March 27, 2018
This post originally appeared on UNESCO’s International Institute for Educational Planning website.
Looking back on his education in Afghanistan, Siddiq Majidi knows it was not the common experience.
“It was very intensive and students always performed well on the national exams,” says Majidi, who is now 25. His school was part of a private-public partnership and benefitted from extra resources.
“But it was not very sustainable for the whole of a country,” Majidi says. “Only a very limited number of people have access to this kind of education.”
Now in the early years of his career in the Afghan Ministry of Education, Majidi is devoting his professional life to improving access to quality education for today’s children and youth.
“One of the reasons I wanted to work in education is to increase access and enhance the overall educational quality nationwide. I am able to work closely with the government officials, development partners and Ministry of Education staff at the center and provincial level. We can have a real influence and get the desired outcomes,” he says.
Based in Kabul, Majidi works in the planning department. In addition to his primary tasks, he is also playing a central role in supporting the implementation of the country’s new education sector plan, which is guiding policy and programming over the next five years. He is the coordinator and focal point for the working group on equitable access to education, one of three main pillars of Afghanistan’s new education plan along with quality and relevance and efficient and transparent management.