Participants assessing a new born child.

According to the Afghan Health and Demographic Survey of 2016, 5.5 percent of children under five years and 4.5 percent of infants die each year of preventable illnesses in Afghanistan. Though the death rate, compared to previous years, has reduced remarkably, it is still much higher as compared to other countries.

To reduce the infant and child mortality rate, many consistent efforts at the primary healthcare level are needed. Building the capacity of healthcare practitioners in handling of newborns, infants and children under five years at health facilities is identified as one such need. Conducting a training on Integrate Management of Newborn and Child Illnesses (IMNCI) is seen as one approach to meeting this need.

The IMNCI is a systematic approach to children’s health which focuses completely on the child, as a whole. This means not only focusing on curative care and diseases but also on the prevention of the disease for which the child is seeking medical attention. This approach was developed as a joint effort of the UNICEF and WHO in 1992 and approach was first implemented in Africa and then later adopted by other countries. Being trained on IMNCI is now a requirement of the Ministry of Public Health (MoPH) Afghanistan, thus all its health partners are required to implement it in their health facilities. This vital approach to child health care facilitates health workers in improve patient assessments, diagnosis, case management and referrals. Based on its dire need in rural Afghanistan and in accordance to the MoPH requirement, the Partnership for Strengthening Mother, Neonatal Care for Health (PSMNCH) project prioritized to conduct IMNCI trainings in all its six health facilities.

The first IMNCI, seven-day training under the project was conducted for one nurse each from all the six health facilities in December 2017. Since the training required practical clinical exercises, it was held at the Nangarhar regional hospital and facilitated by the national IMNCI trainers (MoPH regional trainers). The training aimed at reducing mortality rates of newborn, infants and children under five years, by simply enhancing nursing skills through:

  • Improving case management skills of health-care staff
  • Improving health care services delivery
  • Implementing MoPH standards of IMNCI
  • Improving family and community health practices

The IMNCI is a standard package which is inclusive of a series of books, charts, and forms, which were all introduced and practised on during training. The training was divided into two sections; theoretical and clinical practices. In the theory sessions, the IMNCI books were read and discussed. Forms, charts and booklets were filled and exercised. While in the clinical practice, participants were taken to the Out Patient Department (OPD) and In Patient Department (IPD) for monitoring and delivering case assessments, diagnosis and management of related cases discussed in the theoretical sessions. Participating health practitioners were also taken to the pediatric ward of Nangarhar hospital where they discussed signs and symptoms, diagnostic steps and management of different cases included cold, pneumonia, diarrhea, severe diseases, baby warming and resuscitation of unwell babies.

Participants were enrolled in practicing various methods including:

  • Protecting newborn from hypothermia
  • Resuscitation of abnormal newborn
  • Usage of ambu bag
  • Hand-washing practices
  • Breastfeeding and examination of newborn babies
  • Assessment and diagnosis of child aged under 2 months and under 5 years
  • Assessment of danger signs and severe cases

The training delivered sessions on:

  • Universal precaution of newborn where it was discussed how a new born should be safely handled during the first time of their birth in relation to their cleaning, warming and positioning.
  • Routine care of newborns with focus on vaccination, breastfeeding, hygiene and clothing.
  • Alternative feeding methods
  • Case assessment, diagnosis, management and referral of child aged under 2 months children and 5 years

Nurses’ newly acquired knowledge from the training has enabled them to properly assess, diagnose and manage illnesses of newborn and children under five years visiting the health facilities in rural Nangarhar.

The IMNCI is vital for improving child health. The training has helped increase our knowledge on assessment and management of multiple diseases in children aged between under two months and five years,

shared Hanif, a nurse at Nawda Mora Clinic.

[1] Integrate Management of Newborn and Child Illnesses (IMNCI)

We have always believed that childrens’ primary human right was to be fed and clothed,

confessed Zarmina, a 28-year-old mother of two daughters. Zarmina’s elder daughter is old enough to be sent to school but Zarmina felt it wasn’t as important to educate her daughters so they stayed home with her. The family of four lived a quiet and rustic life, farming for a livelihood, on their small plot of land in their village in Qala-e-Akhund of Behsood district, Nangarhar province. The mobility of women and girls in Qala-e-Akhund village, similar to many others in the area, is restricted to the boundaries of their village.

Our community firmly believes that girls and women were born to stay within their home yards, and it is dishonourable for them to go beyond that yard for education or work,

Zarmina affirmed. Though having accepted the cultural norms, it was with a faint heart. Zarmina herself did not agree with these customs and was not happy with her community’s low aspirations for girls and women.

Community World Service Asia conducted training on Child Rights and Gender Equality in Zarmina’s village in June 2015 as part of Girls Education Project Phase IV.  Zarmina, along with fourteen other women from her village participated in this training.

For just participating in the training, we had to meet and take permission of community leaders, religious bodies and Community Development Council (CDC) members. Although it was all worth it. We learnt about child rights, gender equality, child labour, and the negative impacts of early and child marriages, the rights of the disabled and about child protection.  This was the first time us women got the opportunity to learn and discuss our views on such sensitive topics. These topics were rarely spoken of in our communities. Therefore, to be aware of them and discuss them was very informative and mind-opening for us. It was after the training that we realized that it is our responsibility to enrol our children; boys and girls, in schools and support their education process,

shared Zarmina.

After taking the training, Zarmina and her peers started taking steps to convince their husbands to allow their school-aged children to attend school. In addition, Zarmina and three other mothers who had attended the training  established a Volunteer Education Committee (VEC). Through this Committee, they took on the role of teaching other women and community members what they had learned at the Child Rights and Gender Equality training. Through brief one to one meetings and home visits, the VEC encourages families in the village to send their children to school and educate them on the negative impacts of restricting children from studying and attending school.

Zarmina and other VEC members soon realized that more than 70 percent of the families in their village were against girls’ education because of the community’s negative perceptions about educating girls. They believed that there is no need to educate girls as they will be married some day and will take care of their families. Moreover, it was a shame for a father to send his daughter to school or work; hence girls would stay within the households. However, within a year and through consistent advocacy and determination, the VEC lowered this number to about 10-15%. The families that still hesitate from sending their children to schools  cite various reasons to do so. Some of these reasons include economic constraints, long distances to schools, and in some case children’s disabilities. Overall, Zarmina and the VEC have made commendable accomplishments in increasing enrolment levels of children in their village.  Something that seemed unthinkable was made possible due to the resilience and motivation of a few mothers.

A baseline survey was conducted in January 2016 in Mehterlam district, Laghman province and Behsood and Surkhroad districts, Nangarhar province. The survey covered 22 Girls’ High Schools in 22 villages in the said districts. According to the survey, 11 percent of the interviewed CDC members, village elders, religious bodies and community members and parents favoured girls’ education while 89 percent disapproved of it. As a result of the continuous awareness raising and one to one meetings of the VEC members with the community, the End line survey exhibited an 85 percent increase in favour for girls’ education. All groups expressed their approval in sending their children to schools, especially girls.

Zarmina proudly expressed,

I really feel proud that I have been effective in serving my community and convincing my people to send their children to school. The VEC members will most certainly continue meeting community people and working for this cause. We hope that one day there will be no child out of school, not only in our community, but in the entire country.

Honestly, neither the students nor was I actually enjoying the lessons,

confessed 3rd grade Mathematics teacher Inayatullah. Teaching at the Zangue Girls High School in Behsood District of Nangarhar province, Afghanistan, for the past four years, Inayatullah has a students capacity of 77 in each of his two classes.

In these four years of his teaching,  Inayatullah had been using traditional teaching methods that he had learned during his academic years. Rather than engaging his students in the classroom, he taught them through lectures and theory based learning methods which led the students to lose interest in the subject and topics taught. This was damaging the quality of the school’s education standards and was leading to absenteeism. Inayatullah had not been introduced to new and interactive teaching methods then so he went with what he knew only.  With time, Inayatullah observed that many students in his class could not even identify [alphabet] letters easily and were not able to combine letter to spell or read our words properly. This was very worrisome for him as a teacher as well as for the institute.

In March 2016, Inayatullah got the opportunity to participate in a five-day teachers training conducted by Community World Service Asia. The training was conducted for school teachers to learn about new teaching methodologies to be able to establish child friendly classroom environments and to motivate students towards learning. It focused on enhancing teachers’ capacities on being more interactive in their teaching styles and finding ways of actively involving students in daily classroom activities. The teachers were trained on development and utilization of various low and no cost teaching methods and teaching aid materials. Moreover, the teachers were encouraged to form student groups in their classes, assign various tasks to each group and conduct group work exercises with them to ensure students involvement in classroom activities. This will bring into practise the learning by doing theory. As a result of this training, the teachers adopted different teaching methods and started using colorful and visually appealing materials during classroom learning sessions making the lessons easily understandable and interesting for their students.

One activity introduced to the teachers in the training was the “Morning Meetings”. This, among other exercises, was something new and interesting for Inayatullah. Teachers were encouraged to use the Morning Meeting activity to help students and teachers interact with each other through questions and answers. A simple question like “What is your favourite fruit?” would spark up conversations regarding likes and dislikes of students and teachers.

I liked the Morning Meeting activity with the students the most. It not only helps establish a trusting and friendly relationship between the teachers and students but it also improves students’ confidence in sharing ideas, asking questions, and discussing issues with each other.

According to Inayatullah, prior to the training, teachers mostly used the lecture method or reading from the book, which was not only hard for students to understand but they also lost attention of students very easily during class.

As i started using the many creative teaching methods i had learnt in the training, not only did my students start engaging and participating more in class activities but it also made the learning easier for students. They responded to new lessons much more and much better now.

Inayatullah now forms four to five groups of students in his classroom and assign tasks to each group to carry out during the day. By carrying their responsibilities, they are involved in classroom activities, feel a sense of ownership and are confident.

Inayatullah regularly develops teaching plans which he follows on a daily, weekly, monthly, and yearly basis now. This helps him set targets and utilizes various activities he has learnt in each of his lesson. He has also started using low-cost or free teaching materials to help students learn. The various activities and games he now uses have created a child-friendly and a nurturing environment in the classroom. This productive learning space is encouraging students to become more and more participative classroom activities, and shows the improving students’ interest in school and learning activities. Inayatullah further expressed,

The biggest change I have observed is the improved learning ability of the students and decreased number of absentees in my classroom. The students can easily read and write now and are learning better. The quality and accuracy of their homework has improved by more than 50% in just six months. This is a tremendous achievement for both the students and me.

DurationMar 01, 2016Jan 31, 2017
LocationNangarhar Province, Afghanistan
Key Activities
  • Two 3-day civic Education camps
  • Two 5-day training on pedagogical techniques and classroom management
  • Two 5-day Master Teachers’ Trainings
  • 10 Follow-up Sessions
  • 6 Coaching & Mentoring Sessions
  • 4 DRR & 15 DRR Awareness Raising Sessions
  • 140 Plastic Mats Distribution & 617 Stationery Kits Distribution
  • One 4-Day DRR Training for Government Officials
  • 14 Awareness Sessions on Importance of Education & 8 Child Rights and Gender Equality Trainings
Participants2,974 beneficiaries including students, teachers, government officials and community members

Heena, a Grade 3 teacher at the Abdurahman Pazhwak Girls High School, one of the participating schools under the Girls Education Project in Nangarhar, Afghanistan,  has been teaching using traditional methodologies such as lectures and rote learning.

“My students were scared of me; they were scared to ask me questions and I could sense that they felt my behaviour towards them was very strict. But I knew no other way of behaving around them to maintain discipline in class. This was the only technique I knew of to make them learn, and achieve good results. However, things did not remain the same for long,”

affirmed Heena.

“One day, I got the opportunity to attend a Teachers Training on developing our pedagogical skills organized by Community World Service Asia. The training was an eye opener for me. There were topics that I had never heard of before; such as Morning Meetings, Child-Centred Classrooms and Interactive methodologies of learning consisting of group works, role plays and developing low cost/no cost teaching aids.”

The training completely changed Heena’s teaching style and her attitude towards students.

“After attending the training, I entered the class with a new frame of mind. I began to apply my learnings; I greeted students with a smile, conducted morning meetings, shared interesting news and announcements with them, encouraged an exchange of personal stories and small gifts. I also organized role plays and delegated group assignments to them. I not only used no cost/low cost materials in class, but actually involved my students in making these materials with me.”

An environment of healthy competition was introduced by Heena amongst her students, which was often followed by appreciation for students who made greater efforts in class. This change in behaviour helped with positive reinforcement in her class, and even the back benchers began to take greater interest in studying.

“My students were very happy and surprised with the new approaches and my changed behaviour. I had become much more humble, polite and friendly.”

This not only improved the learning aptitude of students, but also helped them in increasing their confidence and knowledge. Students began to take more interest in attending classes regularly, and shared interesting learnings from school with their families and communities.

“It increased the enrolment and new admissions in our school as well,”

informed Heena.

An interschool competition was held at the Conference Hall of Education Directorate in Nangarhar Province. It was a skill-based competition where four schools competed on the knowledge test of four subjects, namely Mathematics, Islamic, Science and Languages. The Judges’ committee included noted individuals such as Mohammad Usman Langarkhel and Lailuma Wali, who are members of the Parliament.

“The process of judgment was very transparent, and my students were declared winners of the competition. They were awarded gifts and cash prizes as well. The change in my style of teaching had truly shown positive results. My students were shining the brightest at the event. It was a day of celebration for all of us as our combined hard work and struggle had paid off!”

Improving the capacities of education officials on monitoring and evaluation (M&E) skills contributes directly to the quality and accountability in reporting on education. It also impacts the expectations of schools and teachers that are held accountable for sub-professional behaviors, such as absenteeism.  Improved M&E systems would also support better reporting and would lead to improvement in information available to relevant decision-makers. To refine the existing system, a Monitoring and Evaluation (M&E) Training was conducted in Nangarhar Province, Afghanistan end of March this year for Provincial and District level education directorates. A total of 20 participants (men) attended the informative training at the Community World Service Asia office in Jalalabad.

Education officials in Afghanistan undertook joint monitoring visits to schools that are part of Community World Service Asia’s Girls Education Project to observe teacher trainings, classroom instructions and school-based civil education camps. In addition, they received coaching on appropriately utilizing M&E tools and on developing a comparative study of M&E systems run by other professionals in different fields.

The participants were trained on the difference between Monitoring and Evaluation processes and how to conduct an effective monitoring visit to thoroughly observe the teaching process of school teachers and the management system of school principals. During the training, the participants were engaged in various group activities where they developed monitoring and supervision plans and ways of using existing forms and formats of the Education Directorate for monitoring purposes, providing feedback and recommendations. Sessions on conflict resolution further modified the participants’ role in conflict management, if any existed in the schools.

Schools and teaching environments will benefit greatly through the commitment of effective M&E staff provided they are well equipped with knowledge and necessary skills in the said field. The monitors efficiently conduct visits and provide teachers and school management with good and constructive feedbacks and recommendations in order to improve. Furthermore, the regular visits of M & E officers will ensure systematic school management processes. The teachers’ teaching methods are observed to assure that new methods learnt from trainings are implemented rationally; existing gaps are identified and further improved accordingly. These trainings are vital as it enhances monitoring systems in the Ministry of Education and fulfils the aim of ensuring quality education within the targeted schools.

Ghulam Haider, an elderly leader of Khalwan Village, Surkhrood District, Nangarhar Province, Afghanistan, has been working with great dedication and enthusiasm advocating for girls’ education in his community over the past few years. “I was born and raised in an environment where people do not think with open minds. They strictly follow norms, traditions, and culture, which unfortunately do not allow our girls to access education. People here believe that women are born to stay within their homes, under strict “pardah” (veil). Sending girls to schools, colleges, or universities for education and pursuing a career is considered shameful and a dishonor for families. An educated lifestyle is considered to be no better than a disrespectful lifestyle, one which is not permitted within Islam, according to most people.”

Ghulam Haider believes that this pattern of thinking is fundamentally wrong, especially as it is being ingrained in the minds of children of newer generations. “Being a practicing Muslim, I believe that Islam is a religion of peace and prosperity, and it provides equal rights to all. In order to prosper, it’s necessary to accept the fact that Islam promotes education for both men and women equally. I always wished to discuss this aspect with our community members and religious leaders, but due to a lack of knowledge myself, I could not formulate valid arguments which would have been enough to persuade others.”

“Thankfully, the project team of Community World Service Asia, under the Girls Education Project (GEP), conducted informative sessions on the importance of education and child rights in our villages,” said Haider, “All community members, parents and religious leaders alike would sit in one space as participants in these programs.” He shared the significance of sourcing religious scripture and messages such as hadiths and Quranic verses in the sessions; quotes which explicitly favored education of men and women, and the right to provide young girls with education. “These sessions provided food for thought for the people of my village. Now that my knowledge was being built for the cause of education, I decided to take an initiative to formulate a volunteer committee.”

Ghulam Haider and his committee have since been supporting girls and women to pursue education and their dreams through acquiring knowledge and becoming educated. “Fatima, a young teacher from my village, is very enthusiastic and eager to become a professional teacher to serve our community. To accomplish her dream, she has established a literacy course for 13 women members with our support. She is voluntarily teaching basic level reading and writing to her students on a daily basis for an hour. The second batch of her classes have successfully graduated from the adult literacy class recently. Twenty six women have learnt to read and write from her literacy program which is an excellent achievement. To show appreciation, and motivate others to do the same, the committee awarded her with the title of “Best Girl of the Community”. Her services in the field of education were so invaluable that they were also acknowledged by our religious leaders, which shows a major change in the thinking of some of the most rigid minds.” In the award ceremony, Fatima gave credits of her achievement to both Ghulam Haider and the GEP project team for their outright support in her struggle. She hoped that with the passage of time, other elderly members of the community would also take Haider as an exemplary model and follow his lead in the pursuit of promoting education.

In a country where just 16% of the workforce is female, teaching women science subjects can help foster greater equality, empowerment and economic stability. Community World Service Asia holds teacher training workshops, through which aim is to improve education quality and community’s awareness for enhancing and sustaining enrollments in girls’ schools in Behsood district, Nangarhar province. Despite of the limitation teachers are eager to learn more and are interested to enhance their teaching skills. On this Women’s Day we spoke to a young Chemistry teacher; Huda from a local girls’ high school, located in Behsood.


“I am very pleased to have participated in the chemistry workshop, since I studied chemistry at a teacher training institute but only learnt it in theory. In this workshop however, we learned practical and conducting experiments. When I learned the philosophy, methodology with practical experiments I became more clear about the concepts and highly motivated to transfer what I learnt by continue teaching chemistry to my students.”

She added:

“We received methodic learning and used low cost and no cost teaching aids. We are now implementing those methods. My aim is to teach students according to their needs.”

When asked about the suggestions to improve subject base training, she said:

“The workshop was great and useful, but I felt the days were less for three science subjects. If the days were increased from 4 days and teaching aids for Grades 10th, 11th, 12th chemistry lessons could have been included to solve all of our problems accordingly.”

In a highly conservative country where up to 85% of women have had no formal education, and only 16% of the workforce are women, in many ways these students are the lucky ones.

Still, according to the students, they face problems at home as their families do not allow their young daughters to attend school. Some only allow them to learn basic reading and writing. Yet, most of the girls are very motivated to learn sciences.”

Says Huda

She added:

“According to methodical topics, I found the morning meeting session as very important. First I thought of it as not useful to be implemented in class, but when I practiced in these meetings among students it proved to be very effective and useful. Students interest increased a lot and they loved interacting with each other and also started participating during lectures. This even led to a decrease in absentees and now up to 90% of the students have regular attendance Moreover, before these sessions, we used to scold students, but now we motivate them through different techniques in teaching. In teaching science my students saw how they did not need to bear extra cost for learning science. This acted as a great incentive for them.”

She also spoke about her personal aspirations:

“I am also very interested and motivated to complete my higher education.”

In the end she said:

“I suggest to expand subject based training to other untrained teachers. Teachers who have participated should implement their learnings in their classes to motivate and stimulate the learning of their students for a better future for these young girls”

The story from Afghanistan feeds into a wider struggle going on throughout the world to get more women into Science. While cultural barriers threaten the dreams and aspirations of young women and girls, the opportunities they can find through the science show them a larger world than the one that they have always known.

*Editor’s Note: This story has been revised to further protect the privacy and therefore safety of students and staff at the schools.

Shumaila, a 16 year old student of a Girls High School, Behsood district of Nangarhar Province, was a timid young girl dreaming to one day have the confidence to speak before a crowd, and be an all-rounder at school.

“One day, the principal of our school came to our class and announced that a summer camp on civic education is going to be held at school. I immediately raised my hand and showed my interest to attend the workshop. My teachers were surprised to see my reaction,”

narrated a bashful Shumaila.

“This four day camp was a lifetime changing experience for me. I learnt topics which we as students or even teachers had never learnt in school, such as human rights, child rights, state governance and democracy. Most importantly, the session on gender was very interesting and new to us.”

Shumaila  recalled how she enjoyed the various activities conducted at the camp; all were participatory and interactive.

“There was a lot of group work, role plays, art and paintings, energizers, and to top it all, a mock election!”

exclaimed Shumaila with excitement beaming in her eyes.

During the session on leadership skills, students were taught practical lessons on effective speech, and addressing audiences of different kinds. The mock election sessions were a simulation of the Afghan electoral process where all the students participated and role played.   Students at the session were asked to nominate three students for the candidacy of President, who were then asked to formulate their individual support groups who would canvass in favor of their respective leaders. Speeches were delivered, slogans were raised, and posters were displayed in the school; it was all a series of fun and learning based activities which further motivated the participants’ interest.

“It was during that election campaign that I acquired the skills and got the confidence required to speak and deliver speeches in public. The most important and memorable moment of my life was when the result of the elections was announced, and I was declared the winner. I felt as if I had been elected as the president of Afghanistan. Tears came out of my eyes with excitement and happiness. The summer camp changed my personality and I came out as an entirely different person. I became confident and developed knowledge on politics, rights of children and women. I wish to take part in real politics of my country some day, for the well being of my people and the development of Afghanistan,”

proclaimed Shumaila.

After participating in the summer camp on civic education, Shumaila started participating in all school  activities.

“There is a Shura of women in our community who mediate activities and conduct meetings between the school and students of the community. Previously I had not participated in meetings of the Shura, but since the elections I have started to participate primarily to raise issues faced by my friends and work fellows.”

 Shumaila put forward demands of hiring more professional and experienced teachers at school, and that the appeal was practically implemented.

“It was an achievement for the well-being of the students of our school. Following these changes, students participated in an interschool speech competition, and three of us won trophies as well.”

A graduation ceremony was conducted at the University of Nangarhar, which was attended by a number of teachers, students and government officials from the provincial Education department.

“I was invited to speak on the topic of importance of education. My speech was highly appreciated to the extent that the Director of Education awarded me with valuable gifts and encouraged me to continue my struggle for my peers.”


Blood feuds handed down through generations are very common in parts of Afghanistan, and revenge is regarded as a necessary redress of the many wrongs of the past no matter what the present circumstances. Many are left to fend for themselves regardless of their role in such legendary feuds. Gullali, mother of five children, was a victim of one such incident that changed her life dramatically.

Living a happy and content life with her husband, an experienced mason, her four sons and a daughter in Pashaiee Village, Mehterlam, Gullali and her family were blessed with all the comforts of a basic life;  adequate food, healthcare, education, clothing and other household needs. A tragic turning point in the life of Gullali came when her husband was killed in October (2016) by an unknown assailant in front of their own home. Gullali was left alone and in a state of worry and fear for the lives of her children and herself.  She was therefore forced to leave everything behind and move to Samtado Village, Mehterlam, where her parents lived.

In Samtado, Gullali’s living conditions deteriorated from what they were at her lovely home. Gullali and her children temporarily lived within an old, mud built room at her parent’s house. She had very little family support as her parents did not earn very well and she was unable to bare the daily expenses of her five children. Some of their fellow villagers, helped Gullali on and off financially while most other time she earned a meagre income through cleaning the houses of their neighbours in the village.

The Directorate of Returnees and Refugees Office in Afghanistan knew of Gullali and her poor state of affairs through their assessments and introduced her to Community World Service Asia. As Community World Service Asia had recently launched a project with the support of Swedish International Development Cooperation Agency (SIDA) and Church of Sweden (CoS), to respond to the needs of Afghan returnees and internally displaced people (IDPs), the team was happy to support her through the project.

The team assessed Gullali’s living conditions and was soon provided with assistance and support as she was going through a very hard time. Gullali was initially provided an emergency shelter (tent) for her children and her to live in safely as her temporary residence, due to its weak structure, could possibly collapse any day. Gullali was very pleased to move in the tent as she was also provided with additional facilities that would keep her children warm in the coming, freezing winter. The family was also able to access to the health facilities set up by Community World Service Asia for all returning refugees and internally displaced persons (IDPs) living in the emergency shelters. Gullali’s children are also attending school in makeshift schools near their present home and are living a comparatively comfortable life.

This project is successfully being implemented running in the Laghman and Nangarhar provinces of Afghanistan under which basic health facilities are also provided to families residing in the emergency shelters.