Needs Assessment: Knowledge on Parenting and Improving the Learning Space through Technological Advances in Afghanistan

Shahnaz Qayumi, George Pachev, Shabnam Hazrati, Habib Sahar, Son Vuong, Karim Qayumi

Center of Excellence for Simulation Education and Innovation, University of British Columbia, Vancouver, Canada.
Center of Excellence for Simulation Education and Innovation, Vancouver, Canada.
Computer Sciences & Technology Faculty, University of British Columbia, Vancouver, Canada.
Education & Psychology Faculty of Kabul University, Center of Excellence for Innovation and Research, Kabul, Afghanistan.
Son Vuong, Computer Sciences & Technology Faculty, University of British Columbia, Vancouver, Canada.
University of British Columbia, Vancouver, Canada.

DOI: 10.4236/ce.2014.59083                

Abstract

There is a perception that war and illiteracy have created a gap in knowledge on parenting amongst parents in developing countries in general, but especially in post conflict countries such as Afghanistan. This knowledge gap may have subsequent negative effect on the future generations. There is also concern that parents in developing countries may not be open to receiving modern theories of childrearing. Therefore, the objective of this study was to conduct a needs assessment survey of Afghan parents with two specific aims: to estimate the need for knowledge on modern theories of early childhood development, and to determine if Afghans are open to receiving modern theories of early childhood development using technological advances such as learning through mobile phones. A survey questionnaire was designed and distributed amongst 240 families in Afghanistan. Results of the survey demonstrated a clear need for education of parents in Afghanistan, and proved that women and illiterate populations are at a disadvantage to receive this type of information. Moreover, the study demonstrated that Afghan families are open to receiving information on childrearing and that knowledge dissemination through technological advances will be acceptable.

Keywords

Health Education, Needs Assessment, Technology-Empowered Learning

Conflicts of Interest

The authors declare no conflicts of interest.

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