Education Atlas · Afghanistan · 2022–23

Who can actually use a learning app in Afghanistan?

Anyone building digital learning for Afghan students needs to know what they actually have: a phone? a connection? a school with power and books? This atlas puts two UNICEF datasets side by side to find out.

Since 2021, more than 2.6 million girls have been kept out of secondary school (UNICEF, August 2026). For many of them, learning at home may be the only option left.

34provinces
15,509school census records
2UNICEF data sources
3languages

The question

34 provinces. Two surveys. One question.

A UNICEF household survey tells us what families have at home. A UNICEF census of 15,509 schools tells us what the schools have. Scroll to see what they show together.

At home · devices

of homes have a mobile phone.

Only 5 in 100 have a computer. The phone is the device most learners can reach — though it may be a basic one, shared by the whole family.

MICS 2022–23 · households, not individual students

At home · internet

of homes have internet.

In cities it is 43 in 100. In rural areas, 22. In Nooristan, Badghis and Urozgan, about 5.

MICS 2022–23 · households, not individual students

At school · power and books

of schools have no electricity.

And 91 in 100 lack a full set of textbooks. The school can't charge a phone or fill the book gap.

UNICEF school census 2022 · 14,610 of 15,509 records answered

Where both gaps meet

provinces where home internet and school power are both scarce.

    Fewer than 15 in 100 homes online, and more than 80% of schools without electricity. In four of them, only about 4 in 10 homes have any phone at all.

    Two sources and years · province averages, not individual schools

    The outlier

    Kabul

    is the exception, not the rule.

    44 in 100 homes are online and most schools have power. An app tested only in Kabul would miss almost everyone else.

    What this changes

    Three design rules for digital learning in Afghanistan

    01

    Offline first

    Lessons, textbook pages and practice questions keep working after a single download.

    02

    The textbook travels with the app

    With 9 in 10 schools short of books, link every explanation back to the curriculum page it comes from.

    03

    Light enough for a shared phone

    Small screens, little storage, and no assumption that one child owns the device.

    In practice I'm applying these rules in Marif, the study app I build. Next, I'll test them with teachers and learners in low-connection settings — not only in Kabul.

    Explore

    Every province, side by side

    School locations

    Find a school

    9,952 locations from UNDP GeoSmart, searchable in English, Dari or Pashto. Incomplete (26 of 34 provinces), undated, and it doesn't say which schools are open.

      About the data

      Sources, limits and method

      This section is in English.

      Sources

      Homes · devices, internet, attendance
      UNICEF / NSIA, Afghanistan MICS 2022–23. Household survey, Sep 2022–Feb 2023.
      Schools · power, water, buildings, textbooks
      UNICEF School and Teachers Census, school-level data (post-validation, May 2023); fieldwork Mar–Nov 2022. Only province totals are shown. Reuse terms are being confirmed with the source holder.
      School locations
      UNDP GeoSmart public layer, 9,952 records in 26 provinces; year and operating status unknown.
      Girls out of secondary school
      UNICEF statement, 14 Aug 2026.
      Map
      geoBoundaries (2007 provinces, public domain); street map © OpenStreetMap contributors.

      Read carefully

      • Everything here is from 2022–23: conditions then, not today.
      • Home figures describe households, not individual children.
      • School figures are shares of census records answering each question, including closed schools; they are not weighted national estimates.
      • Home and school figures come from different sources, so comparisons show overlap, not cause.
      • No confidence intervals are shown; small provincial gaps may not be meaningful.

      How I built it

      I framed the question, chose and checked the sources, and designed what the atlas shows. Code and data scripts were written with substantial help from AI coding assistants; I reviewed and tested the results. UNICEF, NSIA, UNDP and their partners collected the data.