Faculty Incivility in Higher Education of Afghanistan: Students’ Perspectives

Orfan, Sayeed Naqibullah

doi:10.1007/s10780-021-09448-y

Cited by 14 publications

(4 citation statements)

References 32 publications

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“…After this, Amir Amanullah Khan made elementary education compulsory for all Afghan citizens, separate schools were built for girls and some female students were sent to Turkey for education. (Orfan, 2022)Amir Amanullah Khan felt the need for education and knowledge for the development of the country and started reforms in every field, which led to his exile from Afghanistan(Khwajamir2016).…”

Section: History Of Formal Education In Afghanistanmentioning

confidence: 99%

“…Also, there is a department in the Ministry of Higher Education, which evaluates all private higher education institutions and prepares a report in this regard, and thus evaluates the affairs of private universities(Ministries of Higher Education, 2020). However, in some private universities, there are problems of corruption and abuse of power, as well as the weakness of the teaching process (Orfan, 2022).…”

Section: Cases Of Power Abuse In Nangarhar Private Universitiesmentioning

confidence: 99%

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The Effects of Power Abuse on Educational Processes in Private Universities in Nangarhar, Afghanistan

Safi,

Sapi,

Kayen

2023

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Abuse of Power harms the actions and effects of organizations, especially if the abuse occurs in educational institutions, the damage will be greater. In developing countries like Afghanistan, the possibility of abuse of power in private universities is high. This article focuses on the effects of power abuse in private universities in Nangarhar Afghanistan. The purpose of this study is to reveal examples of power abuse in private universities in the Nangarhar province of Afghanistan and to investigate its impact on the educational process. Novelty: In previous studies, only one type of abuse of power was mentioned in private universities in Nangarhar, while this study mentioned two types of abuse of power in private universities in Nangarhar1) abuse of power by lecturers 2) abuse of power by senior management staff. Also, another improvement of this research to the previous research is that the researcher tried to interview the affected students and university staff about the topic and clarify the topic based on these interviews. For this research, the authors use a qualitative approach with case-study methods. This study presents cases of power abuse in private higher education institutions in Nangarhar, Afghanistan. The researcher conducted interviews with students, administrative staff, and lecturers of private universities in eastern Afghanistan. As a result, the study found that there are two types of power abuse in private universities in Nangarhar, abuse of power by lecturers and abuse of power by senior management staff.

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Section: History Of Formal Education In Afghanistanmentioning

confidence: 99%

Section: Cases Of Power Abuse In Nangarhar Private Universitiesmentioning

confidence: 99%

The Effects of Power Abuse on Educational Processes in Private Universities in Nangarhar, Afghanistan

Safi,

Sapi,

Kayen

2023

edu

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“…The number of girls going to university rose from zero in 2002 to 101,763 in 2019. The number of female lecturers rose from zero in 2002 to 2699 in 2019 (MoHE, 2020; Orfan, 2022). Furthermore, a considerable number of female students had access to ICT in higher education institutions in 2021 in Afghanistan (Hashemi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Gender voices in Afghanistan primary and secondary school English textbooks

Orfan

2022

The Curriculum Journal

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Textbooks are one of the areas in which gender inequality is institutionalized effortlessly. The study investigated the representation of gender in primary and secondary English textbooks. A total of 14 categories of underrepresentation and misrepresentation were used to examine gender portrayal. The results show that women are significantly underrepresented whilst men are overrepresented in text and illustrations. Female names account for only 30.4% of names in textbooks. Male characters precede female characters in most coordinated phrases, and most of the dialogues are initiated by men. Masculine generic forms are used to refer to women and men including in the English translation of the Afghanistan National Anthem. Men are more frequently portrayed in a myriad of social roles than women are.Surprisingly, this pattern also holds true for domestic roles. Furthermore, little space is dedicated to female famous persons (e.g., scientists), and women constitute a tiny fraction of the main characters of articles and stories, most of which were about trivial matters (e.g., cooking). They are portrayed in a small number of activities, almost a quarter of which are houserelated tasks.

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“…Relating this to the Afghan teaching context, the teachers usually make use of the teacher-centered approach while teaching vocabulary to their students (Akramy, 2021;Orfan et al, 2021aOrfan et al, , 2021b. It can be accounted for by the fact that Afghanistan has gone through decades of conflicts, which has greatly affected its educational system (Akramy, 2020;Noori, 2021;Orfan, 2022). Moreover, EFL instructors are not required to have TEFL/TESL certificate when they embark on teaching English.…”

mentioning

confidence: 99%

Effective techniques of teaching vocabulary in Afghan EFL classrooms

Akramy

Noori

Orfan

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.

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Faculty Incivility in Higher Education of Afghanistan: Students’ Perspectives

Cited by 14 publications

References 32 publications

The Effects of Power Abuse on Educational Processes in Private Universities in Nangarhar, Afghanistan

The Effects of Power Abuse on Educational Processes in Private Universities in Nangarhar, Afghanistan

Gender voices in Afghanistan primary and secondary school English textbooks

Effective techniques of teaching vocabulary in Afghan EFL classrooms

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