Female access to higher education inAfghanistan is has been and continues to be limited. At thebasic education level, the country has made great advancessince 2000; it increased access from 900,000 students in2000, almost all boys, to 6.7 million students in 2009, andgirl s enrollment increased from 5,000 under the Taliban to2.4 million in the same time period (Afghanistan, Ministryof Education 2009-2010). Seventy-one percent are currentlyenrolled in primary and middle school (Grades 1-9) and 29percent are enrolled in secondary education (Grades 10-12;Samady 2013). The post-secondary gains for girls havealready increased, as 120,000 girls have graduated fromsecondary school, and 15,000 have enrolled in universities(George W. Bush Institute 2013). Every year, more than100,000 secondary school graduates write the Kankor, thenationwide higher education entrance exam, but due toinsufficient spaces and limited capacity, only about half ofthose students find a spot at the government universitiesand colleges (UN Women 2013). Of the total number ofuniversity students, in 2009 only 24.8 percent were female(CEDAW 2011). The issue is not only access, but alsoretention and graduation. Even when female students enteruniversities, they require relevant support forgender-specific risks to help them complete their highereducation careers. The authors need to learn more about thebarriers to entering higher education, as well as tograduating successfully. Equally important is the need tounderstand what are the strengths, opportunities andresources that can help young girls and women consider,access, and acquire a quality higher education degree tocontribute to the on-going development of their families,society and the country.
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