knowledge, to investigate the significance of changes Annex: Summary of in the student politics of today compared to several decades ago, and Cited Organisations ...16 finally to detect trends that might give us a hint of the Afghan politics of tomorrow. The research is based on approximately 100 interviews About the Author with students and political activists in Kabul, Herat, Mazar-i-Sharif and Jalalabad, as well as approximately 12 interviews with former Dr Antonio Giustozzi is student activists of the 1960-70s.