The Women Reviving the Folk Crafts of Tajikistan

By Lynzy Billing

High up in the Pamir mountains of eastern Tajikistan, 65-year-old Alimabonu Dovutova’s nimble fingers carefully thread her needle.

Dovutova lives with her husband, son, his wife and her two grandchildren in the village of Khidorjev in the Roshtqala district of Tajikistan’s Gorno-Badakhshan region.

She leads me into a small room in her home which she has converted into a sewing workshop. Each week, two other women join her here and together they sew and knit products to sell in markets in the regional capital, Khorog, and the country’s distant capital city, Dushanbe. Through their needlework these women support their families. “We started doing this work because most of our husbands are in migration, and no one but us will help us,” says Dovutova.

Tajikistan has a rich history of handicrafts which reflect the culture of the nation and are often made using traditional techniques and materials. Dovutova remembers her grandmother and mother knitting, “I watched and learned these handicrafts from them,” she says, turning her needle to an embroidered hat.

Dovutova turned the embroidery and sewing skills she learnt as a child into her own handicraft business selling her products in markets and to tourists traveling to Gorno Badakhshan.

In 2019, the President of the Republic of Tajikistan, Emomali Rahmon, announced a three-year plan to revive the country’s folk crafts, rural development, and tourism. In 2021, Dovutova took part in Central Asia Institute’s first Women’s Livelihood training, an initial ten-day intensive workshop designed to equip aspiring female entrepreneurs with the tools and knowledge to succeed in businesses such as baking, sewing, and weaving.

Dovutova credits CAI’s workshop with helping her to start her business:

“CAI helped me a lot with the development of my business. Before, I did not know how to sell my products, but after attending these courses I learned financial literacy and how to sell them at the market, how to find clients, and how to price the products to get a profit. After the CAI training,
I opened a small workshop, hired two more women and we started working. From the income we get, we buy more materials and all the time, we are developing the folk crafts that we create. Since I started my business, I have participated in different exhibitions and received many diplomas and awards. I am very happy with the work I have done.”

In the future, Dovutova hopes to hire more women to work in the workshop:

“The want is great. In 2023, I took another course at CAI and got more practice and knowledge. Now, a lot of young girls are learning from me. I teach them in courses and in the future, I would like to attract more young girls and women to work to develop this craft so that as many women as possible can get out of poverty through self-employment. Many other women are interested in developing small businesses like mine and they come to the shop and watch.”

Dovutova’s success has been an inspiration to other women in her village.

Launched in 2019, CAI’s ASPIRE program has trained over 350 women in financial literacy, setting up and managing small businesses, and marketing their products, among an array of other skills. This past year, CAI provided additional support to approximately 100 of the women who participated in the initial training to help ensure the sustainability of their nascent businesses. This included supporting them to develop a business plan with specialized training in certain sectors (food processing, garment making), and the provision of equipment. A similar training is planned for an additional 50 women in October 2024.

Since completing the training, several women like Dovutova have started their own small businesses which provide income to support their families while preserving the arts and crafts of their region. They have regular meetups in a group they established where they share business ideas and tips from their experiences of growing their own businesses. Several of the women have even received presidential grants to support their work.

To the south of Khorog, the narrow valleys are lined with apricot and cherry trees, with waterfalls cascading behind them. Below, in the string of verdant villages that look out over the valley, traditional Tajik bread called “naan” is being cooked.

Naan occupies a special place in the country’s cuisine. It is served at every meal and treated with the utmost respect. Here in the mountains, the culinary artistry of baking is deeply embedded in the community, and recipes are passed down for generations.

“Cooking has been my favorite thing to do since I was a kid,” says 49-year-old Zarafshon Yoqutkhonova. Today, she is making bread in Gojak village in Shugnan, a district which follows the foaming Panj river, along the border

between Tajikistan and Afghanistan, and where the ruins of an ancient Silk Road kingdom once flourished. She lives here with her three children who she is single-handedly supporting after her husband moved to Russia some years earlier.

High up in these mountains, the birds are her alarm clock. She wakes early and starts preparing the dough for the day ahead. “I always wanted to learn how to cook and during my childhood I learned from my mother and grandmother how to cook different delicious dishes,” Yoqutkhonova says. “Now with the help of technology I can bake even more delicious and beautiful dishes than they did.” Her baked goods are pieces or art, each one lovingly crafted and designed.

She kneels in her kitchen delicately stamping the raw dough before it is placed in the oven in her garden. Next to her, a stack of the round bread lovingly wrapped up awaits its journey along the dusty stretch of beaten road onto shops in the bustling city of Khorog. “Our village is small with few stores, so it was difficult to do business here so most of my bread and cakes are sold in Khorog,” she says.

Like Dovutova, Yoqutkhonova took part in CAI’s business training back in 2019. Her neighbor, 39-year-old Sofiya Suhrobova joins her in her kitchen. She also took part in the training and has since developed her own bakery business. She is a widow supporting one young child.

“In 2019, the Women’s Council of our village invited us for cooking courses. They were held for women who were at home and unemployed, but who can cook and make a business out of it. Then CAI invited us both for training,” says Dovutova. “Before, we cooked and mostly gave everything [away] for free. We didn’t even know how many grams of ingredients and products we use. But after the training we learnt how many grams of products we need in each cake, how to price them, and how to send our products to the city and other districts.”

Yoqutkhonova talks about her business with joy and pride:

“In 2023, after business plan training with CAI, I started selling more of my goods in my village, and I started receiving baked orders for more weddings and from the school. Last year, CAI gave Suhrobova and me a dough mixer and a new oven, and now I cook cakes in this oven, and in the big oven I cook cakes for weddings. I can provide flatbread and pies for 150 to 200 people. I went from being unemployed to starting my own business and supporting my children with their education.”

In recent years CAI Tajikistan (CAIT) shifted its focus from training to supporting these women in their entrepreneurship and business development objectives. The program envisioned by CAIT includes end-to-end support such as market assessments, specific skill training, and provision of raw materials and equipment. CAIT links them with financial institutions, networking opportunities, marketing products, and other knowledge and skills to help them better manage/operate their small businesses.

“My favorite thing is basket weaving,” says 61-year-old Turamoh Qadamalieva. Qadamalieva lives in the village of Namangut in the Ishkoshim district in the southwest of the Gorno Badakhshan region.

Like Dovutova and Yoqutkhonova, she learned the artisan craft from her mother when she was a child, just as her mother had learned from her mother before her.

Qadamalieva’s grandchildren live with her and they are learning the art of wea-ving. “In September and October, the reeds ripen and turn white,” explains Qadamalieva. “We collect them as reserves for the winter.”

“At home we clean them for one or two hours in clean water, and then begin to weave them,” says Qadamalieva with a smile, showing her granddaughter how to thread the long reed.

She started her basket weaving business in 2010 and regularly participates in festivals, showcasing an array of products from vases to bowls and taking
custom orders.

In 2019, the women’s committee of Ishkoshim district informed Qadamalieva that a two-week training was being held by CAI in Khorog.

She says she learned how to better run her business and manage her finances. She also met other female entrepreneurs, trading their tips and finding support in one another. “I’m very grateful to the trainers. We want there to be many more training sessions in the future,”
she says.

Since taking part in the trainings, Qadamalieva started teaching basket weaving to 15 other women in her small village so that they, too, can earn their own income.

Today, Dovutova, Yoqutkhonova, and Qadamalieva use their skills passed down from generations before them to continue the country’s cultural legacy and support their families. They hope their children will do the same. “My daughter and my nephews also bake with me,” says Yoqutkhonova. “We cook together, and we share ideas of how to develop our business together.”

With your support, CAI can continue to assist entrepreneurs like Dovutova, Yoqutkhonova, and Qadamalieva to develop thriving businesses that provide income, create jobs, revive folk crafts, and inspire other women in the community.

Next year, CAI plans to assess the ASPIRE program — now in its fourth year — to determine which businesses have been successful and identify what additional support might be needed to help them flourish and expand. Other women whose businesses have faced challenges will be provided with additional oversight and supervision to help develop their capacity.

The Fight of All Fights

Closing the gender gap is critical to global development.

By Alice Thomas

The countries of Central and South Asia face enormous challenges. While there are notable differences between Pakistan, Afghanistan, and Tajikistan, the countries where Central Asia Institute works, all suffer from high rates of poverty, unemployment (especially among youth), illness, disease, insecurity, and conflict. Add to these woes the worsening impact of climate change, as evident in more frequent and severe flooding, prolonged drought, growing food insecurity, and the spread of disease.

These countries also rank near the bottom of the World Economic Forum’s Global Gender Gap Index, which ranks 146 countries’ progress towards gender equality as measured across four key dimensions — economic participation and opportunity, educational attainment, health and survival, and political empowerment.ⁱ

With so many complex challenges, you might think that gender inequality must take its place in a long line of issues.

In rich and poor countries alike, however, the fight for women’s rights has far broader and deeper implications. It is a struggle that affects not just women all over the world (half the planet’s population), but all people. That is because closing the gender gap is critical to global development. For countries and their populations to thrive, more women need access to education, work, healthcare, and political representation. As the International Monetary Fund (IMF) explains, “Greater gender equality boosts economic growth and leads to better development outcomes. It contributes to reducing income inequality and boosting economic diversification and, in turn, supports economic resilience.”ⁱⁱ

The Girl Factor

That’s where the girl factor comes in. CAI’s theory of change has long been, “Educate a girl. Change the world.” It’s not just a catchy phrase. There is hard evidence behind these six words; evidence that the solutions to the greatest issues we face as humans require an educated female populace; evidence that has only continued to mount in the 28 years since CAI got its start in 1996.

CAI’s educational mission benefits males and females alike, and in the past two decades, countless girls, boys, women, and men living in marginalized, underserved communities have benefited from our programs. Yet in delivering education and jobs skills to these areas, our goal is not just to advance education for all. We also seek to capitalize on the transformative power of girls’ education
— a superpower that many countries (including the ones we serve) have yet to unleash, and without which they cannot overcome broader socio-economic problems.

Afghanistan and Pakistan have some of the highest per capita rates of out of school children in the world. In both countries, girls make up the majority of out of school children, especially in rural areas and at the secondary (high school) level. In Afghanistan, as of 2023, 80% of school-aged girls and young women (2.5 million females) were out of school.ⁱⁱⁱ Of the estimated 22.8 million children who are out of school in Pakistan — the country with the second highest number of out of school children in the world — more than half are girls.^iv While female enrollment is far better

in Tajikistan, dropout rates among girls are significantly
higher than boys, with 40% dropping out by 10th grade.^v

In addition to unequal access to education, women in the regions we serve also lag significantly behind men in terms of workforce participation. In Pakistan, for example, only 25% of women work, far below countries with similar income levels. In Afghanistan, the Taliban’s ban on women’s rights to education and work has drastically reduced the already small percentage of employed women. At a time when Afghans are already suffering from soaring poverty and startling levels of food insecurity, the inability of women to contribute to their families’ income is worsening the suffering of all Afghans.

The potential of an educated girl is significant in so many other ways. Girls who receive an education are less likely to marry young and more likely to have healthier, more spread-out births.^vi As mothers, educated girls have healthier families. There is even a growing body of evidence that one of the most effective strategies for combatting climate change is to educate girls.^vii

CAI works to advance education for both girls and boys. Yet our emphasis on educating girls is not only to level the playing field between males and females in terms of literacy, employment, personal freedom, and opportunity. It is also to unlock the transformational power of an educated girl to bring about a better world for all.

ⁱWorld Economic Forum, “Global Gender Gap 2024 Insight Report,” June 2024. https://www.weforum.org/publications/global-gender-gap-report-2024/

ⁱⁱInternational Monetary Fund, “Pursuing Women’s Economic Empowerment,” 2018. https://www.imf.org/en/Publications/Policy-Papers/Issues/2018/05/31/pp053118pursuing-womens-economic-empowerment

ⁱⁱⁱUNESCO, “Let Girls and Women in Afghanistan Learn,” 2023. https://www.unesco.org/en/articles/let-girls-and-women-afghanistan-learn

^ivUNICEF, https://www.unicef.org/pakistan/education

^vUNICEF, https://www.unicef.org/tajikistan/access-education

^viWorld Bank Blogs, “Female Education and Childbearing: A Closer Look at the Data,” Elina Pradhan, 2015. https://blogs.worldbank.org/en/health/female-education-and-childbearing-closer-look-data.

^viiBrookings, “Commentary: Why is Girls’ Education Important for Climate Action?” Christina Kwauk, 2021. https://www.brookings.edu/articles/why-is-girls-education-important-for-climate-action/

Harvesting Hope for Women in Gilgit-Baltistan

By Rida

Pakistan ranks 143rd out of 146 countries in achieving economic participation and opportunities for women in the 2024 Women’s Economic Gap Index.ⁱ This places Pakistan among the most challenging environments globally for women seeking economic empowerment. Despite comprising nearly half of Pakistan’s population at 48.76%, women are significantly underrepresented in the labor force, with only 25% actively engaged in economic activities. The situation is especially challenging for women in rural areas who lack the education and skills to access higher paid jobs.

Amidst these challenges, a significant transformation is underway in the apricot orchards of the remote, high-mountain region of Gilgit-Baltistan, Pakistan where Central Asia Institute has long worked. Despite women’s role in fruit harvesting, approximately 45% of the annual apricot harvest is lost due to insufficient agricultural education, inefficient preservation methods, and limited access to markets and training centers. Consequently, women face profound economic insecurity and lack of empowerment. To address these issues, CAI partnered with Moawin Foundation to launch the Women’s Fruit Dehydration program.

Through targeted training, nearly 100 participants from five districts in Gilgit-Baltistan were introduced to improved fruit processing techniques to enhance the quality of dried apricots — a staple of the national economy. As a result, traditional dehydration methods were modernized enabling women to dry fruit in just three to four days compared to the previous two to three weeks. According to Mr. Wahli, Moawin Foundation’s Regional Manager: “The introduction of modern techniques has been transformative for the village women. They now have access to efficient practices that allow them to preserve a greater portion of their harvest which helped them transition from merely subsisting on their produce to generating substantial income. This empowerment has given them greater control over their finances, enabling them to invest in their families’ health, education, and future. The program has also stimulated economic activity within the communities.”

Before the program, a portion of the participants’ harvest went towards feeding families and cattle, while the remainder was discarded, resulting in both economic and environmental losses. Since its implementation, the program’s economic impact on women’s households is already promising to be transformative. Previously, these households earned approximately $70-$90 per month; now, they are projected to earn between $170-$220 per month — a potential income increase of up to 140%. Whereas their produce once sold for around 20 cents per kilogram, they now command prices between 82 cents to $1 per kilogram. This represents more than a 400% increase in profit.

Rashida, 43 years old and a single parent of three, used to depend solely on sporadic agricultural earnings. Her life changed when she joined the program. Equipped with new knowledge, she now dreams of expanding her operations to international markets. “Thank you to the donors for choosing a region where the common perception was that women couldn’t achieve much,” Rashida expressed gratefully. “Your support has shattered those misconceptions and empowered us to showcase our capabilities. Your investment has not only changed our lives but also inspired a new narrative of possibility for future generations. Thank you for believing in us.”

These women have not only brought financial prosperity to their households, but also discovered a sense of accomplishment. Faiza, 35 years old and from a family of eight with no formal education or prior work experience, shared, “What makes me incredibly happy is knowing that I am now recognized as a skilled individual. I no longer have to depend solely on my husband for every financial need. This independence gives me confidence and has empowered me to believe that I, too, can make a significant contribution.”

The success experienced by Rashida, Faiza, and other women participants has also changed their perspectives. Instead of envisioning a future devoid of opportunities, they now feel hopeful and excited about expanding their operations to new markets. Their achievements are also resonating beyond their immediate circle. As word of their success spreads, it has inspired women in other communities. “So many of my neighbors visit me to witness [fruit processing] demonstrations and express their eagerness to join the program. In the future, I want to become a trainer myself to empower other women,” said Rashida. This ripple effect is also impacting future generations. Children, especially girls, are witnessing their mothers break down gender stereotypes and become principal breadwinners.

All in all, it’s not just about the fruits they harvest; it’s about planting seeds of change for generations to come.

Rida is a Fulbright Scholar from Pakistan pursuing International Development Studies at Ohio University. She spent the summer of 2024 working as an intern with Central Asia Institute.

All photos in this articleprovided by Yawar Talib

ⁱWorld Economic Forum, “Global Gender Gap 2024 Insight Report,” June 2024. https://www.weforum.org/publications/global-gender-gap-report-2024/

Afghanistan: Amid the Challenges, CAI Continues to Provide Education and Hope

By Alice Thomas

One of the most common questions we get from our supporters is, “Is Central Asia Institute still working in Afghanistan?” The question is not surprising given that it seems the only news coming out of Afghanistan these days is grim.

Since taking control three years ago, the Taliban has imposed increasingly harsh restrictions on women’s rights to education, work, and freedom to move outside of their homes. Despite promises to rule justly, the group has resorted to its darkest ways, subjecting innocent women to imprisonment, torture, and even stoning. Adding to these woes is a soaring poverty rate and an anemic economy now that major donor countries like the U.S. have drastically cut back their support.

Many of you have written to ask how CAI is navigating this new reality. A recent email from one of our long-time donors, Jean K., echoes many of these questions and concerns. Jean writes, “I would love to have a sort of bulletin from you dealing with how you have had to change your programs to reflect the Taliban’s return to the power it had before the whole thing blew up.”

As we shared with Jean, thankfully, CAI has been able to overcome enormous challenges, and today provides education for Afghan boys and girls. At present, we support primary school education through Grade 6 with close to 8,000 children, including 5,388 girls, enrolled in CAI community primary schools. Our goal is to get as many children as possible, especially girls, to a level where they can read, write, and do basic math. With more than half of Afghan children out of school, we feel we cannot give up on this next generation of Afghan children. They are, after all, their country’s best hope for a better future.

At present, CAI community schools also provide training and salaries for 264 teachers, 192 of whom are women. Teachers have been especially grateful that we have continued our support given soaring poverty and unemployment rates.

We have, however, had to modify our programs. Tragically, the Taliban has not lifted its ban on education for older girls Grade 7 and above despite enormous pressure from the U.S. and other western governments. While initially we were reaching older girls in smaller groups through private tutors, the Taliban shut down those activities.

Currently, work opportunities for women also remain limited as the Taliban has prohibited women from going to office jobs or working outside the home. Even women’s beauty parlors were ordered closed. But women are still allowed to work in certain sectors including as teachers and medical professionals, and in industries such as agriculture and handicrafts like carpet weaving and sewing, as long as they are not working alongside men who aren’t their immediate family members. In addition to our ongoing support for female teachers, CAI is currently exploring how we might support older girls and women to work in these sectors. It is true that to work in these areas has risks. But at the end of day, what drives us is knowing that, despite the beliefs of the Taliban’s top leaders that females are mere chattels who should remain ignorant and locked up at home, the vast majority of Afghans, including in rural areas, support women’s education.

CAI has been working in Afghanistan for over two decades and even today, we cannot meet the demand for schools. In fact, it is the communities themselves that play a key role in setting up and managing our schools. This includes donating the space to hold classes and selecting members of the community to help manage the school. These School Management Committees (SMCs) receive training from CAI and are formally charged with helping to recruit teachers, ensure students attend, monitor student and teacher performance, and intervene when issues arise. For example, there have been instances in which local Talibs have tried to intimidate families into withdrawing their girls from school or shut down our schools altogether. In these cases, the communities themselves, through the SMCs, have pushed back. So far this has proven successful in every instance.

“The presence of a female teacher within our community has refreshed our hopes for the future and established a strong foundation that motivates us for further growth. Girls in our community are proficient in reading and writing and display enthusiasm for their future endeavors. Furthermore, community elders are mobilized and recognize the importance of girls’ education, actively advocating for it unlike before.” – Mrs. Ramela, a 30-year-old teacher in Mochekan, a remote and mountainous village in the Versaj District of Takhar province.

With so much human suffering around the world, it is easy to lose sight of Afghanistan. After all, the situation is complex and there are no easy answers. But Afghanistan is not a lost cause as many would dismiss it. Rather, in a world that is increasingly dominated by misogynistic ideologies that seek to silence women, Afghanistan is one of the most important battlegrounds for us to continue to fight and not walk away.

ⁱResults of a 2019 survey by the Asia Foundation indicate strong public support for women’s education (86.6%) as well as women working outside the home (76%). “A Survey of the Afghan People – 2019,” https://reliefweb.int/report/afghanistan/survey-afghan-people-afghanistan-2019.

A Policy Expert Weighs In

CAI sits down with M. Idrees Ghairat, Professional Specialist at the Afghanistan Policy Lab at Princeton University’s School of Public and International Affairs

The Taliban’s decision to ban females from secondary schools and universities has forced an estimated 1.5 million Afghan women and girls from school and had profound psycho-social impacts on their wellbeing. The Afghanistan Policy Lab at Princeton University’s School of Public and International Affairsi monitors the Taliban’s policies, delivers recommendations to governments and policy makers, and provides a platform for Afghan women to give input. The Lab also collects stories of Afghan teenage girls who have been banned from school. While heartbreaking, these stories reveal their courage, struggle, and resilience.

Aisha and Marwaii are two Afghan girls who took the risk of pretending to be boys to attend an English language course. Recalling the first day when they went for registration, they said, “We were scared, but we went to the school office and registered under the names of Ahmad and Mahmood. And we were seated in the boys’ class.”

In another story, Toba, who was teaching English at a language center, is now forced to stay home. But she and others like her have not given up. Using her smartphone, a laptop, and the Internet, she pursues learning online. “The only thing that encourages us to continue this struggle is the existence of these phones and computers and the Internet. If this space were not there, absolute darkness would rule in our lives,” she said. Muhammad Idrees Ghairat, Professional Specialist at the Lab explains that, “So far, engagements with the Taliban by the international community have not proved fruitful. Although a few Muslim scholars condemned the Taliban’s policies and have spoken out against the inhumane treatment of girls and women by the Taliban, these efforts have not been impactful.” He added that more work needs to be done, “There are a couple of ways Afghans together with the international community can work to continue the learning process to whatever extent they can, including supporting in-person and online education platforms for Afghan girls and women.” In addition to continued pressure by the international community, he sees an important role for religious leaders in Pakistan as well as Islamic scholars from the Middle East, particularly Qatar and Saudi Arabia, in influencing the Taliban to convince them of the importance of women’s education in Islam and provide examples of the role of educated girls and women in an Islamic Society. He believes that given the risks that women face, men should lead the debates and protests within the country to challenge the Taliban’s restrictive views on girls’ and women’s rights. “There is no other alternative but to convince the Taliban to lift the ban on girls’ education,” Ghairat insists.

He concludes, “An educated mother helps build an educated family, which leads to an educated society. With education, the economic situation of the household improves, leading to better living standards. Every step matters, and every initiative makes a difference. It is crucial that individuals worldwide support the education platforms to keep the learning process alive for Afghan girls.”

ⁱhttps://spia.princeton.edu/spia-afghanistan-policy-lab

ⁱⁱThe subjects’ names have been changed to protect their identities.

Tahmina’s Business Stands the Test of Time

Tahmina is starting 2024 with a hard-earned title: businesswoman. Her journey to entrepreneurship was filled with starts, stops, lessons, and achievements. These days, Tahmina can support her family through her business, and she is meeting a community need. It is a far cry from where she found herself in the mid-2010s with a college degree and scant employment prospects.

Growing up in the Gorno-Badakhshan region of Tajikistan, education was always important to Tahmina. Tajikistan has high literacy and high school graduation rates, and most young people strive to complete their higher education. However, the region is economically depressed, and finding employment is challenging. This translates not only to difficulty meeting daily expenses but also to the fear of not being able to provide further education for the next generation. These are among the chief reasons that Central Asia Institute focuses on providing scholarships, supporting school infrastructure, and entrepreneurship training in the region.

Tahmina was introduced to Central Asia Institute in 2019 at their inaugural Financial Literacy Training. During this program, she gained new skills and tools for managing her finances and began crafting a vision for a small business. Encouraged to start with her existing skills and interests, Tahmina began selling traditional sour bread to friends and family. This humble beginning gave Tahmina important knowledge about procurement, costing, supply, demand, and timing. In further trainings with CAI, Tahmina made important connections between her initial real-world business experience and the more advanced training topics.

Tahmina presents her baked goods at a CAI training event.

In the midst of growing her business, Tahmina and her husband were raising their two children, and spreading word about her business. CAI recognized her hard work and continued commitment and supported her with a grant in the form of a modern oven. This made the cooking process much more efficient and manageable.

“I worked from home and slowly expanded my business into a small baking workshop. I knew that I needed a business plan but had lacked the knowledge to create one. Through the CAI training program, I built a business plan and applied for more equipment to grow my business.” Since adding additional equipment, Tahmina has expanded her offerings to include Tandoori bread and other delectable baked goods.

It has now been more than four years since Tahmina began her baking business, and the change is stark. From the despair of unemployment to becoming a proud business owner, Tahmina feels immense gratitude for her journey. “I feel very proud to be financially independent and able to support my family and kids. To all of the CAI team and donors, thank you for walking me through this process.”

An example of traditional Tajik baked goods.

The Power Couple of Jagir Basin

For Maria Bono and her husband Raja Naveed, the endearing “power couple” label applied by their community is one they can wear confidently. Together, they have dedicated themselves to creating lasting change in their rural community. Maria worked in a government job, and Raja spent years teaching at urban, private schools. But they couldn’t shake the feeling that they had a greater calling waiting. Together, the couple decided to relocate back to the rural, mountainous terrain of Gilgit Baltistan.

“This community is one of the most underprivileged communities in Gilgit Baltistan and they deserve their right to education. The community has migrated from other parts of the region and settled here to feed their families,” Raja shares.

Maria adds, “These children are active learners and whatever we teach, they pick quickly.”

For the 145 students that attend the school where Maria and Raja teach, the school day is an opportunity to focus on their growth, and their social connections, and to enjoy being children. Outside of school hours, many of the children help to tend cattle with their families. Before they found a permanent structure, classes took place in open fields, with cattle tied up nearby.

Maria and Raja have worked hard to make sure families are included in their children’s education. They are welcome in the school building and regularly participate in parent-teacher conferences and school council meetings. Maria says, “We believe that we can bring about long-lasting change only if the parents, community, and teachers are involved in the progress of these students equally.”

With your help, teachers like Maria and Raja will be able to continue their mission to provide high-quality, engaging education to the children of Gilgit Baltistan and beyond.

Bibi Finds Her Path

Bibi Kashmira knows firsthand the difference that an education can make. At just 25 years old, she has navigated uncertainty and economic instability, but always saw her education as the light towards a better path. After finishing university, Bibi struggled to find work in her rural village in Badakhshan province, but she didn’t stop networking and sharing her passion with others. Eventually, Bibi learned about a teaching opportunity at a CAI school and confidently submitted her application. To her delight, she was hired as a primary school teacher at the CAI community-based school, where she would shepherd students through grades one through three.

Taking on this job not only allowed Bibi to serve her community but also provided her with a much-needed source of income. Her husband had suffered an injury, leading to permanent disability, during the conflict of years prior and her employment was crucial in supporting their family financially.

As Bibi tells it, “Before the establishment of the community-based education program in the village, students faced numerous challenges including a long distance to reach school and inability to purchase school supplies. However, since the establishment of the school, students have shown a remarkable interest and enthusiasm for learning. The provision of teaching and learning materials has greatly benefitted not only the students but also their families.”

As a leader in her school and her family, Bibi is a shining light to the girls and boys in her classroom about the positive impact women can make, even in the harshest of circumstances.

Progress in Pakistan

The towering mountains of Gilgit-Baltistan, Pakistan are serene against the bustling villages below. For Central Asia Institute the activity is truly nonstop. From repairing schools to mobilizing the library van, running IT training sessions, or supporting preschoolers, the community is always engaged. Below, take a photo tour through the work that you made possible by supporting Central Asia Institute:

Construction and Repair of Schools

Ensuring a safe learning environment is paramount for student success and teacher retention. The team tackled painting, maintenance, and full-scale construction projects.

Capacity Building and Training

With a focus on quality education, we conducted teacher training programs across Gilgit-Baltistan covering topics from IT to STEM to teaching methods and more.

Health, Hygiene, and Well-being

We conducted sessions on health, hygiene, and water and sanitation issues.

Early Childhood Development and Scholarships

Investing in the future, we’ve focused on early childhood development by training teachers and supporting the establishment of early childhood education centers. We have also continued our efforts to provide scholarships for continued education.

Environmental Education and Infrastructure Improvements

As part of our commitment to the environment, we conducted climate education sessions focused on sanitation and waste management in CAI schools.

Mini Libraries and Future Endeavors

To encourage and spread a love for reading and learning, we established four mini-libraries in schools across Gilgit Baltistan.

Transforming Lives, Together

We extend our heartfelt gratitude to all our partners and supporters who make these initiatives possible. Together, we strive to transform lives through education and create a world where every child has access to quality learning.

URGENT APPEAL for earthquake survivors in Herat, Afghanistan

In the wake of the recent devastating earthquakes in Afghanistan, which claimed the lives of more than 2,000 people and left nearly 10,000 injured, the situation is dire. Thousands of homes have been destroyed, and more than 66,000 people were affected across multiple districts. These communities are in urgent need of assistance.

While CAI doesn’t operate directly in this area, we are compelled to lend a hand. Our immediate priority is to provide humanitarian aid to the most vulnerable in the community – particularly female and child-headed households who have been displaced and are struggling to meet their basic needs. These families lack the financial resources necessary to support their loved ones.

In addition, we are collaborating with a dedicated group of female health workers who have generously volunteered their services. To further empower their efforts, CAI is committed to providing incentives and transportation support.

A disaster unfolds

On October 7^th, 2023, a typical day was abruptly transformed into a devastating humanitarian crisis when the first of three earthquakes hit western Afghanistan. In the following days, an additional two earthquakes continued to destroy homes and injure and kid individuals. According to a Washington Post article, more than 90% of those killed were women and children, many of whom were likely in their brick and concrete homes at the time of the quakes.

Central Asia Institute operates programs in the northern region of Afghanistan, far from the devastation of these earthquakes. But in a nation that is already facing intense challenges due to economic, environmental, and political factors, everyone has a duty to step in and help.

Our response

Once we had confirmed the safety and well-being of our direct partners and program beneficiaries, CAI went to work coordinating with partners about the greatest needs on the ground and how we could help. Partner organization, WADAN, worked quickly and diligently to identify the needs that we were best suited to meet.

This is where you come in: the request is simple and impactful, and we need your help to respond quickly. Each donation raised towards this urgent campaign will go directly towards purchasing necessities for families, prioritizing women, and child-headed households. These funds will also support volunteer Afghan women health workers to provide medical assistance in these communities.

Your support can make a profound difference during this critical time. Together, we can help these families rebuild their lives and provide essential aid to those who need it most.

Watching Shabana Shine

As the sun rises over Parwan District in Afghanistan, 8-year-old Shabana wakes and joins her parents and eight siblings for breakfast. The day will be busy as usual, as Shabana helps her mother and prepares herself for school. But Shabana relishes it.

As a young girl, she didn’t know if she would ever get the opportunity to attend school because there were simply no options nearby. Instead, Shabana spent her days helping with chores and tending the family’s cattle. But when Central Asia Institute opened a classroom in her community, it was her father who made sure Shabana got registered.

Families play an important role in education

Shabana’s father, a shopkeeper who travels frequently for work, has been an enthusiastic supporter of her education. He knows how critical education is for ensuring a bright future for his children. And the efforts are already bearing fruit. Shabana’s teacher praises her work ethic and excitement for learning. Her reading comprehension is growing daily, and she is mastering new skills in writing and math.

For Central Asia Institute, family and community involvement is a key part of a holistic education. Our partners in Afghanistan have worked hard to create, train, and support community councils that give parents and families the opportunity to be closely involved with their children’s schools. The strong parent-teacher relationship means that children can transition smoothly from home to school, and teachers can more easily understand and support challenges that arise in a child’s life.

Students in a CAI supported school.

It takes a (global) village to move the needle on education

When Shabana and her classmates depart at the end of their school day, they take home their artwork and worksheets to share with their families. Being enrolled in CAI’s school has become a point of pride for the students and their families, and the demand is high for more classrooms in the community. With the generosity and dedication of CAI supporters, we are working hard to meet this demand and continue our lasting investment in these rural communities. Thank you!

Students in a CAI supported school

Event Report: An Evening in Vermont

This August, roughly two years after the Taliban takeover of Afghanistan, Central Asia Institute hosted an intimate discussion on the future of Afghan women and girls. Situated at the Flynn Theater in Burlington, Vermont, the panel featured three incredible women, and drew an audience of more than 100. As the state with the highest number of Afghan refugees per capita, the group of Vermonters and Afghan Vermonters remained deeply engaged throughout the evening.

The event kicked off with a review of scenes from the Frontline docuseries “America and the Taliban,” with live commentary from our guest panelist, Frontline producer Marcela Gaviria. Sharing her insights from more than two decades reporting on Afghanistan, she set the scene for a deep discussion on how women and girls are faring under current restrictions.

Moderated by Vermont Public Radio’s Mikaela Lefrak, the panel discussion began with a focus on panelist Judge Anisa Rasooli, who had only recently arrived in Vermont. Judge Rasooli has been called the RBG of Afghanistan due to her accomplishment of being the first woman appointed to the Afghan Supreme Court.

The panel was rounded out by the third and final panelist, Sediqa Fahimi. Having grown up in a rural village of Afghanistan and not received any formal schooling until the age of 9, Sediqa seized the opportunities availed in the 2000s. She went on to become a Fulbright scholar, earn a Masters, and started her own nonprofit. Since evacuating Afghanistan in 2021, she has continued her important work in the nonprofit sector.

While Central Asia Institute program teams and partners are engaged in crucial work to move the needle on education and girls’ empowerment in Afghanistan, Pakistan, and Tajikistan, our communications and development teams are honored to be able to keep the conversation moving beyond borders. As coverage of Afghanistan inevitably wanes after this two-year anniversary mark, we hope to continue shining a light on the girls and women in this region who are counting on the world to pay attention.

Our next event is coming up in Chicago on October 25^th. This event will be both in person and virtual, so be sure to subscribe to our newsletter for the full announcement!

And, we want to hear from you! Is there an event in your hometown that CAI should be a part of? Would you attend a CAI event? Let us know in the comments or by reaching out to info@centralasiainstitute.org

Sulhiya’s Story - Tajikistan

Growing up in the Gorno Badakhshan region of Tajikistan, Sulhiya was known her for compassion and outgoing personality. When she was looking for direction after graduating in 2007, her family encouraged her to pursue teaching, which was a natural fit for her skillset.

Sulhiya immediately developed a deep connection with her students and picked up on a subtle trend among many of them: She noticed that students were embarrassed about their uniforms, which had become tattered with overuse. She also knew that she could help.

Sulhiya was an experienced tailor with a passion for sewing. As a teenager, she would often mend clothes for herself, her family, and friends.

Although she had the desire to help, and the necessary skills, Sulhiya struggled to figure out how she could focus on sewing uniforms while also managing a demanding teaching schedule. Because she was vocal about her vision, she was soon connected to Central Asia Institute-Tajikistan (CAIT). When she attended their first Business Literacy training, all the pieces began to fall into place. The CAIT program provided Sulhiya with the necessary equipment to get started, and the business acumen to see it to fruition.

Energized by her initial progress, Sulhiya worked with CAIT to apply for and attend further training through Accelerate Prosperity in Dushanbe.

Today, Sulhiya owns a sewing workshop in Porshinev village of Shugnan District. Her main outputs were initially traditional dresses. However, during the past few years she was working alongside CAIT she expanded her services to include producing high-quality and long-lasting school uniforms helping the children she used to teach.

She is incredibly grateful for her education in entrepreneurship and continues to use the skills she learnt to help her business grow and benefit her community. When asked about her next steps Sulhiya is excited to start formally branding her business, learn digital marketing, and create more jobs for women and girls.

Asia’s Story

Asia is a second grader on a mission. Living in the Dasht Sar Lola village of Badakhshan, Asia has faced tremendous obstacles in her journey towards education, but she has also discovered the satisfaction of learning and personal achievement. After achieving the highest marks in her first grade class, Asia is determined to see continued success in second grade.

Asia attends a Community-Based Education (CBE) class that was established by WADAN under the CAI-funded Afghan Girls Education (AGE) project in April 2022. CBE classrooms operate in community buildings as a way of providing education in remote areas that is close to home. Larger formal schools are often too far and too difficult to access for the youngest children, making CBE an invaluable initiative in these remote areas.

An Uncertain Journey

Despite her present success, Asia’s story wasn’t always a happy one. Born into extreme poverty, her parents were distraught to see their child, in their words, “wandering the streets.” Struggling to cover the basics, they knew they wouldn’t be able to transport her to the distant formal school and cover any fees needed for school supplies.

When the CBE classroom opened in their community, a weight lifted off their shoulders and they began to see a brighter future ahead for Asia. Although merely attending school was a success, her parents were astounded to see her outstanding performance.

A Leader in the Making

Asia was recently recognized in her District as one of the top students of her grade, amongst 92 classes under the AGE project in Badakhshan.

“I felt very happy when my teacher and [the community mobilizers] congratulated me and my classmates cheered me for getting the top position in my class. I became more excited about my future” Asia said.

Asia took to school quickly. During first grade, she learned basic mathematics, reading, and writing skills and especially enjoyed her lessons on geography, painting and drawing. She actively took part in the class with joy and interest.

Her teacher, Gul Beigum said, “Sometimes she was teaching her classmates and attended group activities in an active manner. She did her homework on a regular basis, and I often saw her studying during break times. I am proud to see my student get the first position throughout Badakhshan under the AGE project.”

An Education Back on Track: Royesa’s Story

In the Ishkashan Village of Badakhshan District, Afghanistan, primary education is not a guarantee. Although all children are expected to attend primary school through sixth grade, the barriers to attendance are high. In sparsely populated, mountainous areas, formal school buildings are often a long distance—certainly too long for young children to access—and systemic issues related to poverty add to the challenges. Community-Based Education (CBE), in which small highly localized classes are held in a community building, provides an important bridge to education for the most remote communities.

Royesa is one of the children taking advantage of the opportunity afforded by her local CBE classroom. A 10-year-old girl from Ishkashan Village, she has become an inspiring example of the importance of education. Royesa is currently studying in the second grade at a CBE class established by CAI in partnership with the Welfare Association for the Development of Afghanistan (WADAN). But, like so many in her village, Royesa’s path to learning was not without obstacles.

Despite her initial enrollment and early attendance, Royesa’s teacher, Shukria, was concerned about her sudden absence from class. Shukria informed a child protection team that Royesa’s father had tasked her with caring for the family’s cattle instead of going to school.

The child protection team visited Royesa’s mountainous village and met with her parents. During their conversation, Royesa’s father, Mr. Noor Mohammad explained that his demanding work as a daily wage laborer for a construction company left him with no one to care for their cows, which was their primary source of financial support. Consequently, he asked Royesa, his eldest daughter, to leave school and take responsibility for grazing the animals.

Child Protection Team Member Meeting with Royesa’s Father

Understanding the potential impact on Royesa’s future, the child protection officers worked hand in hand with Royesa’s parents. Financial constraints were a common cause of student absence in the region, compounded by other challenges like remote settings, inaccessible routes, insecurity, and cultural restrictions.

With compassion and conviction, the Child Protection officers emphasized the importance and potential ripple effect of Royesa’s education and successfully convinced her parents to reconsider their decision. In the end, Royesa’s parents agreed to allow her to attend school. In mid-May, the officers followed up with the school, and her teacher confirmed Royesa’s consistent attendance, noting her joy and enthusiasm in the classroom.

Royesa herself expressed her happiness and gratitude for the opportunity to attend school and join her classmates and her hope for a future career in education.

“I am very happy to attend class and be with my classmates. I completed the first grade with good marks, and I want to become a teacher and educate other children.”

Royesa Reading with her Classmates

Mr. Dor Mohammad, a community elder, recognizes the transformative impact of education on the lives of children like Royesa.

He added, “I appreciate the CBE classes established by WADAN and extend my thanks to the Central Asia Institute (CAI) for their support and funding. They are making a real difference in our community.”

Royesa’s journey serves as a powerful reminder that education should never be delayed. Through the collective efforts of organizations, communities, and supportive partners, barriers can be overcome, ensuring a brighter future for all children, regardless of their circumstances.

Nurturing Young Minds

The Early Childhood Development center in Dain, Gilgit-Baltistan, Pakistan, begins each day like all early childhood centers: with smiling teachers greeting their littlest learners. One of those children is Moheed. His mother, Zaheera, knew he would thrive in the social and educational environment, and leapt at the opportunity to enroll him.

A new door opens

When Zaheera heard from her community members that Government Boys Middle School Dain, located in her neighborhood, had introduced an Early Childhood Development (ECD) center, she knew Moheed would join. The center had been newly equipped with facilities designed to nurture young minds, including specially designed furniture for children, an LED TV as an interactive learning aid, an art and science corner, and an early childhood trained teacher.

“Intrigued and hopeful, I took a leap of faith and enrolled my son in the ECD Center Dain,” said Zaheera. She noted the significant impact of the school on Moheed: “Within a remarkably short period, I observed positive changes in my son’s behavior. He has started to develop good habits, such as organizing his belongings, greeting others with respect, brushing his teeth regularly, and neatly folding his clothes,” says Zaheera.

Zaheera’s son Moheed

“He looks forward to his class every morning with great enthusiasm.”

Zaheera, mother of ECD student, Moheed

Other mothers from her community have also noticed similar positive changes in their children. They shared stories of their kids becoming more confident, responsible, and eager to learn. The impact of the ECD Center Dain is evident from the parents who were inspired to enroll their children in the program.

Investing in a new generation

For Zaheera, the success story of the ECD Center was more than just a personal achievement. She reflected on her own childhood, where educational opportunities were scarce, and the importance of early childhood development was unaddressed. With a sense of gratitude and satisfaction, she expressed her happiness that the children and parents in her community now had the opportunity to benefit from such a transformative program.

Moheed’s teacher reflected on his enthusiasm and passion for learning. She shared, “Moheed is one of those students who is always eager to learn new things without getting distracted.”

The story of Zaheera and the ECD Center shows an important step toward improving the quality of education in Dain’s community. By recognizing the significance of early childhood development and providing a nurturing environment, the ECD Center is shaping the future of these young minds and setting them on a path of lifelong learning.

Students attending the ECD center in Dain

Two decades of education

A Celebration of Strength and Resilience

ways to help

Every Donation Counts