Apprenticeship in Afghanistan

Formal vocational education is de facto coordinated and regulated by the Technical and Vocational Education and Training Authority (TVET-A). It includes official schools and institutes in four forms: a special form covering grades 1 to 12, two-year programmes for grades 13 and 14, three-year programmes for grades 10 to 12, and five-year programmes for grades 10 to 14. The administration operates in all 34 provinces; historically, 231 districts were reached. Typical fields include computer technology, electrical work, construction, engine repair, mechanical and metalwork, accounting, commerce, tailoring and agricultural occupations. Formal institutes have workshops and laboratories, but equipment and links to the labour market vary by region. In 2024, there were 357 public TVET institutions and no documented private TVET institutions. They recorded 65,891 learners, including 65,175 men and 716 women, as well as 12,012 male and no female graduates in the statistics. The teaching staff consisted of 2,645 men and 467 women; the ratio was approximately 21 learners per teacher. Female participation has declined sharply compared with 2019. Restrictions after basic education and limited employment opportunities make access more difficult for girls and women. In selected provinces, NGO and UNICEF courses for girls and women continue to exist, often in community-based or protected learning locations, but they are not available nationwide. Non-formal provision usually consists of short-term courses lasting three to twelve months. The Ministry of Labour and Social Affairs (MOLSA) de facto organises a large share of these courses; according to the available, not fully harmonised data, 83,402 people participated in 2023, compared with 13,319 in 2019. For 2023/24, 74,738 MOLSA trainings are reported, including 514 former drug users at the Vocational Training Centre Pul-e-Charkhi. TVET-A additionally reported 8,150 trainings and 100 entrepreneurship courses. Common content includes tailoring, carpet weaving, wool spinning, mobile-phone and electrical-appliance repair, car and motorcycle maintenance, poultry keeping, fruit and vegetable processing, beekeeping, carpentry, computer training and plumbing. Alongside practical skills, these courses often provide basic preparation for earning a livelihood, running a small business or developing general life skills. Informal learning takes place particularly as master-apprentice learning (Ostad-Shagerdi) in workshops, markets or private businesses. The master teaches practical skills directly in everyday work. Duration, remuneration, examinations, curriculum, certificates, working hours, safety and complaint procedures are not regulated uniformly. Its relevance to daily life is high, but formal recognition and progression to further programmes remain limited. Formal programmes have registration and admission procedures; the specific requirements depend on the programme and institution. For higher TVET levels from grade 13 onward, the TVET-A strategy plan provides for stricter selection criteria. Short-term courses often target young people, unemployed people, orphans, people in need and other vulnerable groups, with selection and availability determined locally or on a project basis. A uniform nationwide fee schedule is not documented. Public, NGO and donor programmes are often subsidised; individual programmes offer grants, scholarships, toolkits, start-up assistance or in-kind support. Funding and provision may change with the project or donor situation. Formal programmes end with an official document. Depending on the programme, non-formal courses issue a participation or completion certificate; some MOLSA provincial programmes additionally plan to provide toolkits. For informal learning, there is no reliably standardised examination or certification. The TVET-A strategy for 1403 to 1407 therefore focuses on accreditation, competency assessment, certification and recognition by employers and authorities. Demand for vocational skills is high because of the young population, poverty, unemployment and the importance of self-employment. At the same time, unsuitable curricula, weak employer links and few jobs for graduates limit the benefit of some programmes.