DOCSLIB.ORG

Applicability of Educational Data Mining in Afghanistan: Opportunities and Challenges

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Applicability of Educational Data Mining in Afghanistan: Opportunities and Challenges Applicability of Educational Data Mining in Afghanistan: Opportunities and Challenges Abdul Rahman, Sherzad Lecturer at Computer Science Faculty of Herat University, Afghanistan Ph.D. Student at Technische Universität Berlin, Germany [email protected] || [email protected] ABSTRACT predict proper field of study for high school The author's own experience as a student and graduates, or, identify first year university later as a lecturer in Afghanistan has shown that students who are at high risk of attrition. the methods used in the educational system are Keywords not only flawed, but also do not provide the Educational data mining; data mining; major minimum guidance to students to select proper study prediction; placement class; computer uses course of study before they enter the national in education; value of information; Kankor, university entrance (Kankor) exam. Thus, it often University Entrance Exam, Afghanistan results in high attrition rates and poor education systems. performance in higher education. Based on the studies done in other countries, and 1. INTRODUCTION by the author of this paper through online Recent advances in big data, data mining, and questionnaires distributed to university students educational data mining (EDM) enable in Afghanistan – it was found that proper educational institutions to transform their data procedures and specialized studies in high into valuable information to find the hidden schools can help students in selecting their major patterns that yields clear results and specific field of study more systematically. targets to improve educational settings. Additionally, it has come to be known that there The efforts of educational institutions in are large amounts of data available for mining Afghanistan are to generate (only) facts and purposes, but the methods that the Ministry of figures (e.g., total number of students and Education and Ministry of Higher Education use teachers based on gender, geographic location, to store and produce their data, only enable them schools and universities, and some other to achieve simple facts and figures. Furthermore, conditions). However, it turned out that these from the results it can be concluded that there are simple facts and figures do not help educational potential opportunities for educational data institutions to improve the educational settings. mining application in the domain of For example, to predict proper major fields of Afghanistan's education systems. Finally, this study for high school graduates participating in study will provide the readers with approaches for the Kankor exam, to identify first year university using Educational Data Mining to improve the students who are at high attrition risk, or to educational business processes. For instance, Page 1 of 10 recommend right courses for the students to Afghanistan's education environment using case enroll. studies as a support for the argumentation. To find out about participants' familiarity and 1.1 Big Data factors choosing proper major studies in the Kankor exam, attrition rates and poor quality of Upon entering the 21st century, there has been a education, and whether offering specialized massive increase in data generation with the studies at high school is a good decision or not; prevalence of mobile technologies, social media online questionnaires (open-ended and close- networks, sensor devices for environmental data ended questions) were prepared and distributed gathering, and online shopping sites, to name a through social networking platforms to few. These vast amounts of generated data are too Afghanistan public and private university big and complex to be handled and processed students and alumni. Results of the effectively by traditional approaches [34, 35] questionnaires indicated that lack of familiarity Big data does not just mean very large amounts of with the Kankor exam and its processes, data, though that could be one of the factors and inappropriate selection of major fields of study as characteristics of it. Big data is identified by the well as lack of offering specialized studies at following three main cornerstones known as 3 school are the major reasons that most of the V's: Volume, Variety and Velocity [34, 35]. students are at risk of dropping out or poor Recently other V's were added to define the term performance in their higher education studies. big data very precisely such as Value, Veracity, The main goal and objective of this paper is to and Visualization [32, 16]. study the opportunities and challenges of EDM In a nutshell, big data refers to rapidly growing applicability in Afghanistan education context to structured and unstructured data with sizes help educational institutions to better prepare beyond the ability of traditional database tools students for their studies in schools and (RDBMSs) to store, manage, and analyze. universities. This paper also tries to offer answers Therefore, it leads to new big data solution to the following questions: technologies. For example, NoSQL, Apache 1. What are the potential challenges to Hadoop, Apache Spark and Apache Flink implement EDM in the Afghanistan's framework with ecosystems on top of each to context? effectively store and process the big data either in batch or streaming processes with distributed 2. How to implement EDM in Afghanistan computing in a reliable and scalable fashion [5, 8, education system effectively? 12, 31]. 3. What is the status with regards to It is worth mentioning that there are other non- availability of data in Afghanistan distributed and non-scalable software and tools education systems? available for data mining purposes, e.g., Weka, This paper, initially presents a description on big SPSS Clementine, packages for R and Python data, data mining, and educational data mining. programming languages. Furthermore, it should Next, it briefly explains the education systems be considered that big data solutions certainly do and the existence and availability of large not replace the traditional approaches. Likewise, amounts of data in Afghanistan education data mining is not only for big data. systems. Finally, it presents studies in the area of EDM and discusses their applicability in Page 2 of 10 1.1.1 The Three V's of Big Data The EDM research community has undergone The Volume means very large amounts of data. remarkable growth. Since 2008 every year For example, in 2012, approximately 2.5 Exabyte international conference on EDM is being held to of data were generated per day [17]. bring together researchers from computer science, education, psychology, and statistics to analyze Velocity means how rapidly data is generated. large datasets to answer educational research Per the InternetLiveStats every second more than questions. In 2009 the Journal of Educational 10,000 Tweets are sent, 100,000 YouTube videos Data Mining (JEDM) was established for sharing are viewed, 49,000 Google searches are and broadcasting research results. performed, 2,300,000 emails are sent, and 27,700 Gigabytes of Internet traffic are generated [11, The main goals of EDM is to predict students' 20]. future learning behavior, to study the effects of education support that can be realized through Variety refers to the 80% total existing tutoring and learning systems, to find out new unstructured data e.g., videos, audios, books, models or improve the existing ones, and finally news articles, blogs, and click streams data [29]. to advance scientific knowledge about learning [4]. 1.2 Data Mining The Application of EDM is very broad, ranging Data mining is the cross-road of Statistics, from analysis and visualization of data, providing Machine Learning and Artificial Intelligence feedback for supporting instructors, algorithms, Database and Data Warehouses [10, recommendations for students, predicting student 25]. performance, detecting undesirable student Data mining enables organizations to explore the behaviors, grouping students, constructing past by means of univariate and bivariate courseware, planning and scheduling, and others exploration techniques and predict the future by [23]. means of classification and clustering techniques and methods [26]. 2. STATUS OF AFGHANISTAN EDUCATION SYSTEMS Per the KDnuggets 2014 poll [13], data mining and analytics are applied in a wide range of General education in Afghanistan comprises K- industries, e.g., Banking, Healthcare, Fraud 12 (primary, secondary and high school), Islamic Detection, Science, Advertising, Education, and studies, Teacher Training, Technical and many other sectors. Vocational schools and institutes which is administered by the Ministry of Education 1.3 Educational Data Mining (MoE). The Ministry of Higher Education (MoHE) supervises the universities which Researchers apply and test data mining provide Bachelor, Master, and Ph.D. degree techniques to explore and mine the data which programs. are generated from educational settings (e.g., data from schools, universities, traces that students The establishment of the new democracy in leave when they interact with learning Afghanistan in 2002 brought hope to people to be management systems, and intelligent tutoring more optimistic towards the future. The education systems) to better understand students and the systems have been going through a nationwide settings which they learn in and call it EDM [4, 6, rebuilding process, and despite obstacles, 24]. numerous public and private educational Page 3 of 10 institutions were established across the country Data needs context
Load more

Recommended publications
  • 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
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • Afghanistan Assessment
    AFGHANISTAN COUNTRY REPORT April 2005 Country Information & Policy Unit IMMIGRATION AND NATIONALITY DIRECTORATE HOME OFFICE, UNITED KINGDOM Afghanistan April 2005 CONTENTS 1 Scope Of Document 1.1 - 1.12 2 Geography General 2.1 – 2.2 Languages/Main ethnic groups/Religions 2.3 - 2.5 3.Economy 3.1 - 3.8 4 History Overview to December 2001 4.1 Post Taliban 4.2 – 4.13 January 2004 – December 2004 4.14 – 4.59 January 2005 onwards 4.60 – 4.66 5.State Structures The Constitution 5.1 - 5.8 The Constitutional Loya Jirga 5.9 – 5.13 Citizenship and Nationality 5.14 – 5.16 Political System Overview 5.17 – 5.26 Elections: - General 5.27 – 5.29 - Presidential Election 5.30 – 5.40 - Presidential Election Results 5.41 – 5.42 - Lead up to Parliamentary Elections 5.43 – 5.47 Political Situation in Herat 5.48 – 5.50 Judiciary 5.51 – 5.64 Land Court 5.65 – 5.66 Legal Rights/Detention 5.67 - 5.83 Death Penalty 5.84 - 5.86 Internal Security Developments following 11 September 2001 5.87 - 5.90 Security Sector Reform (SSR) 5.91 - 5.94 General security situation 5.95 – 5.112 Security situation in different regions: - Kabul 5.113 – 5.116 - Central 5.117 - South and Southeast 5.118 - 5.122 - North 5.123 – 5.124 Internal Security Assistance Force (ISAF) and Provincial Reconstruction 5.125 – 5.150 Teams (PRTs) Disarmament, Demobilization and Reintegration Programme (DDR) 5.151 – 5.166 National Security Directorate (Amniat) 5.167 – 5.170 Army 5.171 – 5.174 Police 5.175 – 5.184 Prisons and Prison Conditions 5.185 - 5.208 Military Service 5.209 - 5.212 Medical Services
    [Show full text]
  • Conflict in Afghanistan II
    Conflict in Afghanistan II 93 Number 881 March 2011 Volume Volume 93 Number 881 March 2011 Volume 93 Number 881 March 2011 Part 2: Law and humanitarian action Interview with Ms Fatima Gailani President of the Afghan Red Crescent Society Has the armed conflict in Afghanistan affected the rules on the conduct of hostilities? Robin Geiss and Michael Siegrist International law and armed non-state actors in Afghanistan Annyssa Bellal, Gilles Giacca and Stuart Casey-Maslen The Layha for the Mujahideen: an analysis of the code of conduct for the Taliban fighters under Islamic law Muhammad Munir Annex: The Islamic Emirate of Afghanistan. The Layha [Code of Conduct] For Mujahids Combatants, not bandits: the status of rebels in Islamic law Sadia Tabassum Between a rock and a hard place: integration or independence of humanitarian action? Antonio Donini The International Committee of the Red Cross in Afghanistan: Conflict II in Afghanistan reasserting the neutrality of humanitarian action Fiona Terry The protective scope of Common Article 3: more than meets the eye Jelena Pejic Humanitarian debate: Law, policy, action www.icrc.org/eng/review Conflict in Cambridge Journals Online For further information about this journal please go to the journal web site at: ISSN 1816-3831 http://www.journals.cambridge.org/irc Afghanistan II Editorial Team Editor-in-Chief: Vincent Bernard The Review is printed in English and is Editorial assistant: Michael Siegrist published four times a year, in March, Publication assistant: June, September and December. Claire Franc Abbas Annual selections of articles are also International Review of the Red Cross published on a regional level in Arabic, Aim and scope 19, Avenue de la Paix Chinese, French, Russian and Spanish.
    [Show full text]
  • Evaluation Information for Domestic Applicants with Foreign Documents
    Evaluation Information for Domestic Applicants with Foreign Documents If you earned your degree outside the United States, you are encouraged to use one of the following evaluation companies. These agencies are also approved by the State of California Commission on Teacher Credentialing and the California Board of Accountancy. Applicants electing to have one of these agencies perform the evaluation, do so at their own expense. The university will not reimburse applicants. Agency Agency Evaluation Type World Education Services (WES) P.O. Box 5087 Bowling Green Station WES INTERNATIONAL CREDENTIAL New York, NY 10274-5087 ADVANTAGE PACKAGE (ICAP) Telephone: (212) 966-6311 Course-by-Course Evaluation Fax: (212) 739-6100 Price $205 Email: http://www.wes.org/support/ The package above includes the long term Website: http://www.wes.org storing of evaluations Academic Credentials Evaluation Institute (ACEI) P.O. Box 6908 Beverly Hills, CA 90212 Toll Free: (800) 234-1597 (USA Only) or (310) 275- Comprehensive Report 3530 Price $185 Fax: (310) 275-3528 Evaluations are held for a limited time Email: [email protected] Website: http://www.acei-global.org Educational Credential Evaluators, Inc. (ECE) P.O. Box 514070 Milwaukee, WI 53203-3470 Course-by-Course Evaluation Telephone: (414) 289-3400 Price $160 Fax: (414) 289-3411 Evaluations are held for a limited time Email: [email protected] Website: http://www.ece.org Applicants that attended an educational institution in Afghanistan: If you want to use WES, please check their site as WES is unable to process documents for degrees obtained before 2009 in Afghanistan. Also, WES will only evaluates academic credentials from the following Afghanistan academic institutions.
    [Show full text]
  • Implementation of UNHCR Programme (Aug 2001)
    Implementation of UNHCR programme (Aug 2001) Afghanistan International Assistance Mission, USA O Legal Assistance/Protection Supplies & Transport Section, UNHCR Headquarters C Domestic Needs/Household Support P Agency Operational Support UNHCR Chargé de Mission Kabul, Afghanistan B Transport and Logistics C Domestic Needs/Household Support D Water (non-agricultural) G Shelter/Other Infrastructure N Income-Generation O Legal Assistance/Protection P Agency Operational Support UNHCR Sub-Office Herat, Afghanistan B Transport and Logistics G Shelter/Other Infrastructure N Income-Generation UNHCR Sub-Office Jalalabad, Afghanistan B Transport and Logistics D Water (non-agricultural) G Shelter/Other Infrastructure N Income-Generation UNHCR Sub-Office Kandahar, Afghanistan B Transport and Logistics C Domestic Needs/Household Support D Water (non-agricultural) G Shelter/Other Infrastructure P Agency Operational Support UNHCR Sub-Office Mazar-e-Sharif, Afghanistan B Transport and Logistics D Water (non-agricultural) G Shelter/Other Infrastructure Albania Albanian Community Health Organization Thursday, September 27, 2001 Page 1 of 107 F Health/Nutrition International Catholic Migration Commission H Community Services O Legal Assistance/Protection P Agency Operational Support International Rescue Committee, USA G Shelter/Other Infrastructure P Agency Operational Support Office for Refugees, Albanian Government O Legal Assistance/Protection UNHCR Tirana, Albania B Transport and Logistics C Domestic Needs/Household Support O Legal Assistance/Protection
    [Show full text]
  • Interview with Top Taliban Leaders (NHK) 1
    Annex I 1 Interview with Top Taliban Leaders (NHK) Some parts of the interview were broadcasted in Today’s Close-Up on September 6, 2012, in Japan and September 11, 2012, on NHK WORLD TV in English. Sohail Shaheen, member of Taliban Negotiation Team in Qatar Syed Rasool, member of Taliban Negotiation Team in Qatar Interview with S ohailS haheen NHK : How many members of the political office of the Islamic Emirate of Afghanistan are talking to United States? SOHAIL SHAHEEN : When there are talks or meeting with the politi- cal office, they decide how many members will take part in the talks and according to that decision members of the political office participate in the talks but this occurred before the suspension of the talks. But now there is no contact between the Islamic Emirate of Afghanistan and the United States of America. There were confidence building measures which reached an understanding but they weren’t implemented because the talks were sus- pended and postponed. So, there are now no meetings and talks. NHK : Why were they suspended? SOHAIL SHAHEEN : It was because of the confidence building measures. We had meetings with the Americans, several meetings, and at the end of those meetings, we came to an understanding that the American side should take steps regarding confidence building measures like the opening of the office and also exchange of the prisoners and also delisting. But we have bypassed the delisting. To show a sign of flexibility we have bypassed it but two conditions are still there – exchange of prisoners and also the open- ing of the office.
    [Show full text]
  • Modernizing the Current Afghan Engineering Education System: Challenges and Opportunities
    Paper ID #17622 Modernizing the Current Afghan Engineering Education System: Challenges and Opportunities Mr. Khalilullah Mayar, Kabul Polytechnic University, Kabul -Afghanistan Khalilullah Mayar is a faculty of civil engineering at Kabul Polytechnic University where he teaches, introduction to engineering, construction materials and methods, construction contracts, and engineering mechanics courses to the undergrad students. He also leads the Polytechnic University International Relation and Partnership Office and has been actively involved in the university academic programs- quality assurance efforts as well. Mr. Mayar was a Fulbright scholar at Purdue University between 2014 -16 where he received his master’s degree in Building Construction Management. His research interests includes: engineering education, international education, higher education leadership, construction site productivity, construction operations simulation and modeling, and BIM. c American Society for Engineering Education, 2017 Modernizing the Current Afghan Engineering Education System: Challenges and Opportunities Abstract Having an effective engineering education system in place can play a crucial role in the development and reconstruction process of a war-ravaged country, such as Afghanistan, where tens of billions of dollars of international aid has been spent in the past 14 years for that process, including higher education. Unfortunately, at this point, the Afghan engineering education system is not yet financially self-sufficient nor can it address the education requirements of today’s job market. This study aimed to identify the major challenges still faced by Afghanistan and to provide a comprehensive list of recommendations and priorities that can make the current Afghan engineering education system academically competent at the undergraduate level as well as improve its relevancy to the economic development of Afghanistan.
    [Show full text]
  • An Attempt to Resurrect Engineering Education in Herat, Afghanistan
    Session 2160 An Attempt to Resurrect Engineering Education in Herat, Afghanistan M. Saleh Keshawarz, Bahadur Khan Khpolwak Associate Professor and Chairman of Civil and Environmental Engineering University of Hartford, West Hartford, CT 06117, USA/Dean, Faculty of Engineering, Herat University, Herat, Afghanistan Abstract Formal Engineering Education goes back to 1956 when engineering courses were offered as part of the Faculty of Science. However, it was not until 1996, when Engineering College started its operation as an independent college. The new college was built through the joint efforts of the Royal Government of Afghanistan and the United States Government. United States Agency for Development provided the funds for the infrastructure and faculty development. During the Soviet occupation of Afghanistan in the early parts of 1980’s, the college was stamped as an American institution and was targeted for elimination and was finally was shut down in 1984. By that time, a large number of the professors had migrated to foreign countries. In 1984, a small group of these professors through funds provided by USAID, established a construction-related program in Peshawar, Pakistan, which lasted until USAID funds dried up in 1994. Coordination of Humanitarian Assistance, CHA an Afghan non-governmental organization (NGO), with assistance provided by the then Governor of Herat, Ismael Khan, managed to rescue the program and transfer it to Herat, on the western side of Afghanistan. At the beginning the college was admitting both male and female, however, with the coming of Taliban to power, admission of female was suspended. The college uses the same curriculum that was in place in Kabul University during 70’s.
    [Show full text]
  • Towards Developing an Industry-Validated Food Technology Curriculum in Afghanistan
    Journal of Agricultural Education, 58(3), 72-83. https://doi.org/10.5032/jae.2017.03072 Towards Developing an Industry-Validated Food Technology Curriculum in Afghanistan Paul Ebner1, Kevin McNamara2, Amanda Deering3, Haley Oliver4, Mirwais Rahimi5, & Hamid Faisal6 Abstract Afghanistan remains an agrarian country with most analyses holding food production and processing as key to recovery. To date, however, there are no public or private higher education departments focused on food technology. To bridge this gap, Herat University initiated a new academic department conferring BS degrees in food technology. Models for developing agriculture curricula consider industry input integral to preparing graduates for the job market. Here, we assessed perspectives of Afghan food processors on challenges faced and skills/knowledge valued most in new employees as a first step in developing an industry validated food technology curriculum for Afghanistan. Businesses identified numerous challenges (e.g., having to source technical assistance from outside the country) and specific skills gaps (e.g., ability to conduct quality analysis/assurance) they feel should be addressed by the university. Afghan higher education is largely teacher centered, however, with little to no integration of industry stakeholders and responses indicated that establishing beneficial relationships between stakeholders and university programs will take considerable effort. As Afghanistan continues higher education reform throughout the country with the addition of more “workforce” oriented degree programs, these results have implications extending to other areas of agriculture and beyond. Keywords: Afghanistan, Food Technology, Higher Education Author’s note: This publication was prepared under a grant funded by Family Health International under Cooperative Agreement/Grant No.
    [Show full text]
  • World Bank Document
    @The World Bank Report No: ISR5437 Implementation Status & Results Afghanistan Afghanistan: Strengthening Higher Education Program (P089040) 0o C Operation Name: Afghanistan: Strengthening Higher Education Program Project Stage: Implementation Seq.No: 13 Status: ARCHIVED Archive Date: 25-Jun-2011 (P089040) Public Disclosure Authorized Country: Afghanistan Approval FY: 2005 0 Product Line: IBRD/IDA Region: SOUTH ASIA Lending Instrument: Emergency Recovery Loan Implementing Agency(ies): Ministry of Higher Education, Balkh Univeristy, Herat University, Nangarhar University, Kandahar, Kabul Polytechnic, Kabul University, Kabul Education University, Khost University, Bamyan University, Alberoni University, Takhar University, Jawzjan University 0. Key Dates Board Approval Date 19-May-2005 Original Closing Date 30-Jun-2010 Planned Mid Term Review Date 12-Feb-2012 Last Archived ISR Date 25-Jun-2011 Effectiveness Date 14-Jul-2005 Revised Closing Date 30-Jun-2013 Actual Mid Term Review Date Project Development Objectives Project Development Objective (from Project Appraisal Document) The development objective of the program is to progressively restore basic operational performance at a group of core universities in Afghanistan, which will provide an institutional base for an agenda focusing on tertiary education development, capacity building and reform. Has the Project Development Objective been changed since Board Approval of the Project? Public Disclosure Authorized O Yes ® No Component(s) Component Name Component Cost Program development and quality improvement in key higher education institutions 52.40 Higher education system development 7.60 Overall Ratings > Previous Rating Current Rating o Progress towards achievement of PDO Moderately Satisfactory 0 ) Moderately Satisfactory 0 Overall Implementation Progress (IP) Moderately Satisfactory Moderately Satisfactory Public Disclosure Authorized U) Overall Risk Rating 0 -Z) O Implementation Status Overview SHEP has been in operations since June 2005.
    [Show full text]