




































American International Journal of Social Science Research 

Vol. 6, No. 2; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

 

39 

CHILD LABORERS ACCESS TO EDUCATION IN 

KANDAHAR CITY 
 

 

Salman Ali Nabavi 

Lecturer & Chairman 

Geography Dep. Faculty of Education 

Kandahar University, Kandahar, Afghanistan 

E-mail: nabavi.edu.kdh@gmail.com 

 

Alinaqi Mohammadi 

Lecturer 

Pedagogy & Psychology Dep. Faculty of Education 

Kandahar University, Kandahar, Afghanistan 

E-mail: alinaqimohammadi2000@gmail.com 

 

Jailani Achak 

Lecturer & Chairman 

Chemistry Dep. Faculty of Education 

Kandahar University, Kandahar, Afghanistan 

E-mail: jailaniachak11@gmail.com 

 

Ezatullah Sail 

Professor & Chairman 

Geography Dep. Faculty of Education 

Nangarhar University, Nangarhar, Afghanistan 

E-mail: sailezatullah0@gmail.com 

 

 

ABSTRACT 

This study describes the child laborers’ access to education in Kandahar city. We present the 

methodology followed in the study, study area and type of data collected to estimate to 

dimensions of child laborers access to education in the city. Data collected contains 

information about sociodemographic characteristics, Child laborer access to education, 

negative impacts of working on children’s education and Head of household education. It is 

hoped that this study would intensify a debate on main barriers to education that could tie in 

with analysis and commentary on providing education and related facilities to marginalized 

groups like child laborers and girls in society. Readers are encouraged to consider how to 

understand the landscape that child laborers are confronting, while also asking critical 

questions about the socio-political circumstances and inefficiency of educational system in 

which we all participate as we fight to eliminate marginalization and illiteracy in the society. 

Finally, it is recommended that there is a need to re-vision of the schooling system in order to 

evolve ways and means of offering education that is inclusive and relevant for working children 

in Kandahar city and other similar context.  

 

Keywords: Child Labor, Education, Kandahar City, Afghanistan. 

 

 

mailto:nabavi.edu.kdh@gmail.com
mailto:alinaqimohammadi2000@gmail.com
mailto:jailaniachak11@gmail.com
mailto:sailezatullah0@gmail.com


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40 

INTRODUCTION 

Education have a dominant impact in addressing socio-economic problems in society and is 

fundamental in building human capacity and empowering people. Therefore, ILO stated that 

education is a right, not a privilege, and should be available to everyone (ILO, 2018b). For this 

purpose, various agencies such as UNICEF, World Bank, IPEC-ILO and UNESCO are fighting 

against child labour through providing access to education to all children (Osment, 2014). 

Currently numerous countries have already reached the goal of universal primary 

education. However, the progress in low income countries are still very slow (Osment, 2014). 

In this context study shows that about 94% of out-of-school children of primary school age are 

in developing countries, mainly in sub-Saharan Africa and south Asia (Education for All, 

2007). Similarly, Understanding Children’s Work (UCW, 2012) noted that about one-quarter 

of the world’s out-of-school primary age population (15 million in total) is engaged in child 

labor. For example, in sub-Saharan Africa, about 10 million out-of-school children are engaged 

in different types of work. Household chores is not included in these estimates (Brown, 2012), 

and in south Asia a vast majority of 16 million out of school are engaged in child labour (Pappu 

& Vasanta, 2020) 

In Afghanistan, study estimates that 29% of total children aged 5-17 years are engaged 

in child labor, where children below the age of 15 made up above 47% of the entire population 

(ILO, 2018a). Moreover, when it comes to hazardous child labour, this country has been 

identified as one of the most difficult countries for children (ILO, 2018a), this phenomenon is 

highly prevalent in its western and southwestern parts (Lutf & Yasini, 2018). 

Furthermore, based on the ALCS survey 2016-17 Afghanistan is the seventh-lowest country in 

the world in primary education (Mosadiq & Kaandorp, 2018). Painfully, more than 3.5 million 

children or one third of Afghan children were out of school at the start of the school year in 

March 2017 (World Bank, 2018). More specifically, provincial analysis shows that the 

proportion of children out of school exceeds 50% in 15 provinces including Kandahar. In 

Kandahar 76% of school aged children (89% female and 63% male) are out of school (World 

Bank, 2018). 

In addition, the number of children enrolled in schools is much higher than the number 

graduated because the number of student decreases as they reach at the working age in 

Afghanistan. In this context, Save the Keeley and Little (2017) estimates that every day about 

1000 students are dropping out of school in Afghanistan (Mosadiq & Kaandorp, 2018). 

Kandahar city as a regional hub in southern Afghanistan, is a second large city, located 

in the southeastern area of the country, with about 523,259 populations (NSIA, 2021). Besides 

to urbanization and someway industrialization developed throughout the city, followed by ever 

increasing population growth mainly because of immigration of many people from various 

districts of Kandahar province, Urozgan, Helmand, Farah, Zabul and as well from other parts 

of the country (Saeedi, 2019). All of these, along with unemployment, poverty, and population 

structure, have resulted in poor socio-economic conditions and fueled the expansion and 

prevalence of many vulnerable groups (such as children) throughout the city.  

Though, previous findings indicate that child labor has been increasing across the 

country over the past years, specifically in south western parts of Afghanistan and it further 

increased the number of out of school children but, there is no empirical study carried out in 

this context. This research attempts to empirically study child laborers access to education in 

Kandahar city, the negative impacts of working on children’s education and Head of household 

education. Thus, by exploring and analyzing of the status of child laborers access to education 

in Kandahar city and its other related aspects, this problem shall be addressed by development 

of a proper strategy and programs. This will lead to improve the access of child laborers to 

education in Kandahar city as well as the entire country in general.  

 



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REVIEW OF LITERATURE 

Lack of education and also poor quality education is regarded as one of the main factor that 

cause the high occurrence of child labour (Osment, 2014). Relevant studies indicate that 

children who work for a significant number of hours and days are likely to drop out of school, 

get lower marks/grades and have irregular attendance (AIHRC, 2006; Heady, 2000; ILO 2009; 

ILO, 2018; ILO, 2017 & Osment, 2014).  Evidence further shows that most child laborers in 

school face elevated risks of dropping out before completion, grade repetition, and failure to 

make the transition to secondary education and the risks increase over time as children reach 

the higher grades (Brown, 2012). Study also illustrate that countless children combing work 

with school and most of them dropping out of school. For example, there are large drop outs in 

Bangladesh, India and Pakistan with 13 million children drop out-of-school and rising (Brown, 

2012 & Osment, 2014).  

In addition, there is also evidence that learning outcomes of school children are 

adversely effected by child labor. For instance, studies in Pakistan and Nicaragua observed that 

“an additional hour per day worked by children attending school has a non-trivial influence on 

grade repetition and learning outcomes” (Brown, 2012). Data from eleven countries in Latin 

America also shows around 16% disadvantage of test score for child laborers in language skills 

in third and fourth grades and also similar lose was found for math (Brown, 2012). Similarly, 

Emerson et al. (2017) on a study in Brazil followed the same children over time, observing the 

child’s performance in school and labor status. They considered two children with equivalent 

educational backgrounds, both were in the same year and have identical performance measures. 

The child who starts working while still attending school does not test as well; the working 

child’s lower test scores are equivalent to one quarter to three fifths of a year less knowledge 

accumulation than the child who did not start working (Edmonds, 2015). 

Moreover, the household survey data shows that “there is a strong inverse relationship 

between household wealth and parental education on the one hand and child labor on the other 

the wealthier and better educated the parents, the lower the incidence of child labor” (Brown, 

2012). Likewise, in Nigeria, child laborers from families where the household head has no 

education are almost ten times more likely to be out of school as those from families in which 

the household head has a secondary education (Brown, 2012). 

In the same way, data shows that the future prospects for child laborers are also limited. 

For example, Ilahi et al. (2000) witnessed that “adults aged 18 and older who started fulltime 

work before age 13 have adult wages that are 13-17% lower than adults who entered the 

workforce later” (Edmonds, 2008). Alike, Khan (2007) stated that children who lack education 

or drop out of their school, generally lack knowledge and are more vulnerable to exploitation. 

As a result, they become uneducated or unskilled labour.   

Though, there are different reasons in addition to child labour which affects primary 

school enrollment like, high cost of education, parental unemployment and poor quality of 

teachers in low income countries affected the enrollment rates (Osment, (2014). In this regard, 

Akarro & Mtweve (2011) found that “the number of primary and secondary school remains 

low in developing countries because millions of children are being forced to work instead of 

going to school”.  

Considering the above evidences, the dropout rate is a challenging problem for all levels 

of Afghan education. Students drop out of schools for different reasons like, to pursue work, 

avoid attack, get married, or merely become too old to attend school (Adkins, 2016). On a 

similar study, Mansory (2007) interviewed Afghan students and educators and surveyed 72 

schools. He observed that fifty percent of male students and 26% of female students dropped 

out for the reason that they were needed for work at home (Adkins, 2016). 

More embarrassingly, Afghan students are situated in the middle of a violent war, social 

casualties and political unrests. As a result, they are facing with a wide variety of challenges 



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42 

such as providing universal access, preventing drop outs, increasing enrollment for women, 

and attacks on schools (Adkins, 2016). In addition, a large number of school-aged children 

living in rural areas of the country do not have access to any organized educational programs 

and related facilities and also many of the existing schools do not have suitable buildings, safe 

drinking water, or sanitation facilities and for individuals with disabilities there no facilities at 

all (Trani et al., 2012). 

 

RESEARCH METHODOLOGY 

The methodology of this study uses quantitative research tools to provide experimental 

evidence on child laborers access to education in Kandahar city. Though, previous findings 

indicate that child labor has been increasing across the country over the past year, specifically 

in south western parts of Afghanistan, mainly due to rising unemployment and poverty but 

there is no empirical study carried out in this context. Meanwhile the related studies in 

Afghanistan have faced serious validity and reliability shortcomings, mostly because of using 

secondary/official data which may lacks transparency.  However, to examine the status of child 

laborers access to education in the city; the data was collected through surveys (face-to-face) 

to child laborers from all the 15 districts of Kandahar city, Kandahar-Afghanistan during 2020. 

In absence of general census data in the country particularly in Kandahar city, we have carried 

out our study, considering population on the basis of simple random sampling designs.  

The process of data collection involved visiting potential respondents in their 

districts/Children in their places of work and schools. The respondent for this study were 

selected based on their child laboring status, and the focal child’s age (7-18) years old. Children 

that: (i) work full time and (ii) combine work and schooling. Within the districts, respondents 

were identified to participate in the survey based on our study objectives and the children were 

traced in their work places, on streets, workshops, shops, factories, schools and etc. In total, 

the questionnaires randomly administered to a sample of 212 respondents, equaling to roughly 

14 in each district. For obtaining the desired information, a well-structured research instrument 

(questionnaire) was developed from the review of the literature, through which a sample size 

of 212 households has been surveyed. 

Quantitative data was managed using a statistical software package. Statistical Package 

for the Social Sciences (SPSS) IBM24 Version was used for data entry and analysis of the data. 

And then through descriptive statistical analyses the frequency and percentage of the data 

developed and presented by the related tables.   

 

FINDINGS AND DISCUSSION 

In this section, the different proposed research questions will be addressed.  

 

Child Laborer Access to Education in Kandahar City 

Child laborers in Kandahar city face with multidimensional deprivation including deprivation 

from right to education, play and enjoying from their childhood. The first objective of the study 

is to find out the educational background of child laborers in Kandahar city. The findings are 

presented as in Table 1. 

  

Table 1. Shows the educational background of child laborers in Kandahar city. 

 

Education level Frequency Percent 

Illiterate 70 33 

Primary 52 24.5 

secondary 53 25.0 



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Table 1 show that 33% of child laborers have never enrolled and are illiterate in 

Kandahar city. While 17.5% of them are in high school and the rest of them are in primary and 

secondary school.  

Recent study also points out that in Kandahar 76% of school-aged children are out of 

school (World Bank, 2018). In general, data shows that about 3.7 million children aged 7–17 

years are out of school in Afghanistan, of whom, 2.2 million are girls and others yet are at risk 

of dropping out (UNICEF, 2018b; UNICEF, 2020; World Bank, 2018).   

Furthermore, evidence indicates that lack of education as well as poor quality education 

in Afghanistan is considered as one of the main causes of child labour, that along with family 

income have negative effects on children's education, as a result, children are compelled to 

work rather to go to school (Osment, 2014). In this context AIHRC (2006) stated that “the 

average annual expenditure of a student is estimated USD 150-200 (10 to 15 thousand Afs), 

while the annual income of a state employee (most of the working children have no parents, or 

their parents are jobless) is not more than USD 600-700”. The report further points out that “an 

average family has 3 to 5 children at the school age and their education expenditure is beyond 

the financial capacity of parents, even if they are state employees. Additionally, in most of the 

families, father is the only bread earner. In cases of his death or incapability to earn expenditure, 

the children are automatically forced to work” (AIHRC, 2006) 

Moreover, increasing insecurity and school attacks puts Afghan children progress at 

risk. As UNICEF (2018a) reported that “181 schools were attacked between January and 

September 2018, more than double the 82 schools attacked during the same period in 

2017”.  Furthermore, over 1,200 schools are closed due to insecurity, and about 600,000 

students have been deprived of their rights to education (UNICEF, 2018a). Recent reports also 

pointed out that nearly 1000 schools were destroyed in last 20 years (Ahmadi, 2021). 

 

Negative Impacts of Working on Children’s Education 

The second objective of the study examined the negative impacts of working on children’s 

education in the city. The findings are presented as in Table 2. 

 

 Table 2. Negative impacts of working on children’s education in Kandahar city 

 

Table 2 show that 59.4% of the respondents expressed that child laboring has negative 

impacts on children’s education, while only 12.7% of them said that working has no negative 

impacts on children’s education. Meanwhile, a considerable number of child laborers (27.8%) 

had no idea in this case.  

Previous studies have also found that children who work for a large number of hours 

and days are likely to drop out of school, get lower marks/grades and have irregular attendance 

(AIHRC, 2006; Brown, 2012; Heady, 2000; ILO 2009; ILO, 2017; ILO, 2018 & Osment, 

2014).  

High school 37 17.5 

Total 212 100.0 

Does working have negative impacts on your education? Frequency Percent 

yes 126 59.4 

no 27 12.7 

No idea 59 27.8 

Total 212 100.0 



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Specifically, evidence shows that only 43% of children and youth under the age of 24 

actively attend schools in Afghanistan (World Bank, 2018). There are a large number of 

children who attempt to combine work and school, however, these children face many 

problems in attendance and performance. In these regards, respondents in a study in Herat and 

Kabul said that “employers did not allow children to attend school or spend time on homework, 

while teachers punished children who missed school or failed to complete homework due to 

their workload. Child respondents also reported feeling exhausted by the demands of work and 

school and shamed by teasing from their non-working classmates” (MacDonald, 2008). 

In addition, another challenge is the dropout rate for all levels of Afghan education due 

to variety of reasons. Some students want to pursue work, avoid attack, get married, or become 

too old to go to school (Adkins, 2016). As Save the Children in March 2017 estimated that 

every day about 1000 students are dropping out of school in Afghanistan (Mosadiq & 

Kaandorp, 2018). All these are the contributing factors that have negative impacts on working 

children’s education and related performance. 

Although children are increasingly entering school, but there is very few progress in 

reducing drop-out rates. Because “in a 2009 survey of 44 national education plans, only eight 

plans identified child laborers as a marginalized group and of these, only four plans offered 

specific strategies to reach them” (UNICEF, 2014). Thus, education strategies must be properly 

developed and applied to progressively ensure the enrolment and retention of excluded and 

vulnerable groups of children. 

 

Head of Household Education  

The third objective of the study considered the education characteristics of household head of 

child laborers in Kandahar city. The findings are presented as in Table 3. 

 

 Table 3. Education characteristics of household head of child laborers in Kandahar city 

 

Is the head of your family educated? Frequency Percent 

yes 49 23.1 

no 163 76.9 

Total 212 100.0 

 

Table 3 show that 76.9% of child laborers household head in Kandahar city are 

illiterate; while on 23.1% of them have literacy.  

Earlier studies in Afghanistan also showed that parental education and location play an 

important role in school enrolment and attendance decisions. For example, children of literate 

parents are three times more likely to attend school than children of illiterate parents (57 percent 

v. 19 percent) (World Bank, 2018 & UNICEF, 2018b). In this regard the United Nations 

Educational, Scientific, and Cultural Organization Institute for Statistics (2014) reported that 

in Afghanistan 45% of adult men and 18% of adult women can read and write (Adkins, 2016). 

In fact, several studies evidenced that child laborers are more likely to be parents of child 

laborers themselves. In Egypt, Wahba (2006) shows that “the children of child laborers are 10 

percent more likely to be child laborers themselves, holding everything else equal” (Edmonds, 

2015). Additionally, the household survey data shows that “there is a strong inverse 

relationship between household wealth and parental education on the one hand and child labor 

on the other the wealthier and better educated the parents, the lower the incidence of child 

labor” (Brown, 2012). Likewise, in Nigeria, child laborers from families where the household 

head has no education are almost ten times more likely to be out of school as those from 

families in which the household head has a secondary education (Brown, 2012). 



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CONCLUSION AND RECOMMENDATIONS 

Child laborers access to education, negative impacts of working on children’s education and 

head of household education of Child laborers in Kandahar city were investigated in this study. 

Similarly, earlier studies found that children whose households are in the lower three wealth 

quintiles, children whose head of household has no formal education and children in insecure 

areas are less likely to attend school. The findings of this study show that 33% of child laborers 

have never enrolled and are illiterate in Kandahar city. Furthermore, we found that, 59.4% of 

the child laborers feel that child laboring has negative impacts on children’s education, in 

addition, 76.9% of child laborers household head in Kandahar city are unsurprisingly illiterate.  

We recommend that there is a need to revise the schooling system in order to evolve ways and 

means of offering education that is inclusive and relevant for working children in Kandahar 

city and other similar context. It should also be noted that the elimination of child labour, 

however, is not too simplistic and is unachievable in the short term specifically in Kandahar 

city. While there is poverty, children must work to help with their own and their families’ 

subsistence. There has to be a multidimensional approach. One that in one hand reduces the 

child laboring phenomena by addressing its root causes while, on the other hand, providing a 

flexible education system planned to meet the child laborers needs. Some specific options to 

cope this problem may be listed as the following:  

 Enhancing the capacity of families and communities; Creating employment 

opportunities and social programs to support families in need and help them find 

alternative income to replace their child’s employment will help prevent child labor, 

access to education and good educational achievements.  

 The government should pay meaningful attention to enhance education quality to 

increase family’s interest in education of their children. 

 The government should provide compulsory basic education for those child laborers 

who have not completed elementary education, through organizing special programs.  

 The Ministry of Education should identify child laborers as a marginalized group and 

design and implement effective strategies to ensure the access child laborers to 

elementary education.  

 

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