Giving Back
JOIN OUR MISSION TO HELP THE CHILDREN IN AFGHANISTAN.
Afghanistan’s education system has been devastated by more than three decades of sustained conflict. For many of the country’s children, completing primary school remains a distant dream – especially in rural areas and for girls – despite recent progress in raising enrolment.
In the poorest and remote areas of the country, enrolment levels vary extensively and girls still lack equal access
GROWING OUR INVESTMENT BY GIVING BACK GROWING OUR INVESTMENT BY GIVING BACK
We are grateful to support Room to read’s the mission in Afghanistan and have long planned to bring that work to the U.S. The past year’s events have accelerated our efforts, and we are excited to share our progress.
Orzala Beauty is committed to giving back and donating 2 percent of year’s profit to children’s education in Afghanistan.
To better understand where and how Room to Read could add value in the U.S., Orzala Beauty commissioned a feasibility study in 2022 that analyzed the nationwide education landscape and identified geographic areas where our investment will make the most significant impact. Below are some of our findings and other relevant statistics on youth literacy. Stay tuned in the coming months for our new program unveiling.
University Entrance Exam Participants by Years and Gender
Datasets from Afghanistan’s national entrance exam, called Kankor, show that the number of female participants in the Kankor examinations has gradually increased in the last 20 years. The statistics from the Kankor datasets also illustrate the persistent wide gender disparity in higher education. But a steady rise in female participation in the exam seemed promising.
Female literacy rate by age cohort
While a huge gap in access to education exists in Afghanistan, it is noticeable that girls in school were not at a disadvantage in terms of academic performance. Extracted from MICS dataset, figure 4 indicates that a larger proportion of male students complete primary education than females. However, when looking at those who were already in school, there was no gender disparity in the promotion rate, drop-out or repetition rates, suggesting that gender inequality in completing primary school is a relatively large problem
