Document Type

Open Access Capstone

Publication Date



This thesis focuses on the status of civics and citizenship education in schools in Afghanistan. My purpose for this study was (a) to understand what is taught about civics education in classrooms, (b) what concepts of civics education are addressed in the national curriculum and the text books, and (c) what role civics education plays in Afghan schools to produce productive citizens. My assumption is that schools have direct impact on civics understanding of the students and how they use their civics knowledge in everyday life. Civics education raises students’ political, governance, and social awareness and informs them about their rights and responsibilities as citizens.

At this time of transition of Afghanistan from isolation to connection with the rest of the countries of the world, it is very important to understand how students build up their social and political views and how they perform their civil responsibilities.

During my field work, I visited two female schools and one male school in Herat city. My research method was mostly qualitative; phenomenology, case study, and document review approaches. My findings are mostly based on school and classroom observations and my interviews with school teachers, students, and few of the administrative members. I also looked at the signs, symbols, and norms that represent civics education in schools.The little that I might have achieved through this research is aimed to strengthening Afghanistan schools in producing more productive citizens.