Perspectives from the field: Key development issues and approaches in Afghanistan

© 2014 Aga Khan Foundation Canada

Perspectives from the field: Key development issues and approaches in Afghanistan

Edmonton, Canada

July 29, 2014

© 2014 Aga Khan Foundation Canada 2

• Afghanistan • Development issues in Afghanistan • Aga Khan Development Network in Afghanistan • Promising approaches and strategies • Role of community and civil society in global citizenship -

– a grassroot perspective • What does all this have to do with you?

Presentation outline


What is the image of ‘Afghanistan’ you have in mind?


This is the Afghanistan I know


Afghanistan at a glance

Islamic Republic of Afghanistan, Kabul is the capital 30 million population 74% rural and 22% urban and 4% nomads 652,230 sq. km; slightly smaller than Texas state of

US Landlocked; mostly mountains and desert Dry climate, with cold winters and hot summers 34 provinces (administrative divisions) Fully centralized government


Key development indicators

• GNI per capita: US$410 – ranked 204• Poverty rate: 36%• Life expectancy at birth: 48M – 48F• School enrolment: 46% (Boys 52%, Girls 40%)• Female literacy rate: 29% • MMR (per 100,000 live births): 327 – still ranked

164/165• Child mortality:96 (per 1,000 live births)

6


Key development issues

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Lack of qualified human resources, particularly female

Lack of community capacity in driving their development agenda

Cultural and social norms


AKFC is an agency of the Aga Khan Development Network (AKDN), a family of private, non-denominational development agencies dedicated to improving living conditions and opportunities for the poor, without regard to their faith, origin or gender.

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AKDN


AKF in Afghanistan

• 53 districts in seven provinces

• 1,600 communities and more than 3 million target population

• More than 1800 staff (97% Afghans)

• Partnership with 15 donors including DFATD

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The Goal

To contribute to stability, prosperity and overall quality of life of the Afghan population


The approaches

• Multi-sectoral, integrated

• Systemic and long term

• Fostering indigenous institutions

and human resources

• Community-led • Alignment with national priorities


AKF in Afghanistan

• Key program areas:

Rural Development - Participatory Governance and Civil Society- Natural Resource Management- Market Development and Financial Access- Infrastructure Development

Health Education Afghan-Tajik cross-border cooperation program

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Participatory Governance

• Government provincial departments

• District level government

• Community Institutions

• Linkage building • Reverse linkage building • Horizontal experience

sharing• Social Audit • Gender sensitive planning • Capacity building attached to

infrastructure development • Downward accountability • Thematic intervention

C:\Users\fawad\Desktop\Social Audit film VTS_01_1.VOB


Participatory Governance


Health

https://www.youtube.com/watch?v=zYdHwtrWngU




Health


Natural Resources Management G

over

nmen

t an

d C

ivil

Soc

iety


Market Development and Financial Access

• Value chain approach

• Agricultural

• Non-agricultural

• Vocational training

• Tourism Development

• Community Based Saving

Groups (72% female)


Production

Wholesale Marketing

On-farm Storage

InputSupply

Retailing Procurement/purchase,Storage at shop,Grading/sorting,Retail sale

Procurement/purchaseStorage at shops,Sorting,Packing,Sale at farm,Sale in local markets,Sale in Fiazabad and Takhar

Grading/Sorting,Storage, Sorting on ongoing basis

Fertilizer application,Bordex mixture application,Irrigation,Pruning,Picking,Packing,Sales on Farm or at market

,Fruit PlantsAgro-chemicals (Fert, Pesticides, Lime, Copper, Sulfur etc.)Farmyard ManureTools/Equipments

Small Vendors

N=60

Consumers

Mother Stock Nursery (MSN) & Associated Stock

Nurseries (ASN)

MSN=3ASN=13

Farmers’ Nursery (Informal)

N=16

Tools/ Equipment Manufacturer

N=2

Small Farmers

with Scattered

PlantationsN=450

Commercial Apple

Producers

N=300

Wholesale/ Retail Traders Local Market

N=15

Local Contractors N=20

Contractors (Faisabad)N=40

Fruit & Vegetables Retail Shops

N=28

Local General Retail Shops

N=55

Traders from Faizabad/Takhar

N=?

Pesticides/Agro-chemicals

Shops

N=2


Education

• Schools management • District education

dept.• Provincial education

dept.• National MoEdu.• Other INGOs• AKDN (AKF, AKES

and AKU)

• Govt. School Program

• Community Based

Classes

• Teacher Trng. Colleges

• Pre-Schools

• Mother Literacy Classes

• Parenting Education


Education


Cross Border Cooperation


Exercise


Conclusion

“Citizenship is defined by being a member with rights and responsibilities. Therefore, GCE must encourage active involvement. GCE can be taught from a critical and transformative perspective, whereby students are thinking, feeling, and doing. In this approach, GCE requires students to be politically critical and personally transformative. Teachers provide social issues in a neutral and grade-appropriate way for students to understand, grapple with, and do something about.”

You can’t criticize what you don’t understand: Teachers as social change agents in neo liberal times. An article by Dr. Michael O’Sullivan of Brock University


Thank you

Any Questions?

Perspectives from the field: Key development issues and approaches in Afghanistan

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