What pathways for vocational upskilling are available in Afghanistan?

Suitable pathways include literacy with income-generating skills, non-formal vocational courses, community-based programmes, workplace apprenticeships, courses at MoLSA centres, teacher professional development and self-directed learning through radio, television, WhatsApp or offline-capable platforms. The appropriate pathway depends on the goal, prior education, province, security situation and provider.

What does vocational upskilling cost in Afghanistan?

There is no uniform nationwide fee. Donor-funded and public programmes often finance courses and sometimes provide materials, equipment or stipends, while private fees vary; a documented six-month project in Herat paid a monthly stipend of 6,400 AFN, but this does not establish a general rule.

How widely are vocational upskilling certificates recognised in Afghanistan?

Depending on the course, certificates may be issued by TVETA, MoLSA or the respective provider. Certificates from NGOs and apprenticeships are not recognised uniformly nationwide, so the issuing institution and later usability should be clarified before the course begins.

How do security and internet access affect vocational upskilling in Afghanistan?

Conflict, distance, a lack of spaces and materials, and limited internet connections can restrict participation and course continuation. Radio, television, WhatsApp and offline-capable learning platforms can enable more flexible learning in some cases, but they do not automatically replace a recognised in-person course.

Upskilling in Afghanistan

Q: Who can participate in vocational upskilling in Afghanistan?

Each programme sets its own requirements. Opportunities often target young people and adults with limited basic education, returnees, host communities or people with economic needs; individual courses may require, for example, an age of 15 to 25, selection or an entrance examination.

Vocational upskilling in Afghanistan expands, updates or deepens skills for work and income. Provision is fragmented, ranging from literacy with income-generating skills through short vocational courses to workplace apprenticeships and self-directed learning. Access, quality, costs and recognition depend heavily on the programme, province and provider.

Tip

Choose an upskilling pathway according to your specific goal, prior education and the provision actually accessible in your province. Before enrolling, check in particular access, the security situation, total costs, practical components and the later recognition of the certificate. Plan an alternative learning pathway if travel, internet access or course continuation is uncertain.

byLaila&Farid

Afghanistan has no unified national upskilling system. Technical and vocational education and training (TVET) includes formal, non-formal and informal pathways. Formal TVET is primarily oriented towards initial training; for adults, returnees and targeted skills development, non-formal courses, community-based programmes, workplace apprenticeships and teacher training are therefore particularly relevant. The Technical and Vocational Education and Training Authority (TVETA) oversees formal TVET and short vocational courses. In 2024, 357 public institutions were recorded; private institutions in the formal sector were reported as zero for that year. Under the de facto responsible General Directorate of Skills Development in the Ministry of Labor and Social Affairs (MoLSA), there are additionally about 42 public and about 350 private institutes for non-formal training; no consistent reference date is available for this figure. The Ministry of Education, UNESCO, UNICEF, national partners, NGOs, private providers, employers and the market also contribute upskilling opportunities. Literacy and income-related skills are a central entry point. Since 2023, the Youth and Adult Literacy and Basic Education (YALBE) programme has reached more than 25,000 young people and adults with limited or no literacy skills in 20 provinces; more than 60 percent were women or adolescent girls. For the period from 2022 to 2025, 56,109 enrolments were reported. Of these, 53,860 completed the first level, approximately equivalent to a third-grade education, and 2,249 completed the second level, approximately equivalent to a sixth-grade education. The reported programme figures must not be added together as a single national total. Skills Development and Literacy combines reading and numeracy with market-relevant income-generating skills, social and life skills, and basic business management. Examples include tailoring and embroidery, poultry keeping, beekeeping, fish, dairy and food processing, vegetable growing and first aid. A UNESCO project for 2024 to 2026 planned to reach 10,000 learners in ten provinces; a separate EU-UNESCO project for 2025 to 2026 planned to reach 7,500 young people and adults in five provinces. Vocational centres of the Ministry of Labor and Social Affairs offer, in some examples, six-month courses combining theory and practice and providing certificates. In January 2026, completions were reported in Kabul in areas including tailoring, building electrical work, metalwork, computer applications, plumbing and repair. These examples demonstrate individual opportunities, not a nationwide total. Informal pathways such as apprenticeships usually rely on a workplace or private provider; access, training quality, completion and recognition vary particularly widely there. Teacher professional development is also relevant. UNESCO-supported measures for the initial and continuing training of teachers were expanded to all 34 provinces and include support before and during service. For people with disabilities, TVETA has special facilities and programmes for blind and deaf learners, including Braille and sign language; however, these opportunities are concentrated in specific locations. Access depends on the programme. Literacy and skills programmes often target young people and adults with limited basic education, returnees, host communities or people with economic needs; women and girls are prioritised in many projects. For individual vocational programmes, such as UNICEF offerings, an age of 15 to 25 and demonstrated economic need may be decisive. MoLSA courses may require an entrance examination or selection. Poverty, distance, the security situation, a lack of learning spaces and materials, and limited internet access restrict participation. Women and girls are de facto excluded from formal education above Grade 6; access to higher education has also been de facto blocked for them since 2022. Community and income-related courses in safe spaces may provide a local alternative, but do not guarantee participation. There is no nationally documented legal entitlement to a course, paid leave, an education voucher or public cost coverage for vocational upskilling. Depending on the course, certificates are issued by TVETA, MoLSA or the respective provider. Certificates from NGOs and apprenticeships are not recognised equally everywhere. Depending on the programme, participants must comply with attendance requirements, practical examinations, codes of conduct and local security requirements. There is no current national fee schedule. Publicly funded and donor-funded programmes often cover course costs and may additionally provide materials, equipment or stipends. Private fees vary by provider and course. In Herat, for example, a six-month project with a monthly stipend of 6,400 AFN was documented; this amount is not a general rule. Short TVET courses usually last three to twelve months, with six months being common. Literacy and skills programmes depend on the cohort and project, while radio, television, WhatsApp and offline-capable learning platforms enable flexible learning when mobility or connectivity is limited. Start and continuation may depend on funding, the security situation and provincial approvals.