Analysis of the UNDP Master’s Program in Gender and Women Studies at Kabul University: Recommendations for a Context responsive Curriculum

This paper presents an analysis of the UNDP Master’s Programme in Gender and Women studies at Kabul University and recommendations for a context-responsive curriculum. The paper focuses on the effectiveness of the programme in terms of educating local gender experts. It explores institutional professionalism and pedagogical approaches and how these can empower or dis-empower students. This paper draws on findings based on data collection that includes a document review of Kabul University’s Gender and Women Studies curriculum and an analysis of student responses to an electronic survey on their experiences of attending the program. The analytical framework applied in my study draws on curriculum and empowerment theories. My main findings suggest that despite the program providing an opportunity for empowerment in terms of student exposure to and engagement in gender related concerns, lack of institutional professionalism and inappropriate pedagogical responses can be discussed as dis-empowering. The paper includes a set of recommendations for improvement so that the program better responds to the needs and the expectations of students and to the current situation of women in Afghanistan.