Womens' Education Under the Taliban

Norwegian aristocratic committee said, "Unless women have the same opportunity as men, we can not achieve democracy and permanent peace in the world." In 2013, Malala Yousfazia was nominated for the Nobel Peace Prize by raising women's awareness of Middle Education (Lemon 5). This is an important role for women in preventing, resolving conflicts and building peace after the unanimous adoption of resolution 1325 by the United Nations.

Malara was born near the Swat Valley of Pakistani Kaibar Paktunkwa, which has been governed by the Taliban since 2009. Under the rule of the Taliban, women are dominated by men. If you are a woman and you are not allowed to go out without male supervision, you may forget what you are taught to read, not to mention comprehensive education. In this context, the story of Malara began. She will openly condemn the violence against the Taleban women, but this poses a danger to her life. Malara officially wrote to the BBC about living under the Taliban. Of course, she uses the pen name to protect her identity, but Taliban finally learned that she was herself and excluded the death order.

Roya is 18 years old, her cousin Naga is 15 years old. When the Taliban took over in 1996, both were female students, and their education suddenly stopped. According to the strict interpretation of Muslims in the Taliban, women can not work or study. They can leave their houses completely covered with hidden buruka and can accompany relatives of intimate men or "mahram" husbands, fathers or siblings. Women are prohibited from talking and laughing in public or wearing high heels with cosmetics and shoes on.

When the Taliban took over the administration in 1995, education for women was prohibited and pushed into the ground. If the Taliban are knocked down, there will be opportunities for women's education to reappear, but it is difficult to achieve for the stigma in the system and the power of men. In August 2012, official sources in Iran reported that women will be limited to 77 undergraduate courses in technology, science and engineering at 36 different Iranian universities. While men and women are involved in various occupational and economic activities, Calif's labor force comes from a variety of ethnic and religious backgrounds. Women are engaged in a wide range of business activities in various occupations and in the areas of primary business (eg farmers), secondary industries (construction workers, stainers, spinners etc.) and tertiary industries (investors, doctors, A nurse, a president). Guild, broker, hawker, lender, scholar)