Quality, Relevance, and Sustainability of University Curricula in Afghanistan: AUAF’s Perspective Dr. Rod Monger Special Assistant to the President for Management Education and Development

Independent, non-sectarian, not- for-profit coeducational university based in Afghanistan – no American affiliations Proposed 2002 by former Minister of Higher Education Dr. Sharif Fayez Funding from USAID Classes began March 2006 with 53 students; first class December students currently; 2,000 by 2015; and 5,500 by 2022; 20% female enrolment

Business; ICT; and humanities, sciences, political sciences, public administration, and law Masters of Business Administration Fall 2011 Future possibilities: Agribusiness, real estate finance, construction management, education, communications, engineering, law, and medicine 70% receive financial assistance (UG tuition $5,500 per year)

10,000 Women Initiative funded by Goldman Sachs Visiting scholars program in jurisprudence with Stanford University’s law school BBA Accounting funded by Harakat Foundation – estimated less than 100 accountants in Afghanistan with any credential Major new emphasis on Professional Development Institute (non-academic programs) including an Executive MBA

AUAF Interim Campus in Kabul

Incoming university students weak because of devastated primary and secondary schools Parallel effort to bring primary and secondary schools to speed But also – the population of Afghan young is huge and growing: 43.6% under 15 years Median age % annual growth 28% literacy (12% female) School life expectancy through tertiary – 8 years

What issues are related to quality, reliability, and sustainability when embedding an international “best-practices” education in Afghanistan?

In business, three objectives: 1.Prepare students for economic development of Afghanistan and region in both private and public sector (AUAF mission) 1.Prepare students for career opportunities in international “best practices” companies 1.Prepare students for graduate study opportunities Full integration with international “best practices”

Easy to answer: 1.How to set the bar in academic performance? Academic integrity? 1.What is relevant? Comprehended? Difficult to answer: 1.Integration with community which may not understand the value of international education 2.Cultural reluctance to participate in international education

Implementation issues become more complex: 1.How to deal with ethnic conflict? 1.How to provide a qualified and stable faculty that Afghan students demand? 2.How to help Afghan students to the “next level”? 3.How to compete with low-cost, marginal quality “institutes” But these are insignificant compared to developing the right economic framework for higher education

Biggest issue: What is the value of a higher education in Afghanistan as measured by the ability and willingness to pay? Without economic incentives, private universities and other higher education models are not motivated to participate The need to develop a diverse eco-system to cultivate educational talent akin to Silicon Valley

Does greater willingness to pay promote the interests of the American University of Afghanistan?

Does greater willingness to pay promote the interests of public universities and their partnerships with outside schools? Needs to be a rationalization of education economics in Afghanistan that allows public universities to charge tuition and fees (Constitutional issues aside)

1.Major role for non-public universities including traditional and non-traditional models 1.Major role for public universities 1.Major role for foreign universities 1.Public universities need tuition and fees as one component of financial stability 1.Rapidly increasing “pie” demands the participation of all types of higher education institutions

Tashakur! Thank you!