Baghlan Faculty Baghlan Faculty

The history of Baghlan University

Baghlan is a province with a population of almost one million; the majority of the people are literate. Having vast agricultural areas, two hydro-electric dams, one cement factory, coal mines at Karkar, Tala-wa-barfak, Esh Pashta, and Nahrain, Pul-e-Khumre textile factory and also gold mines, this is the only industrial and agricultural province of Afghanistan. There are 243 schools and 61 high schools which are taught by ten thousand teachers.

Due to the need for a university, in the year 1993 this university was established under the name of “Hakim Naser Khesraw University” and it started its work with two faculties of Natural Science and Literature and Social Science. This university continued its activity till 1998, and throughout its activities it graduated two sets of students with bachelor degrees. Among them, four elite students were chosen to teach in this university. At that time, the university had relatively well-equipped laboratories and a library, which were completely burned and torn down during the Taliban regime in 1998.

After the collapse of the Taliban and beginning of the Interim Government, this university started its academic activities again in year 2003 and now it has two faculties; Education and Agriculture. The Faculty of Education has 1107 male and female students taught by 37 teachers and the Faculty of Agriculture has 361 students taught by 6 teachers. Since the reactivation till 2007, this university has had 114 male and 72 female students graduated.

Since this university did not have any suitable place, therefore in year 2005 almost 250 jreebs of land was allocated for the Faculty of Agriculture, and 200 jreebs for establishing a complex for Baghlan University in Hussain Khel. So far, a three story building is built with all needed facilities, and the university has shifted to there. Now the area of 200 jreebs is under construction, building of the wall around the area is completed and the work of administration and classrooms buildings has started.

It is worth mentioning that in year 2006 the University had 55 graduates from the pre-service part, of which 5 were female.  So far 103 Students have graduated from the in-service part.


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Faculty Article Faculty Article

Curriculum in Higher Education

by Delawar Darmal, Baghlan Institute of Higher Education

The purpose of this memorandum is to examine how change can be accomplished in curriculum reform, and how we can develop teachers’ ability to participate in the change process at Kabul Education University (KEU).  As a student of International Education in the U.S. and a faculty member at Kabul Education University (KEO), I am reviewing curricular issues, issues that are very important to us at Kabul Education University (KEU) and throughout Afghanistan.  Afghanistan, like other developing countries, is still struggling to develop curricula that meet society’s demands. It should be clear that those countries which are now considered to have strong curricula have had to overcome some of the same problems further back in their history.  The United States is clearly one such a country that has developed more advanced approaches to designing curricula in higher education. Therefore, I believe there are some important lessons we can learn from other countries.
We can learn from current research in America about how to reform curriculum. There are two articles that are particularly helpful.  The first article is on “Curriculum Reform in Teacher Education Program” from a monograph by Jones (2002).This section provides information about how to improve curriculum effectively during training. The information in this monograph will help us to develop new programs and teachers’ competencies, and strengthen teachers’ content and pedagogical skills to be fully involved in effective teaching. We train future teachers to be experts in the area of their subject, understand the key concepts of teaching and learning, give up the traditional system of teaching and learning and get some useful strategies for meeting the needs of students.  However, there are still thousands of teachers already in school that need help with reforming and developing curriculum. The Second article is “Identifying Professional Development Needs of Teachers in Curriculum Reform”. This article is written by Teberg (1999) and it points out some helpful knowledge; such as assessing teachers’ professional development, and enhancing teachers’ capacity for accomplishing a successful and effective reform.

 

Click here to read the complete article.

 

 

Delawar Darmal is a Social Science faculty at Baghlan Institute of Higher Education.

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