Education Department goal for science and technology is to develop basic capabilities of teachers and schools to set up, maintain, and use science and technology
laboratories and materials in order to improve the quality of teaching of science and technology.
The educational system in Afghanistan was just about devastated.
Since 2002, the Government of Afghanistan (GoA) has m
adeeducation one of its priority development programs. The initial emphasis was on ensuring access to and enhancing the quality of primary education.
As a result the number of children enrolling in schools has substantially increased to the point that the number of children enrolled is now the highest it has ever been in the history of Afghanistan. Demand for educational services by the population has been on-going and outstrips supply.
In respond to the Education Department supports improvement of subject-matter and pedagogical capacities of Afghan teachers and teachers’ trainers, through training –both classroom and on-the-job-, seminars and resource centers and develops pedagogic material and manuals, in close cooperation with the Afghan Ministry of Education’s Teacher Training Program (TEP) and in line with its strategy.
SAB Education department works in close collaboration with government authorities (MoE, NSC, TTC, DTC) NGOs and other stakeholders.
Science training
Science training combines theoretical knowledge with practical experiments. During practical training experiments conducts for all science subjects; additionally, the trainees receive training in the use and maintenance of the sciences kits.
Pedagogy training
The trainees benefit from pedagogical training focusing on different teaching methodologies, explanation of the curriculum, the use of teaching aids, students’- and teenagers’ psychology, student-teacher relations and the preparation of daily-, monthly- and annual lesson plans.
Gender
SAB is particularly attentive to the fact that even more than men; girls have been deprived of education, training women, and generally any social life outside the extended family.
Given the family reluctance to send girls to schools where teachers are only male, strengthen the skills of teachers will ensure easy access to education for girls (students).
In addition, the training envisaged aims to enhance the teaching and to strengthen their role within the family and society. Thus, it increases their participation in social and economic life of the country.