Abdullah Fazalyar
Volume 3 Issue 1 | Dec 2021
DOI: http://dx.doi.org/ 10.31841/KJL.2021.16
Views: 550
Total Downloads: 2
Download PDF
Abstract
Educational systems have a direct impact on the process of learning and academic achievements of students and faculty members alike. In an attempt to standardize higher education and introduce a binding regulatory framework, the Regulation on bachelor's degree Education, 2020 applies to both the private and public sectors in Afghanistan. The Regulation, prima facie, suffers from problems that are divided into two sets. Firstly, issues whose presence or existence in the Regulation leads to problems; these include, but are not limited to, an excessive number of Objectives set in Article 2; contradiction with provisions of other laws in force; vagueness and the ambiguity of certain provisions; violation of academic autonomy of institutions of higher education; and emphasis on certain matters that are non-compliant with the reality and norms prevalent in the Afghan society. The second set comprises issues that are absent while they should have been part of the Regulation. These include, for instance, a mechanism for achieving each Objective set for the Regulation; rules and principles appropriate for applied sciences, medical, and engineering because it appears the Regulation is drafted in view of social sciences only; the
maximum number of students to be enrolled in a class; provisions dealing with Grade Point Average (GPA); practical work and research for students; E-Learning; a mechanism for
incorporating mechanism of quality assurance and quality enhancement in bachelors' program. This paper analyses problems that the Regulation suffers from in a descriptive critical method and ends with particular recommendations.
Keywords: Afghanistan, Higher Education, Regulation, Bachelor, Credit System