Author(s)

Qayumi Shahnaz¹, Pachev George², Vuong Son³, Hazrati Shabnam⁴, Sahar Habib⁴, Jonathan Schroeder⁴, Qayumi Karim⁵

¹Partnership Afghanistan-Canada, Vancouver, Canada.
²Faculty of Pharmaceutical Sciences, University of British Columbia (UBC), Vancouver, Canada.
³Faculty of Computer Sciences & Technology, UBC, Vancouver, Canada.
⁴Faculty of Education & Psychology, Center of Excellence for Innovation and Research, Kabul University, Kabul, Afghanistan.
⁵Center of Excellence for Simulation, Education and Innovation, UBC and Vancouver Coastal Health Authority, Vancouver, Canada.

Neglect of children’s holistic development between the ages of 0 - 7 may have serious consequences on society, particularly in post-conflict and/or developing countries. Based on our previous study and analysis of available literature, we utilized an M-Learning technology called LIVES (Learning through Interactive Voice Educational System) and designed a curriculum utilizing modern theories of multi-dimensional child development. The curriculum was implemented for 54 Afghan families. A pre- and post-multiple choice test was used to assess and compare knowledge of participants. Evaluation questionnaires and individual interviews were conducted to assess satisfaction levels with the program. Results demonstrated that LIVES was a suitable technology for this type of curriculum development and delivery. Curriculum on this subject was highly praised by participants and improved their knowledge significantly (p > 0.05). As an asynchronous education tool, LIVES is highly effective and less costly for mass education, particularly for those who are challenged by illiteracy and those populations isolated by geography or cultural relations, such as young mothers (girls in early marriages), and women in a male dominated society.

Pre-School Education, Afghanistan, Parenting

Shahnaz, Q. , George, P. , Son, V. , Shabnam, H. , Habib, S. , Schroeder, J. and Karim, Q. (2014) Effectiveness of Parent Education through Mobile Technology in Afghanistan. Creative Education, 5, 1921-1928. doi: 10.4236/ce.2014.522215.