“If I Could Be a Superhero, My Power Would Be Knowledge”: Adila’s Experience at BRAC’s After-School Programs

By Abdul Bari Hashmi and Syeda Tasnim Islam

This April marked a milestone for 1,900 Afghan students who graduated from BRAC’s 76 after-school learning centers—places where children continue to learn despite tremendous odds. These centers fill critical gaps where public schools are struggling, largely due to limited resources and growing barriers to access. Meanwhile, the gender divide continues to widen. Currently, according to the UN,  a total of 2.2 million girls are out of school in Afghanistan, since the ban. But beyond the numbers are real stories of resilience, of fighting systemic barriers, and dreams of a better life.

Ten-year-old Adila is one of the girls beating the odds. At one of BRAC’s after-school centers in Parwan, in central Afghanistan, she shares her story.

Adila Umar (name changed to maintain anonymity) is 10 years old. She is from Parwan province—a region known for towering, snow-capped mountains. Adila loves playing football, enjoys public speaking, and most of all, she says, she loves to learn new things.

She attends Mir Abdul Karim Maqool School, a public school in her neighborhood. She enjoys the rhythm of classroom life, and learning from her favorite teacher.

But both at home, and at school, the learning environment has not always been welcoming for her. “Education for girls is not considered important, I always have to try extra hard,” Adila says.

Inside the classroom of one of BRAC’s after-school learning centers in Afghanistan. Photo credit: Abdul Bari Hashmi 

She is not alone. This is a broader reflection of the experience of girls her age from traditionally underserved areas across the world.

Public schools in Afghanistan suffer from a significant lack of the basic infrastructure in classrooms required for quality education. Overcrowded classrooms, lack of qualified teachers are among some of the problems. In fact, only 50% of the teachers hold the minimum required academic qualification. Advanced facilities such as computer labs or extracurricular activities are not even considered amid severe underfunding.

For girls, there is an added layer to this inaccessibility. 2025 marks the third year of the ban on secondary education for girls. As a result, more girls across all levels are dropping out of school. 

But Adila hopes she won’t have to give up on education. “Things are different here,” she says of the after-school learning center she attends–a safe, supportive learning space under the Afghan Girls’ Education (AGE-ASLCs) project. “When I speak in class, people pay attention to me.” The center provides a better chance at primary education for children aged 7 to 15 who are still enrolled in public schools, but are struggling academically. The centers operate in two shifts, allowing students to attend after regular school hours. Each batch completes a six-month curriculum before they graduate.

Introduced in 2024, these centers go beyond traditional subjects—integrating lessons in literacy, numeracy, digital literacy, psychosocial wellbeing, and life skills. It especially serves the need to support girls who are on the verge of dropping out by employing all-female, trained facilitators from the community.

At the center, Adila studies four main subjects alongside computer literacy and life skills. “Computer skills are my favorite,” she says, “It’s like learning the future!”

Nurturing the natural curiosity of children like Adila is integral to the curriculum. Students get hands-on experience exploring technology. They engage in group-based interactive learning that fosters their leadership, communication, and teamwork skills.

Adila, sitting in her colorful classroom, shares the story of the day she was selected as the announcer for a school event. “I never thought I could speak in front of people like that,” she recalls. “I was a little nervous at first, but it was so exciting!”

Among the many friends Adila has at the center, she has found a best friend in her classmate Samila (name changed to maintain anonymity). When asked about what she likes about Samila the most, she says “We help each other. We enjoy lessons together. I like how kind she is.”

At home, Adila takes on the role of being the teacher. “I try to teach my younger sister and brother what I learn at the center,” she says. “They often sit with me while I finish my assignments.”

She happily adds that she helped her younger brother overcome his fear of public speaking. She coached him the same way her teachers once coached her.

“I also want to master English,” she adds. “Because it will help me learn more about science, medicine, and computers. If I could be a superhero, my power would be knowledge, the power to understand and help.”

Take a quick look into BRAC’s after-school centers.

Abdul Bari Hashmi is reporting and communications officer at BRAC Afghanistan. Syeda Tasnim Islam is deputy manager, content & knowledge management at BRAC International.