The mission of the Master of Arts in Education and Law Enforcement (MAELE) program is to provide high-quality education for Afghan men and women to become excellent workers and leaders in their communities. The MAELE program will enhance the knowledge, skills, and dispositions of the Police Academy and Staff College instructors who will, in turn, train qualified cadre of the law enforcement personnel for Afghanistan. The MAELE program at AUAF aims to educate outstanding citizens, workers, professionals and the future leaders of Afghanistan. The MAELE program hopes to train well-qualified faculty for the Kabul Police Academy, provincial training centres of the Ministry of Interior (MOI), and Staff College.
The program is designed for AUAF to provide a course of study leading to a Master of Arts degree in Education and Law Enforcement, to qualified faculty and/or administrators from the Police Academy, Staff College, and provincial training centres of MoI. The overriding purpose of the program is to upgrade the knowledge, skills, English language ability, computer literacy, and teaching effectiveness of the learners so that they will be better prepared as faculty members of the law enforcement training colleges in the country. The impact of the program will be multiplied many times over since the trainers who complete the program will provide enhanced instruction to the students whom they teach, and these students, once they become police officers, will then provide improved services to the country and to the field of law enforcement.
This MAELE program at AUAF is intended for instructors who are currently teaching in the Policy Academy, Staff College or the provincial training centres of MoI. It is envisioned to bring together men and women who are currently teaching a variety of disciplinary and/or professional pedagogic subjects in the country’s police training academies in a unified academic setting, where they collectively explore specialized knowledge, pedagogy, service, leadership and the broader theme of lawfulness, law enforcement and civic-mindedness.
The program is guided by the principles of: a safe and secure environment to pursue academic, professional, and personal development in a collaborative manner; a democratic, fair and just community of inquiry; a rigorous academic- intellectual environment; a rich and diverse community of teachers and learners; commitment to serve the students, fellow professionals and society at large; emphasis on exploratory, cooperative, active and learner-centered learning; emphasis on training excellent teachers and future educational leaders, citizens and professional educators; teaching the necessary skills for research and scholarship; utilization of educational technology; achieving proficiency in the English language; training competent classroom instructors, but also reflective educators and future education and law enforcement leaders. Successful educators need specialized knowledge, pedagogic skills, general knowledge, Personal attributes, and leadership skills.
This program is a two- year cohort degree program offered by AUAF to participants selected by the Ministry of Interior, subject to their meeting AUAF’s requirements for admission to the MA program. Starting on May 1, 2017, a group of 70 candidates spent 16 weeks in a preparatory course of studies taking intensive classes in Introduction to Graduate Studies, English as a Second Language and Computer Literacy. Upon completion of the preparatory semester, 25 of the 70 participants were selected to proceed in the regular degree program. All course materials, including reading materials i.e. course literature, lecture notes, presentations, assignment instruction and policies are prepared in Dari by the MAELE faculty and distributed to students prior to the beginning of the course by AUAF. The MAELE program is funded by the UNDP.
The MAELE program consists of twelve three-credit courses, which includes six education courses and six law enforcement related courses. Program participants will also produce a thesis which is allocated six credits. The six education courses include: Foundations of Education; Curriculum Design and Development; Supervision, Administration and Leadership in Education; Socio-Cultural Anthropology of Afghanistan; Education for Citizenship; Educational Research. The six law enforcement classes include: Criminology, Law and Law Enforcement in Afghanistan; History, Government and Politics of Afghanistan; Organized Crime; Cybercrime and Forensics Science; Law and Law Enforcement vis-a-vis the Disenfranchised: Women, Children and Youth, the disabled, prisoners, animals and the environment.
Instruction is provided by well-qualified AUAF faculty. The program consists of seven semesters, starting in the summer 2017 and ending in fall 2019. Each semester, students take two classes plus a mandatory non-credit intensive English and a Computer Literacy classes. Students will need to complete a total of 36 credits (18 credits or 6 classes in education, and 18 credits or 6 classes in law enforcement), as well 6 credits for thesis preparation and writing. Classes are held in the afternoons and evenings, from Sunday through Thursday at the AUAF campus.
The following twelve courses (36 credits) focus on contemporary approaches to education and law enforcement, and more specialized courses in pedagogy, design, planning, assessment, criminology, organized crime, forensics, laws enforcement, and socio-historical law enforcement trends. A list of the courses and their brief description, including the credit worth of each class is as follows:
EDU 501, Foundations of Education (3 credits): This course deals with the social, historical, political, economic and cultural aspects of education/ schooling in general, with a particular focus on Afghanistan. It will contextualize both the formal and informal educational systems in the country over the last 100 years. The course will explore the dominant Western and Eastern philosophies of education shaping the school system in this country. It will address the close interrelationship between pedagogy and educational theories and philosophies. It will examine the reciprocal relation between education and society; and will provide background in educational financing, governance, goals and outcomes. The course examines education in diverse and conflicted society.
EDU 520, Curriculum Design and Development (3 credits): This course deals with the curriculum at all levels of education. It deals with the formal and hidden curriculum and curriculum as a social-economic – political and cultural construction. The course studies the new theories controversies and trend such as the Core curriculum, peace, integrated curriculum, liberal arts-based curriculum globalization and the curriculum, peace and conflict resolution curriculum, environmental studies, attempting to forge a well-balanced, integrated, coherent, realistic and responsive curriculum for the education system in Afghanistan.
EDU 525, Supervision, Administration and Leadership in Education (3 credits): This course addresses three distinct but interrelated concepts of school administration, classroom and teacher supervision and education leadership. The course is essentially about professional development. It addresses the requisite knowledge, skills and disposition required to perform the three aforementioned responsibilities. The course addresses issue such as how best to manage the limited human, financial and physical resource in education; how best to assist teachers to achieve greater efficiency and effectiveness; how to mobilize and lead school and community people to develop better school; what instructional leadership means; how to reconcile a centralized system with the need for local decision-making; which theories and models of management and leadership are best for Afghanistan; how to put more women in leadership positions.
EDU 530, Socio-Cultural Anthropology of Afghanistan (3 credits): This course addresses some of the following themes: The ways in which Afghans organize and lead their lives; the challenges and opportunities posed by diversity; power, privilege and prestige in our society; the challenges of nation and state-building; transition from tribe to nationhood; culture wars – modernity v. traditionalism, socio-cultural transformation and its disjunctions; conflict and conflict resolution; an imperiled country, society and culture; critical analysis of the impact of globalization on the country; conspicuous consumption and the environment; The normalization of violence; the citizen versus the state; law and law enforcement in crises ridden society and cultural of impunity; the use and abuse of social science; visual anthropology as an analytic tool.
EDU 560, Education for Citizenship (3 credits): The course deals with topics such as these: the nature of responsible, effective and ethical citizenship; how to reconcile national and global citizenship; how to achieve peace, instance and democracy- especially in Afghanistan; how to implement human and civil rights; how to achieve and maintain sustainable development in the country; how to achieve and maintain unity in diversity in Afghanistan; what form of government will best serve this country, what issue are facing women and how best to resolve them; what role and responsibility for Afghan women in the rebuilding/reconstruction process; what role fostering good citizenship; how best to reconcile technology, society and values in the country in the third millennium; what are the mutual rights and responsibilities between the individual and society; lawfulness; the centrality of ethics in all organs of society.
EDU 590, Educational Research (3 credits): This course provides an in-depth exposition of research methods for both qualitative and quantitative research, with primary emphasis on qualitative. Topics to be included are locating and using of published research source material, the use and attribution of sources in research writing, qualitative research methods including interviews and other sources of formal and informal data, the role of the teacher as researcher, the use of statistics and quantitative methods in research studies, and the presentation, dissemination, and publication of research findings and analyses. The course will be taught by professors who have experience in research, analysis, and dissemination.
LEN 510, Criminology (3 credits): This course will deal with the following: the essentials of criminal, civil and political laws in Afghanistan; an outline of the Afghan judicial system; the legal process from A to Z; the role and responsibilities of the police, judges, prosecutors, defense lawyers, the accused; the Afghan prison system; the prisoner’s rights and responsibilities; treason and the law; from a culture of impunity to a culture of lawfulness; crime and criminality from a theoretical-scientific perspective.
LEN 530, Law and Law-Enforcement in Afghanistan (3 credits): This course will address the following issues: the challenges facing modern law in a deeply traditional society; police and policing; the concept of community policing; issues of government legitimacy, credibility, sovereignty, and authority; police as the public face of the government; critique of the Afghan local police, paralegal and extralegal forces; an analysis of the local and foreign security organization; a police code of conduct; the law and law-enforcement vis-à-vis expatriates; the nature, scope, causes and consequence, control and prevention of criminal behavior-both individual and social.
LEN 540, History, Government and Politics of Afghanistan (3 credits): This course addresses some of the following themes: a broad sweep of the country’s social-political-economic history from the early years to the present; the country’s geopolitics; current politics, politicians and the political processes; the many faces of power; the acquisition, maintenance, use and abuse of power; the challenges of nation and state-building in Afghanistan; the resource curse and its prevention; an analysis of the ideological and sectarian tensions and struggles in the country; the challenges and possibilities of secularism; the notion of good governance.
LEN 550, Organized Crime (3 credits): This course addresses some of the following themes: the nature and extent of ‘white’ and ‘blue’ collar crimes; terrorism and counterterrorism; narcotics; human trafficking; prostitution; institutionalized pedophilia; corruption; illegal trade; abduction; money-laundering; racketeering; human organ harvesting; the local international linkage amongst criminal syndicates; insurgency and counterinsurgency; rights and responsibilities of foreigners residing in Afghanistan.
LEN 560, Cybercrime and Forensics Science (3 credits): This course will deal with the following themes: the possibilities and hazards of living in a wired and wireless world; the nature, kind, scope, consequences, and costs of crime involving a computer and a network; cyber terrorism; espionage; computer intrusion; extortion; identity theft; blackmail; industrial sabotage; propaganda; psychological warfare; pornography; the utilization of science and technology in investigating and solving crime; the role and use of digital forensics in investigating and solving crime.
LEN 570, Law and Law Enforcement vis-à-vis the Disenfranchized: Women, Children and Youth, the disabled, prisoners, animals, the environment(3 credits): This course addresses some of the following: the legal rights of girls, women and youth; underrepresentation of women and the youth in the judicial system; forms of violence against women and children; child labor; the human rights of women and children; child marriage; commodification of women and children; honor killing; harassment in public and private lives; attitudes and conduct of the legal apparatus toward women and children; women and children in penal code and penal system; affirmative action; from symbolic to substantive rights and protections; war and women; international treaties and agreement regarding women and children; gender as social construction; redefining women’s place in society.
Research and Portfolio/Thesis
The following two courses (6 credits) introduce students to research and the compilation of their own professional master's thesis.
EDU/LEN 599, Thesis Preparation & Research Course (6 credits): This course will prepare students in designing and composing a thesis manuscript. It will provide students with an overview of the different stages and components of thesis writing, including how to plan and execute research, its structure and the overall mechanics of writing graduate-level work (citation, layout, grammar). Students will identify an adviser, a research topic, key areas of literature related to their research topic, and identifying appropriate methods and methodologies for carrying out their research. Emphasis will also be placed on analysis, critical thinking, academic writing, scholarship, and textbook and other educational material development. Included in the portfolios/thesis will be representative sections of work by the participant, supporting research, and related examples of their investigations conducted in the program.
Required Non-Credit Courses
In addition to the 12 courses (36 credits), core classes and two thesis preparation and writing courses (6 credits) students in the MAELE program will complete mandatory intensive English language program and computer literacy program. No credit will be given for these courses.
The English language program is designed to raise their level of proficiency in English. English language instruction will be provided 1.5 hours per day 4 days per week, for a total of 7 hours per week. Included will be skill development in listening, speaking, reading, and writing Standard English. The English language sequence will be taught by experienced ESL instructors.
Participants will complete training in computer skills that will ensure their familiarity with Microsoft Office suite applications and Internet access and use. This training will make use of the computer labs and will equip the participants with computer literacy skills so that they can function effectively in using computers—including word processing, Excel spreadsheets, and Access databases—as well as the use of Internet sources in research and in preparing instructional materials.
Dr. Zaher Wahab, Professor and Director of MA Education Program
BA Sociology, American University of Beirut
MA Comparative Education, Teachers College, Columbia University
MA Educational Anthropology, Stanford University
PhD International Development Education, Stanford University
Former professor of education, Lewis & Clark College, Portland, OR, USA