About Conference

The Center for Higher Education Development (CHED) at Kardan University, in alignment with its strategic objectives and aims to explore the prevailing practices, opportunities, and challenges related to the development, revision, and nationalisation of academic curricula in the country, is proud to announce its upcoming Annual Conference on Higher Education Development in Afghanistan (ACHEDA 2025), on ‘Reforming the Higher Education Curricula’ in Afghanistan.

The conference will bring together scholars, higher education experts, academic staff, and representatives from sectoral institutions and organisations, both from Afghanistan and from regional and international universities. Participants will present their research papers on the conference’s key thematic areas to establish effective mechanisms for designing, reviewing, and enriching curricula.

Through this platform, the conference aims to ensure that higher education curricula in Afghanistan are aligned with international standards and responsive to the comprehensive development needs of society, ultimately enhancing the competitiveness of Afghanistan’s higher education sector on the global stage.

Conference Goals

1. Develop a systematic and standardised process for the development, review, and enrichment of curricula based on international best practices, ensuring Afghanistan’s higher education sector responds to current issues and challenges.
2. Evaluate and propose reforms for higher education curricula in various fields of study, drawing from international experiences and best practices and
3. To promote research culture in society and provide researchers with an appropriate platform to present their work.

Conference Theme

The Notion of Islamization of Knowledge Vs the Notion of Integration of Knowledge:Global experiences about these notions; their relevance, lessons learnt, benefits, challenges, applicability and the way forward for Afghanistan.

Curricula Development/Review Process: A process overview based on international experiences, including stakeholders involved in curriculum development; evaluation of various models for curriculum design and review; mechanisms for assessing curriculum effectiveness; strategies and mechanisms for curriculum evaluation and enrichment; the role of online learning and technology in the design, review, and implementation of curricula; mechanisms for identifying the spirit and philosophical orientation of curricula; promoting intellectual development through curricula; the relationship between curricula and the development of values and ethics; fostering analytical thinking and critical reasoning through curricula; enhancing social skills; and advancing innovation and creativity through curriculum design.

The Idea of One Nation-One Curricula: The feasibility, advantages, and disadvantages of implementing a unified national curriculum; global experiences in developing a unified curriculum and lessons learned from these processes; and curriculum models and experiences from other countries.

The Afghan National Curricula: Standards for ensuring curriculum quality; methods and approaches for evaluating curriculum effectiveness; evaluation of the implementation and impact of national curricula; teaching strategies embedded within the curricula; integration of technology and innovation into curriculum design; alignment of advanced technology with instructional methods; current issues in curriculum implementation; and strategies for effective curriculum implementation and evaluation.

Promotion of Interdisciplinary Curricula:History, current status, and future of interdisciplinary curricula worldwide; opportunities, challenges and advantages of promoting interdisciplinary curricula in Afghanistan; potential areas to focus on.

Agenda of the Conference

Conference Secretariat

Conference Patron

Dr. Ahmad Khalid Hatam

Conference Chairman

Mr. Khawaja Jamshid Seddiqi

Secretary

Dr. Peerzada Tufail Ahmad

Members

Dr. Mohd Asif Shah
Dr. Kalimullah Khan
Dr. Muhammad Fayaz
Dr. Sayed Amir Alawi
Mr. Shabeer Ahmad Lal
Mr. Mohammad Sabaoon Khan

Editorial and Reviewers Board

Dr. Mohd Asif Shah

Dean, Faculty of Economics, Kardan University

Dr. Kalimullah Khan

Assistant Professor, Faculty of Economics, MBA, Kardan University

Dr. Muhammad Fayaz

Assistant Professor, Faculty of Economics, MBA, Kardan University

Dr. Ahsanullah Yunas Mahmoud

Lecturer, Faculty of Computer Sciences, Kardan University

Dr. Qudrattullah Omerkhel

University of Education, Kabul

Mr. Riaz Ahmad Ziar

Acting Dean, Faculty of Computer Sciences, Kardan University

Mr. Mohammad Reza Darmani

Academic Administrator, Department of Judiciary and Prosecution, Kardan University

Mr. Muheburahman Rahmany

Assistant Professor, Faculty of Law, Kardan University

Mr. Zabihullah Barekzai

Academic Administrator, Graduate Programs, Kardan University

Mr. Matiullah Aryanpor

Academic Administrator, Political Science, Kardan University

Mr. Ashabudin Halimi

Assistant Professor, Political Science, Kardan University

Organizing Team Members

Mr. Faisal Hashemi
Mr. Fateh Gul Shinwari
Mr. Sharif Sharifi
Mr. Mohibullah Shaghasy
Mr. Ghulam Mujeeb Sharif
Mr. Mirwais Jalil
Communication Team
MIS Team
IT Team
Mr. Abdullah Emran

Book of Abstracts

2. Reforming Afghanistan’s Higher Education Accreditation Framework: A Critical Analysis and Proposed Solutions

Dr. Kalimullah Khan, Zabiullah & Fateh Gul Shinwari

Abstract

The article asserts that Afghnaistan’s higher education quality assurance and accreditation policy adopts a “one size fits all” approach across all fields of study, which does not guarantee quality outcomes. This article also highlights that the country’s accreditation and quality assurance mechanisms in higher education need improvement in operationalizing existing policies and procedures in the accreditation criteria. Additionally, the article critiques the fourth phase of accreditation, which focuses on maintaining certification. To address these issues, the article explores two key questions: First, does an annual assessment of eleven subcriteria impact the achievement of outcomes in higher education? Second, is it appropriate to assign weights yearly to programs and universities based on the standard criteria without considering the differences in universities, faculty and department or program levels? A comparative content analysis of policy documents of Afghanistan and various countries in general, while Pakistan in specific, is employed to answer these questions. The findings are presented along with proposed solutions and recommendations.
Keywords: : Higher Education, Quality Assurance Process, Comparative Policy Analysis, Afghanistan

About the Author Dr. Kalimullah Khan, Assistant Professor, Department of MBA, Kardan University, Kabul, Afghanistan kaleemullah@kardan.edu.af
Mr. Zabihullah, Academic Administrator, Department of MBA & MIR, Kardan University, Kabul, Afghanistan z.barekzai@kardan.edu.af
Mr. Fateh Gul Shinwari, Chief of Staff, Kardan University, Kabul, Afghanistan. f.shinwari@kardan.edu.af

3. Quality Assessment Criteria of Higher Education in Afghanistan: A Comparative Analysis

Dr. Muhammad Fayaz & Jowhar Massoudie

The primary aim of universities worldwide is to accommodate the increasing number of students while providing exceptional educational experiences. To achieve the standards set by Higher Education Quality Criteria, Higher Education Institutions (HEIs) must ensure and uphold the quality of their educational environments. In the contemporary landscape, the previously unchallenged status and financial commitment of HEIs to their academic principles are now subject to scrutiny. The significance of an HEI extends to its contributions to social, political, and economic progress and its role in enhancing competitiveness within an ever-globalizing knowledge society. In this context, Afghanistan has been expanding its HEIs. This study primarily evaluates the quality assessment model of higher education in Afghanistan. Key informants were intentionally selected from the Ministry of Higher Education and other relevant stakeholders. Employing a descriptive qualitative research design, the data were thematically analyzed. A literature review concerning higher education quality assessment models revealed a tendency towards a unified model. It is suggested that Afghanistan’s system should be governed by independent models tailored to various disciplines, aligned with international standards, and should prioritize stakeholder involvement in quality assurance. Additionally, the adoption of diverse methodologies and the establishment of clear standards for resource utilization are recommended.
Keywords: Higher Education Institutions (HEIs), Afghanistan, International Standards, Quality Assurance, Assessment Models

About the Author MDr. Muhammad Fayaz, Assistant Professor, Department of MBA, Kardan University, Kabul, Afghanistan.m.fayaz@kardan.edu.af
Mr. Jowhar Massodie, Academic Administrator, Department of Economics, Kardan University, Kabul, Afghanistan. j.massoudi@kardan.edu.af

4. An Analysis of the Effects of Quality Assurance on Higher Education in Afghanistan

Dr. Mohd Asif Shah, Mohammad Sabawoon Khan & Zabihullah

Abstract

This study investigates the impact of quality assurance (QA) mechanisms on higher education in Afghanistan, a country undergoing significant educational reforms. Afghanistan struggles to maintain academic standards and institutional efficacy despite higher education being crucial for the country’s development. Quality assurance frameworks are pivotal in enhancing teaching, learning, and research outcomes when effectively implemented. This study critically examines the current QA systems in Afghan institutions and their function in institutional accountability and conformity to global educational standards. The research evaluates how well existing QA processes are working to improve student outcomes, educational quality, and institutional management using both qualitative and quantitative methods. The study also cites several major obstacles to implementing and using QA systems, such as a lack of qualified staff, political unpredictability, and scarce resources. Based on the results, the study makes valuable suggestions to improve quality assurance procedures in Afghanistan’s higher education system, highlighting the necessity of ongoing reform, capacity building, and international cooperation. By shedding light on the particular difficulties and possibilities that Afghanistan’s higher education system faces, this study adds to the larger conversation on higher education reform in developing nations.
Keywords:: Quality Assurance, Higher Education, Afghanistan, Educational Reforms, Institutional Accountability, Academic Standards, Educational Quality, Capacity Building, Developing Countries, Educational Policy

About the Author Dr. Mohd Asif Shah, Dean, Faculty of Economics, Kardan University, Kabul, Afghanistan. m.asif@kardan.edu.af
Mr. Zabihullah, Academic Administrator, Department of MBA & MIR, Kardan University, Kabul, Afghanistan z.barekzai@kardan.edu.af
Mr. Mohammad Sabawoon Khan, Assistant Professor, Department of Civil Engineering, Kardan University, Kabul, Afghanistan. m.sabaoon@kardan.edu.af

6. Quality Assurance in Higher Education: A Critical Analysis of the Evaluation Checklist used by the Ministry of Higher Education, Afghanistan.

Dr. Sayed Amir Alawi & Shabeer Ahmad Lal

In higher education, quality assurance (QA) is crucial in guaranteeing student achievement, academic excellence, and institutional reputation. In order to promote academic integrity and bring Afghan higher education into compliance with international standards, it is imperative that QA processes be strengthened. This study examines the key challenges faced by Afghanistan’s QA system and explores potential solutions based on global best practices. In Afghanistan, QA systems face significant challenges due to political instability, inadequate infrastructure, limited research output and weak academic structures. These difficulties made it impossible for universities to deliver high-quality instruction and match worldwide standards. However, developed countries have significantly advanced QA frameworks focusing on accreditation, outcome-based education, and digital transformation. Finland, Saudi Arabia, and the European Higher Education Area (EHEA) are among the nations that have established extensive quality assurance frameworks that emphasize stakeholder interaction, accreditation, and continual improvement. These approaches strongly emphasize faculty development, datadriven decision-making, and outcome-based evaluations, all of which can be modified to fit the circumstances in Afghanistan. The education system in Afghanistan suffers from outdated evaluation procedures, a lack of autonomy for universities, and a shortage of qualified faculty members and programs for faculty development. This requires policy reform and investment in academic staff and infrastructure. It is strongly recommended that standardized accreditation frameworks, digital QA tools, and collaboration with international accrediting bodies be adopted. By integrating lessons from developed countries, Afghan higher education can foster a culture of continuous improvement in higher education.
Keywords:: Quality Assurance, Improvement, Digitalization, Research, Afghanistan.

About the Author Dr. Sayed Amir Alawi, Academic Administrator, Department of Civil Engineering, Kardan University, Kabul, Afghanistan. s.amir@kardan.edu.af
Mr. Shabeer Ahmad Lal, Coordinator, Department of Quality Enhancement & Accreditation, Kardan University, Kabul, Afghanistan. s.lal@kardan.edu.af

7. A comparison of the Higher Education Accreditation System in Afghanistan and the region: A Secondary Analysis

Sarbajeet (Yousaf) Mukherjee & Matiullah Aryanpor

Abstract

In this research paper, we will look into the accreditation system in Afghanistan and shall compare and recommend revisions or changes in the existing process. The primary rationale for any accreditation system existing in a country is to check the country’s strength and fix the loose ends, if any, in the higher education system. Here, we compare the status and feasibility of current accreditation practices and procedures with those of the regional countries and will try to provide a roadmap for the country. We will be looking at the existing process and its feasibility, especially concerning the private sector and self-financed universities and institutes of higher learning in the country. The existing practices in the region regarding autonomous accreditation bodies operating outside the government tertiary education ministries, their mandate and operational styles, and their significance will be examined. There seems to be a gap in expectations and practice in the existing system, which must be addressed and improved to enhance our higher education institutions’ overall quality control system. Here, one-size-fits-all can never be the rule for accreditation and quality control within and outside the country. A tailor-made approach must distinguish universities and institutions like Kardan University as a centre of excellence in Afghanistan. Therefore, countries in the region like India, Pakistan, Sri Lanka and even tiny Bhutan shall be continuously referred to along with already established systems found in the rest of the world.
Keywords:Education, accreditation, leadership, Afghanistan, India, Pakistan, Sri Lanka, Bhutan, Kardan, Roadmap

About the Author Mr. Sarbajeet (Yousaf) Mukherjee, Assistant Professor, Department of MIR, Kardan University, Kabul, Afghanistan. s.mukherjee@kardan.edu.af
Mr. Matiullah Aryanpor, Academic Administrator, Department of Political Science, Kardan University, Kabul, Afghanistan. m.aryanpor@kardan.edu.af

12. Platforms for Digital Learning for University Students in Afghanistan: Challenges, Impact and Sustainable Solutions

Hamza Atifnigar

Abstract

Digital learning platforms have revolutionized education globally, but their adoption in Afghanistan faces unique challenges. This study examines the accessibility, utilization, and impact of digital learning platforms among university students in urban Afghanistan, identifies barriers, and proposes sustainable solutions. A quantitative approach was employed, with data collected from 300 participants from three universities, including Laghman, Nangarhar and Said Jamaluddin Afghan Universities in the east of Afghanistan, through a structured questionnaire. The questionnaire data was descriptively analyzed in the form of mean, percentage, and standard deviation through tables and graphs in SPSS 24 Version. The findings highlight that while personal device ownership is relatively high (86.24%), access to reliable internet remains a significant challenge (64.09%), limiting the effective utilization of digital resources. Moderate engagement with digital platforms was observed, with frequent usage constrained by financial barriers, limited digital literacy, and infrastructural inadequacies. Digital platforms were found to positively impact academic performance, particularly in improving access to resources and fostering collaboration among students. However, cultural resistance, technical challenges, and insufficient institutional support hinder their full potential. Proposed solutions include expanding broadband infrastructure, providing financial aid for digital devices, enhancing digital literacy through targeted training programs, and promoting blended learning models that combine traditional and digital education. This study emphasizes the need for localized, sustainable strategies to bridge the digital divide and maximize the benefits of digital learning. It offers actionable insights for policymakers and educators to foster inclusive, effective, and sustainable digital education systems in urban Afghanistan
Keywords: Digital Learning, University Student, Afghanistan, Challenges, Sustainable Solutions

About the Author Mr. Hamza Atifnigar, Lecturer, Department of English, Faculty of Literature and Human Sciences, Laghman University, Afghanistan. hamza.honaryar@gmail.com

19. Role of the Academic Leadership in Achieving Accreditation of Universities: An Analysis

Najibullah Faiez

Abstract

The quality assurance process is one of the important programs for obtaining certification for quality assurance in universities. The issue of quality is one of the important issues that leaders in the organization pay serious attention to. Academic leadership is one example of leadership carried out by the prominent elites of society, such as professors and instructors in the academic environment. This article examines the multifaceted functions of university leaders in the quality assurance process and emphasizes the impact of organizational culture, stakeholder participation, and strategic alignment. The research method of this article is qualitative, and the researcher conducted a desk review using primary sources such as interviews and secondary sources— books, journals, etc. The findings show the best practices in academic leadership that help in issuing successful quality assurance certifications, which, as a result, increase organizational reputation and educational effectiveness.
Keywords:Accreditation, Academic Leadership, Standards, Quality Assurance

About the Author Mr. Najibullah Faiez, Associate Professor, Faculty of Public Law, Takhar University, Afghanistan. najibullahfaiezy@yahoo.com

20. Challenges and Opportunities of Quality Enhancement from the Perspective of Faculty and Staff at Logar Institution of Higher Education: An Assessment

Mohammad Sarwar Haqparst, Mohammad Javid Stanikzai & Shafiqullah Shafaqat

Abstract

This research examines the challenges and opportunities of quality enhancement at Logar Higher Education Institution from the perspective of its faculty and staff. The study employs a quantitative research method, utilizing a five-point Likert scale questionnaire to collect data. The results of this study indicate that the quality enhancement process at this institution faces several challenges. However, some opportunities can be leveraged to mitigate these issues and improve the situation. The findings suggest that the faculty and staff at Logar Higher Education Institution are generally aware of their responsibilities in quality enhancement and are familiar with the relevant criteria. On the other hand, specific issues, such as a lack of financial resources, insufficient attention to the professional development of faculty and staff, weak financial autonomy, and the copying of quality enhancement criteria from foreign countries without considering the local context, are major obstacles that hinder the progress of quality enhancement. However, the research also highlights that institutional support from leadership, the presence of relatively adequate infrastructure, and faculty and staff awareness of the quality enhancement processes are important opportunities in this context. Furthermore, the results suggest that strengthening international relations could significantly improve and advance quality at this institution.
Keywords:: Quality Enhancement, Opportunities, Logar, Faculty, Staff

About the Author Dr. Mohammad Sarwar Haqparst, Department of Education, Logar Institute of Higher Education, Afghanistan mohammad.yasar2222@gmail.com
Mr. Mohammad Javid Stanikzai, Department of Chemistry, Logar Institute of Higher Education, Afghanistan. m.javidstanikzai@yahoo.com
Mr. Shafiqullah Shafaqat, Department of Dari Literature, Paktia University, Afghanistan. shafiqullahshafaqat620@gmail.com

24. Addressing the Challenges of Measurability and Marks Distribution in the Ministry of Higher Education’s Quality Assurance Checklist in Afghanistan.

Mr. Riaz Ahmad Ziar, Mr. Muhammad Haleem, Mr. Mirwais Shirzad

Abstract

The Ministry of Higher Education in Afghanistan employs a quality assurance checklist to accredit higher education institutions. Despite its importance, significant measurability and mark distribution issues undermine its effectiveness. This study critically examines these two factors, identifying challenges in defining clear, actionable, and measurable criteria within the checklist. Additionally, it analyzes the allocation of marks across accreditation criteria, highlighting inconsistencies and imbalances that affect fairness and the prioritization of institutional standards. By conducting a detailed assessment of these aspects, the research provides evidence-based recommendations to improve the checklist’s precision and fairness, ultimately aiming to enhance the credibility of the accreditation process and ensure better alignment with international quality assurance practices
Keywords:: Measurability, Marks Distribution, Higher Education, Quality Assurance, Checklist, Afghanistan

About the Author Mr. Riaz Ahmad Ziar, Academic Administrator, Faculty of Computer Sciences, Kardan University, r.ziar@kardan.edu.af
Mr. Muhammad Haleem, Assistant Profes sor, Faculty of Computer Sciences, Kardan University, m.haleem@kardan.edu.af
Mr. Mirwais Shirzad, Lecturer, Faculty of Computer Sciences, Kardan University