Afghan Girls Build Robots at Home After Education Ban

Afghan Girls Build Robots at Home After Education Ban

6:44 PM   

A Group of Resilient Women Defying Barriers in Afghanistan

In the midst of the scorching heat of Kabul, a group of young women who have been denied access to higher education for the past three years come together in one of their homes to work on an ambitious project. They call themselves “Voices of Hope,” and they are former computer science students determined not to let their dreams be extinguished by the Taliban's sweeping ban on female education.

Despite the restrictions imposed by the Taliban, these women have found ways to continue their learning using the internet and artificial intelligence. In a country where even walking in a park is no longer an option, they have created a community of learners behind closed doors, striving to keep their passion for knowledge alive.

Their education was abruptly halted in December 2022 when the Taliban issued a ban that forced them to abandon their studies. At the time, they were all in their second semester of computer science at a private Afghan university. Initially, they held onto hope that public outrage and international pressure might lead to a reversal of the decision. However, the Taliban responded with even harsher decrees, further restricting women's rights and making their lives increasingly difficult.

Asrar Parsa, the 25-year-old leader of Voices of Hope, shared how the university ban caused a wave of despair. But she and 20 of her classmates decided to persevere, turning to online educational resources to continue studying from home. Since then, the group has taken on various projects aimed at learning, growing, and keeping their dreams alive.

Among their achievements are the construction of two robots, which cost about 30,000 Afghanis (roughly $430 or £330) to build, funded entirely by the group members. Under Taliban rule, women are not allowed to leave their homes without a male guardian. The team has one male member: Asrar’s 28-year-old brother, Navid Parsa, a computer science graduate who acts as their link to the outside world. He runs errands for the group and brings in supplies from the city.

The group started with 20 members, but over time, 14 dropped out due to economic hardship and a growing sense of hopelessness. Asrar explains that while their goal was to keep the light of hope alive, many became disheartened and gave up. However, some remained committed to their cause.

Hadiya Ahmadi, a 19-year-old member, shared how she suffered from depression and anxiety after universities shut down. But working on small projects and learning AI with the support of the group helped her feel better. Over the past two years, the team has used what they learned in their first year of university, supplemented with online tutorials.

They have built two robots and several other devices. One robot can recognize 20 different objects, including humans, and is controlled remotely. The team tested its movement on a kitchen table. Powered via radio frequency and Bluetooth, it can be operated through four different apps. Asrar believes that if developed further, it could be used in search and rescue operations after earthquakes or explosions.

The team is also working on building a drone. If successful, they hope it could be used for tasks like collecting rubbish, delivering emergency medicine, or transporting small items across Kabul.

For Asrar, Hadiya, and the rest of the group, tinkering with wires and batteries and listening to online lessons is more than just robotics or AI. It is a way to cope with the mental and emotional toll of their isolation. These sessions offer a form of escape from the pain and grief brought about by their current situation.

Asrar says these gatherings are a way to escape "the pain and grief brought about by their current situation." The meetings offer hope, she explains: "When we’re together, it feels like not everything is lost. We still have the power to learn and grow."

Hadiya adds that meeting the group two to three times a week has had a positive impact on her mental wellbeing. They study AI, build robots, and talk about their hopes for the future. She says she feels better now than she did when her university first closed down: "Seeing the results of our work makes us happy. It makes us feel that our education isn’t over yet and we can still try to reach our goals."

They draw inspiration from another Afghan robotics team known as the "Afghan Dreamers," which was founded in 2017 and gained widespread attention both at home and abroad. Focused on technology, engineering, and robotics, the team became a symbol of talent and hope in the face of social and political restrictions. After the Taliban returned to power and banned education and employment for women and girls, team members left the country and now continue their work in exile.

For Voices of Hope, the Afghan Dreamers serve as an inspiration. But unlike them, Asrar’s team has not yet received any support from external organizations. Despite all the obstacles, they hope to one day showcase their work in international exhibitions and find opportunities to keep chasing their dreams.

The Taliban have strictly enforced their ban on education for girls over the age of 12, claiming that they are adhering to "Sharia law." These decrees, especially those denying women access to education and jobs, have drawn widespread international condemnation. But Taliban leader Mullah Hibatullah Akhundzada has dismissed international pressure as "pointless." Over the past four years, Mullah Hibatullah has repeatedly emphasized the importance of "education within the framework of sharia and Islamic principles." However, not once has he addressed the topic of education or employment for women and girls in Afghanistan.

Girls in Afghanistan Seek Faith-Based Education Beyond 6th Grade

Girls in Afghanistan Seek Faith-Based Education Beyond 6th Grade

11:51 AM   

The Struggle for Education in Afghanistan

In the heart of Kabul, 13-year-old Nahideh spends six hours a day after school working in a cemetery, collecting water from a nearby shrine to sell to mourners. Her dream is to become a doctor, but she knows that this dream is out of reach. As the next school year approaches, she will be enrolling in a madrassa, a religious school, to study the Quran and Islam—though her aspirations extend far beyond what the school offers.

Nahideh is in the final grade of primary school, which is the highest level of education available to girls in Afghanistan under the current Taliban government. Three years ago, the regime banned girls from attending secondary schools and universities, making Afghanistan the only country in the world to implement such a policy. This ban is part of a broader set of restrictions on women and girls, affecting everything from their clothing choices to their freedom of movement and social interactions.

With no access to higher education, many girls and women are turning to madrassas as an alternative. These religious schools offer a different form of learning, focusing primarily on Islamic teachings. According to Zahid-ur-Rehman Sahibi, director of the Tasnim Nasrat Islamic Sciences Educational Center in Kabul, the closure of schools has led to a surge in interest in madrassas.

The center, which serves about 400 students ranging in age from 3 to 60, is predominantly attended by women. Students study the Quran, Islamic jurisprudence, the sayings of the Prophet Muhammad, and Arabic, the language of the Quran. Sahibi notes that even before the school closures, many Afghans attended madrassas, but the demand has increased significantly since then.

While there are no recent official figures on the number of girls enrolled in madrassas, officials report that the popularity of these institutions has been growing. Last September, Deputy Minister of Education Karamatullah Akhundzada stated that at least 1 million students had enrolled in madrassas over the past year alone, bringing the total to over 3 million.

Learning the Quran

Inside the Tasnim Nasrat center, students sit on the carpeted floor, tracing lines of Arabic script in their Qurans. All the young women wear black niqabs, leaving only their eyes visible. For many, studying the Quran is seen as a fundamental duty. Faiza, a 25-year-old student who enrolled five months ago, believes it is essential for Muslims to understand the Quran’s teachings.

“I would have preferred to study medicine,” she said. “But I know that is now impossible. Still, I hope that if I show dedication to my religion, I might eventually be allowed to continue my studies.”

Faiza’s teacher, Sahibi, expresses a desire for women to have access to both religious and modern education. He believes that while religious sciences are important, so too are other subjects like math and science. “Islam encourages the pursuit of modern knowledge because it is necessary for society,” he said.

A Controversial Ban

The ban on female secondary and higher education has sparked controversy within Afghanistan, even among some members of the Taliban. In January, Deputy Foreign Minister Sher Abbas Stanikzai publicly criticized the ban, stating there was no justification for denying girls and women access to education. His remarks were met with disapproval from the Taliban leadership, and he is now reportedly on leave and has left the country.

Despite this dissent, the impact of the ban remains severe. UNICEF Executive Director Catherine Russell warned that if the ban continues until 2030, over four million girls will be deprived of their right to education beyond primary school. She described the consequences as catastrophic, affecting not only the girls themselves but also the health system, economy, and future of Afghanistan.

The Role of Religious Education

In a deeply conservative society, the teachings of Islam hold significant importance. Mullah Mohammed Jan Mukhtar, who runs a boys’ madrassa north of Kabul, believes that learning the Quran is the foundation for all other sciences. “If someone first learns the Quran, they will be able to learn other sciences much better,” he said.

His madrassa, which started with 35 students five years ago, now has 160 boys aged 5 to 21. It also offers limited classes in English and math, along with an affiliated girls’ madrassa that currently has 90 students. Mukhtar emphasizes the importance of religious education for women, believing it helps them understand their rights and responsibilities within the family.

As Afghanistan continues to face uncertainty, the role of madrassas in providing education to girls and women remains a critical issue. While some see them as a means of preserving cultural and religious values, others argue that limiting education to religious studies hinders the development of a more inclusive and progressive society.