B usiness ; ICT; and humanities, sciences, political sciences, public administration, and law

2. Quality, Relevance, and Sustainability of University Curricula in Afghanistan: AUAF’sPerspective Dr. Rod MongerSpecial Assistant to the President for Management Education and Development

3. Independent, non-sectarian, not-for-profit coeducational university based in Afghanistan – no American affiliations • Proposed 2002 by former Minister of Higher Education Dr. Sharif Fayez • Funding from USAID • Classes began March 2006 with 53 students; first class December 2010 • 800 students currently;2,000 by 2015; and 5,500 by 2022; 20% female enrolment

4. Business; ICT; and humanities, sciences, political sciences, public administration, and law • Masters of Business Administration Fall 2011 • Future possibilities: Agribusiness, real estate finance, construction management, education, communications, engineering, law, and medicine • 70% receive financial assistance (UG tuition $5,500 per year)

5. 10,000 Women Initiative funded by Goldman Sachs • Visiting scholars program in jurisprudence with Stanford University’s law school • BBA Accounting funded by Harakat Foundation – estimated less than 100 accountants in Afghanistan with any credential • Major new emphasis on Professional Development Institute (non-academic programs) including an Executive MBA

6. AUAF Interim Campus in Kabul

7. Incoming university students weak because of devastated primary and secondary schools • Parallel effort to bring primary and secondary schools to speed • But also – the population of Afghan young is huge and growing: • 43.6% under 15 years • Median age 18 • 2.5% annual growth • 28% literacy (12% female) • School life expectancy through tertiary – 8 years

8. What issues are related to • quality, reliability, and sustainability • when embedding an international “best-practices” education in Afghanistan?

9. In business, three objectives: • Prepare students for economic development of Afghanistan and region in both private and public sector (AUAF mission) • Prepare students for career opportunities in international “best practices” companies • Prepare students for graduate study opportunities • Full integration with international “best practices”

10. Easy to answer: • How to set the bar in academic performance? Academic integrity? • What is relevant? Comprehended? • Difficult to answer: • Integration with community which may not understand the value ofinternational education • Cultural reluctance to participate in international education

11. Implementation issues become more complex: • How to deal with ethnic conflict? • How to provide a qualified and stable facultythat Afghan students demand? • How to help Afghan students to the “next level”? • How to compete with low-cost, marginal quality “institutes” • But these are insignificant compared to developing the right economic framework for higher education

12. Biggest issue:What is the value of a higher education in Afghanistan as measured by the ability and willingness to pay? • Without economic incentives, private universities and other higher education models are not motivated to participate • The need to develop a diverse eco-systemto cultivateeducational talent akin to Silicon Valley

13. Does greater willingness to pay promote the interests of the American University of Afghanistan?

14. Does greater willingness to pay promote the interests of public universities and their partnerships with outside schools? • Needs to be a rationalization of education economics in Afghanistanthat allowspublic universities to charge tuition and fees (Constitutional issues aside)

15. Major role for non-public universities including traditional and non-traditional models • Major role for public universities • Major role for foreign universities • Public universities need tuition and fees as one component of financial stability • Rapidly increasing “pie” demands the participation of all typesof higher education institutions

16. Tashakur! Thank you!