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[جلاستان آنلاین

Quality Education for Every Student

We provide accessible, high-quality education programs across all provinces.

1,840
Students Enrolled
8
Province Branches
373
Online Students
13
Expert Teachers
100%
Satisfaction Rate
Educational Calendar

Educational Calendar

Dear students, this academic calendar keeps your lessons, periods, and learning schedule organized in one place.

Period One
Period Two
Period Three
Period Four
Period Five
Period Six
Period Seven
Period Eight
Period Nine
Period Ten
Period Eleven
Period One
Period Two
Period Three
Period Four
Period One
Period Two
Period One
Period Two
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Latest Updates

News

Follow the latest news, announcements, activities, and educational updates from Delaram Foundation.

The Notebook of Dreams
2026-01-21 By Zainab Rahimi

The Notebook of Dreams

In a small village, a girl named Mahsa lived with her family. She had a heart full of hope, eyes that looked toward a bright future, and a smile that hid the pain of life. Every night, she fell asleep with a notebook full of dreams, and every morning, she woke up hoping to reach them. But life does not always go the way we wish. Mahsa was a 22-year-old girl, strong-willed, hardworking, and determined. From second grade onward, she was always the top student in her class. She was known as an outstanding student throughout her school years. Mahsa lived in a small village and carried many dreams in her heart, but because of her family’s poor financial situation, she could not properly prepare for the Kankor (national university entrance exam). In the winter of 2017, she graduated from high school and decided to go to Kabul to prepare for the Kankor. However, her family strongly opposed the idea. Mahsa refused to give up on the future she had imagined for herself. Day and night, she argued with her family until, after several days, they finally agreed to let her go. Although the preparation courses had already started and Mahsa was behind in her studies, she did not give up. On January 10, she arrived in Kabul and studied with all her strength. When the exam results were announced, she was accepted into the Pashto Language department at Rabbani University. But when she shared the news with her family. They opposed her continuing her education, and Mahsa was forced to take a one-year break from university. In the second year, she became engaged to a man from her community. He was educated and worked as an engineer. At his request, Mahsa spoke with her family again and managed to return to her studies. A few months later, at Mahsa’s father’s request, a wedding date was set. Mahsa strongly objected—she did not want to get married before completing her education. But no one took her words seriously. The pressure became so overwhelming that she reached the edge of suicide. One day, when she was alone in her dorm room, she decided to end her life. She wrote a letter to her family and left it on her bed. But as she placed the rope around her neck, a light of hope suddenly appeared in her heart. She spoke to her father once more, and this time, he agreed to delay the wedding for a few months. Despite this, Mahsa became more withdrawn and depressed each day. Over time, her family and fiancé realized her mental condition and took her to a psychologist. With medication and private counseling sessions, her treatment began. Unaware that her wedding was only days away, Mahsa got married—with a heavy heart full of sadness and disappointment. Still, she did not stop trying. A few months passed, and her life followed the routine of many married couples until the news of the Taliban’s return reached her. Educational centers, including the university where Mahsa studied were closed to girls. With the help of one of her university professors, Mahsa found a job at a United Nations office called UNAMA to help support her household financially. However, UNAMA advised her to apply for a scholarship and leave the country to continue her path. Due to opposition from her husband’s family, she was unable to take this opportunity. Today, Mahsa is one of many girls lost in confusion, depressed, withdrawn, and choosing solitude over social life. Her notebook of dreams is now closed. A girl whose heart once overflowed with hope now stares at closed doors every day, universities, schools, and every path that once led to light. Not because she was incapable, but because the world refused to listen to the voices of her dreams. Yet, she did not surrender. Even though she could not pass through those doors, a small flame of hope still burns in her heart.

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When Kabul Fell, Our Dreams Fell Too: A Voice from a Forgotten Generation
2025-11-13 By Fatima Safari

When Kabul Fell, Our Dreams Fell Too: A Voice from a Forgotten Generation

The year the Taliban returned, I remember my mother coming inside and saying people were running toward the airport. Everyone was saying the Taliban had entered Kabul and even the president had fled. I sat silently, unable to react, because I couldn’t believe our country had collapsed so suddenly. Outside, the noise of people grew louder. Everyone was running. Everyone was afraid. Even the little children, crying, kept repeating, “The Taliban are here!” It was a terrifying scene—people fleeing with tears streaming down their faces. Still, part of me refused to believe it. Around eleven o’clock, my brother called my mother from the university. “I’m coming home. The Taliban have taken Kabul,” he said. When my mother hung up, it felt like the weight of mountains had fallen onto her shoulders. Her face turned pale. She only whispered, “Take care of yourself.” I was supposed to take an exam that afternoon, but the school called and said classes were canceled for security reasons. Even then, I kept telling myself that maybe this wasn’t real, maybe someone would stop them. But no—this was the bitter truth we were forced to accept. We spent the night in fear. By morning, people were hiding inside their homes, and many were rushing to the airport, desperate to escape. The heartbreak of that moment lives in me even today. The next day, it was announced that schools were closed because the government had fallen. At first, I felt nothing. I thought it was temporary. But now, when I look back, I see myself lost in a darkness I never imagined. I don’t know which path will save me from these problems. I feel trapped within four walls. Sometimes I tell myself that maybe after all this darkness, there will be light—but some days I fear I will disappear inside it. Everyone was talking about the airport. The scenes were unbelievable. It felt like the entire population of Afghanistan had gone there, trying to leave. The crowd was overwhelming. Everywhere you could hear children crying—even newborns only a few days old. Under the burning heat, people waited endlessly, hoping for a chance to escape. The foreign soldiers were harsh, but even their harshness felt like hope—because people just wanted to get inside. During the first evacuation flight to the United States, two men fell from the plane. That image will never leave our memories. It showed how desperate people were to escape, even if it meant risking their lives. That single moment became a symbol of a nation trying to survive its own collapse. For days and nights, thousands kept rushing to the airport. Morning or midnight it didn’t matter. Everyone repeated the same words: “The Taliban have come. Afghanistan is no longer a place to live.” One of those days, an explosion happened at the airport. Many were injured. Many were killed. Families were shattered. Some mothers, in the chaos, even left their children behind. The trauma of that day will stay with our generation forever. A year later, the Taliban began enforcing their harsh restrictions. I cannot choose my own clothes. I cannot go anywhere freely. I cannot study freely. Every few weeks, they shut down courses and classes, hoping we will eventually give up. But I will never give up—not even if it costs me my life. I will continue on my path. On January 3rd, the Taliban started arresting innocent girls. They blamed hijab and clothing, even though many of the girls they detained were fully covered. The world watched in silence. Two sisters who were detained returned home after a week and took their own lives. Dozens of other girls faced the same fate. Hearing their stories broke me mentally and emotionally. The wounds still burn inside me. Today, I feel destroyed from the inside. My future is unclear. I don’t know what to do. I feel lost, mentally and emotionally exhausted—like thousands of other Afghan girls. For four years, we have been deprived of freedom, education, and life itself. These four dark years have felt like a century. Dear world, We need you to be our voice. Do not let Afghan girls lose their right to education, to work, to freedom. Do not let us disappear like this.

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The Life of a Little Girl
2025-11-02 By Farida Malekzada

The Life of a Little Girl

A little girl is born—not because she chose to be. “If only it had been my choice. Perhaps I would have been born in a place where people knew how to care for me.” She opens her eyes in a society where patriarchy holds the greatest power. She is pure as the moon, clear as flowing water, gentle as the rain, and honest as a mirror. Yet she grows up in a world where people’s opinions matter more than truth—a society filled with judgment and unfair expectations. A place where others decide lives on behalf of others. In such a world, a precious pearl is born, but no one recognizes her value or knows how to protect her. People throw stones at broken glass, not realizing they are only causing more damage—driven by selfishness and ignorance. In the past, before marriage, the groom’s family searched for a girl who was beautiful, modest, and skilled in household work. The younger she was, the better. No one asked the girl or the boy whether they wanted the marriage. Everything was decided by fathers and village elders. The groom’s father, along with community elders, would visit the bride’s family. They asked about land, wealth, and status—but never about character, respect, or happiness. Girls had no voice in their own future. Some were lucky, others were not. Their role was simply to obey. In a remote village, a young woman and man were married and began a new life. The bride left her home with hope, entering a world that felt completely unfamiliar—new house, new people, new life. Tradition said a bride should not leave her husband’s house for one full year, not even to visit her parents. One year later, she would return with gifts. Ziyagul once said: “The day I left my father’s house, he told my mother: ‘Don’t be sad. A daughter belongs to another family.’” From that moment, I became “someone else’s daughter.” I often wondered: Why do girls never truly have a home of their own? At first, my husband’s family treated me kindly. But soon, everything changed. “Aren’t you pregnant yet?” they asked again and again. Days passed filled with prayers, superstitions, and traditional healers. A year later, I was blamed: “The bride is infertile.” No one questioned my husband—only me. When I visited my mother, I cried and told her everything. She said gently, “Why don’t you go to a doctor?” But my mother-in-law did not allow it. One day, I finally spoke to my husband: “Let’s go to a doctor together.” He thought I was sick. But I cried and told him: “I cannot become a mother.” He comforted me and said, “God is great. Everything will be fine.” After medical tests, we discovered the problem was not mine—it was my husband’s But I kept it secret to protect his dignity. We took treatment quietly for years while society continued to judge me. Five years passed. Then, a miracle happened—I became pregnant. But happiness did not last long. My mother-in-law said coldly: “If it is a girl, my son must marry another woman.” I cried and asked, “What is wrong with having a daughter?” No one answered. Later, the doctor revealed I was expecting twins—a boy and a girl. For the first time, my husband stood against his mother: “I will not allow anyone to insult my wife or children. We will live separately.” We moved into our own home and began a peaceful life. Over time, I even helped rebuild the relationship between my husband and his mother. Peace returned, but things were never the same again. Today, I live a quiet life with my family. I have learned one truth: No judgment is worth losing your peace. And above all: No girl should ever be humiliated simply because she is a girl.

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What We Offer

Our Programs

From foundational literacy to advanced technical training, our programs support every stage of the educational journey.

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Exam Schedule

Mock Exams

Follow the latest active and scheduled mock exams for our learning periods.

Accelerated A Scheduled

Accelerate Program ALA

Semester 1 | 2025
Exam Date 2026-06-10 - 09:00 AM
Grades 7th
Accelerated Track Accelerated A
Class Grade 7
Week / Exams Week 6 / 16
Schedule Every other week
Faces of Change

Student Gallery

Meet our students and discover their learning journeys, achievements, and inspiring stories.

Nationwide Reach

Province Branches

Explore our educational reach and active branches across the provinces of Afghanistan.

Our Mission

Education for all, everywhere.

Who We Are

About Us

Delaram Foundation works to make quality education accessible for girls and young learners across Afghanistan. Through online classes, learning resources, mentorship, and community programs, we help students continue their studies with confidence, dignity, and hope.

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Foundation Leadership

Delaram Foundation Leadership Team

Meet the leadership team that guides Delaram Foundation with experience, responsibility, and a shared commitment to education.

Najib Rezaie

Najib Rezaie

Co-Founder & Partnerships and Communications Lead

Najib Rezaie is the Co‑Founder and Partnerships & Communications Lead at the Delaram Foundation. He builds and manages relationships with local a...

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Safdar Timori

Safdar Timori

Co-Founder & Operations and Monitoring Lead

Safdar Timori serves as the Co‑Founder and Operations & Monitoring Lead at the Delaram Foundation. He is responsible for operational planning, on...

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The People Behind EduOrg

Teachers and Volunteers

Meet the dedicated people who guide our educational work and long-term mission.

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Trusted Collaboration

Our Partnerships

We work with committed organizations and supporters to expand healthy and accessible education across Afghanistan.

پل آموزش برای افغانستان
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پل آموزش برای افغانستان

پل آموزش برای افغانستان (Education Bridge for Afghanistan - EBA) یک نهاد آموزشی و غیرانتفاعی است که با هدف ایجاد پلی پایدار میان دانش‌آموزان، مکاتب و فرصت‌های آموزشی فعالیت می‌کند. این سازمان با گرد هم آوردن مکاتب از نقاط مختلف افغانستان و ایجاد یک شبکه آموزشی منسجم، تلاش می‌کند تا آموزش باکیفیت، مهارت‌های دیجیتالی و فرصت‌های یادگیری را برای همه دانش‌آموزان فراهم سازد. چشم‌انداز EBA این است که هیچ دانش‌آموزی، صرف‌نظر از تغییرات سیاسی، اجتماعی یا شرایط بحرانی، از حق آموزش محروم نشود و بتواند بدون وقفه مسیر یادگیری خود را در افغانستان و حتی در هر نقطه از جهان ادامه دهد. این سازمان از طریق تولید محتوای آموزشی، توسعه فناوری‌های آموزشی، آموزش مهارت‌های فناوری اطلاعات (ICT)، حمایت از معلمان و ایجاد بسترهای آموزشی حضوری و آنلاین، نسل آینده را برای ادامه تحصیل، ورود به بازار کار و ایفای نقش مؤثر در توسعه جامعه توانمند می‌سازد.

بنیاد دلارام نیز در چارچوب تفاهم‌نامه همکاری با پل آموزش برای افغانستان (EBA)، به‌عنوان یکی از نهادهای همکار، برنامه‌های آموزشی این سازمان را در ولایات مختلف افغانستان تطبیق می‌کند. این همکاری شامل تدریس مضامین مکاتب در دوره‌های تسریعی الف و ب، برنامه سطح ۲ بین‌المللی (TLM Level 2) و همچنان دوره‌های عادی صنوف هفتم تا دوازدهم می‌باشد. هدف این همکاری، فراهم‌سازی فرصت‌های آموزشی باکیفیت برای دانش‌آموزان دختر و پسر و ایجاد دسترسی برابر به آموزش، بدون توجه به شرایط جغرافیایی یا تغییرات محیطی، است.

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مارشمالو تکنالوژی
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مارشمالو تکنالوژی

مارشمالو تکنالوژی (Marshmallow Technology) یک پلتفرم چندملیتی در حوزه فناوری اطلاعات است که در زمینه طراحی، توسعه و پشتیبانی راهکارهای نرم‌افزاری فعالیت می‌کند. این شرکت خدمات گسترده‌ای در توسعه اپلیکیشن‌های تحت وب، نرم‌افزارهای دسکتاپ، اپلیکیشن‌های موبایل و طراحی و پیاده‌سازی APIهای تخصصی ارائه می‌دهد. علاوه بر این، خدمات ارتقاء، بهینه‌سازی، نگهداری، عیب‌یابی، رفع مشکلات فنی، تأمین امنیت، پشتیبانی و به‌روزرسانی سیستم‌های نرم‌افزاری نیز از جمله فعالیت‌های اصلی این مجموعه به شمار می‌رود. مارشمالو تکنالوژی با بهره‌گیری از فناوری‌های نوین و استانداردهای بین‌المللی، راهکارهایی مقیاس‌پذیر، امن و کارآمد را برای سازمان‌ها، شرکت‌ها و نهادهای آموزشی فراهم می‌سازد.

مارشمالو تکنالوژی به‌عنوان یکی از شرکای فناوری بنیاد دلارام، در زمینه طراحی و توسعه زیرساخت‌های دیجیتالی، میزبانی (Hosting)، مدیریت سرورها، امنیت سایبری، خدمات ابری (Cloud Services)، نگهداری و پشتیبانی وب‌سایت‌ها و سامانه‌های آنلاین با این بنیاد همکاری می‌کند. این همکاری با هدف ایجاد زیرساختی پایدار، امن و قابل اعتماد، نقش مهمی در ارائه خدمات آموزشی آنلاین، مدیریت سامانه‌های دیجیتالی و توسعه فناوری‌های مورد نیاز بنیاد دلارام ایفا می‌کند و زمینه دسترسی بهتر کاربران به خدمات آموزشی و دیجیتالی را فراهم می‌سازد.

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Banfes.com
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Banfes.com

BANFES (Blockchain & AI Non-Formal Education System) یک پلتفرم نوآورانه آموزش غیررسمی است که با بهره‌گیری از فناوری‌های هوش مصنوعی (AI) و بلاک‌چین (Blockchain)، به‌منظور فراهم‌سازی آموزش باکیفیت، ایمن و در دسترس برای همه، به‌ویژه دانش‌آموزان و دخترانی که به دلایل مختلف از آموزش رسمی محروم شده‌اند، توسعه یافته است. این سامانه با ایجاد یک محیط آموزشی هوشمند، امکان یادگیری شخصی‌سازی‌شده، برگزاری امتحانات، ارائه منابع آموزشی، ارزیابی پیشرفت تحصیلی و صدور سوابق آموزشی امن و قابل اعتماد را فراهم می‌کند. همچنین با استفاده از فناوری بلاک‌چین، سوابق و مدارک آموزشی به‌صورت غیرقابل‌تغییر و قابل راستی‌آزمایی ثبت می‌شوند و هوش مصنوعی نیز با تحلیل روند یادگیری، مسیر آموزشی متناسب با نیازهای هر دانش‌آموز را پیشنهاد می‌دهد.

BANFES علاوه بر ارائه آموزش‌های رسمی و غیررسمی، بستری جامع برای ثبت‌نام دانش‌آموزان، معلمان و مراکز آموزشی، مدیریت امتحانات، انتشار اخبار و اطلاعیه‌ها، ارائه کتاب‌ها و منابع آموزشی، پاسخ‌نامه‌های هوشمند و مشاهده نتایج امتحانات فراهم کرده است. این پلتفرم با هدف ایجاد یک اکوسیستم آموزشی پایدار و فراگیر، تلاش می‌کند تا با استفاده از فناوری‌های نوین، موانع جغرافیایی، اجتماعی و محدودیت‌های آموزشی را کاهش داده و فرصت یادگیری مستمر را برای دانش‌آموزان در افغانستان و سایر نقاط جهان فراهم سازد.

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Student stories

Girls Stories

Stories of girls deprived of education. Their resilience and dreams are the real strength of our work.

Amina Rahimi
Grade 10 EBA Learning Path

Amina Rahimi

Amina continued learning through online educational support and now wants to become a teacher for girls in her village.

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Laila Mohammadi
Grade 11 Digital Skills

Laila Mohammadi

Laila joined digital lessons after school closures and is building confidence in technology and communication.

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Zahra Ahmadi
Grade 9 Support Program

Zahra Ahmadi

Zahra studies with determination and hopes to use education to support her family and community.

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YouTube Channel

Video Stories

Watch long activity videos and short moments from Delaram Foundation programs.
These videos play directly from YouTube and are not stored on this website.
Follow the channel for more student stories, exams, and learning events.

Long Video Stories

Long stories from student activities, including cultural, educational, recreational, and scientific programs.
See how students learn, participate, and grow through real classroom and community moments.
These videos give a simple and clear view of the foundation's daily educational work.

Short Videos

Short video stories from exams, student memories, classrooms, and branches in different provinces.
Watch quick moments from the learning journey and daily school activities.
Each short video opens from YouTube in the same familiar vertical format.

Get in Touch

Contact Us

Contact our team for questions, cooperation opportunities, educational support, or general information.

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Frequently Asked

FAQ

Find quick answers to common questions about our programs, services, registration, and educational activities.

You can support the mission by sharing opportunities with students, helping with communication, offering professional cooperation, or supporting educational programs. The mission aims to create healthier and more equitable access to education. For coordination or support, use the Contact page or the Support Our Mission section.

If an exam, session, or educational program date changes, updated information is published through the related section and website notices. Students should recheck the calendar, mock exams, or online sessions page before participating. The latest official notice on the website is the reference point.

An official link is usually published through the Delaram Foundation website, BANFES.COM, or approved partner announcements. Avoid entering personal information on unknown links. If you are unsure about a link, ask for confirmation through the Contact Us page.

Whether a program is free or paid is explained in the announcement for that specific period, because program conditions may vary. Some programs may be supported, educational, or partner-based. Before registration, always read the official program description and related link carefully.

Delaram Foundation cooperates with Education Bridge For Afghanistan in education and communication, and this cooperation is followed through a valid agreement. The focus is to improve student access to programs, announcements, and learning pathways. Activities connected to this cooperation are managed under the PTV-204 framework.

The student gallery displays educational moments, branch activities, and examples of student participation. This section helps families and visitors better understand the learning environment and activities. Images are shown based on approved content and website settings.

The purpose of the educational programs is to make learning opportunities accessible to Afghan students across different provinces. However, each period may have its own capacity, requirements, and priorities. Branch and provincial activity information can be viewed on the province branches page.

If you face a registration issue, first check your submitted information, email, phone number, and internet connection. If the issue continues, send a message through the Contact Us page and explain the problem clearly. The responsible team can guide you based on the information you provide.

Official announcements are published in the news section, homepage, online sessions, and sometimes stories. To avoid misinformation, rely only on links and notices published on the website and official channels. Important announcements usually include dates, explanations, and the next action path.

Registration each year depends on capacity, academic planning, and the official announcement by Education Bridge For Afghanistan, so it is not guaranteed at all times. When a new intake is ready, requirements and dates are announced. Students should regularly follow the website notices and news section.

Online sessions are scheduled according to educational plans and communication needs, and each date is published on the online sessions page. Each session card shows the title, guest, date, and a short description. If a session is upcoming, students can follow its timing from that page.

Educational programs include courses, online sessions, academic calendars, preparation exams, and notices connected with educational partners. Some programs are delivered in cooperation with Education Bridge For Afghanistan and BANFES.COM. The goal is to keep the learning pathway clear, accessible, and organized for students.

Mock exams are part of educational programs and student readiness assessment, published through the related program coordination. Exam date, week, level, and status are shown on the mock exam page. Students should always check the latest announcement because schedules may change according to the academic plan.

Students who meet the announced requirements for each period can register. Requirements may vary by grade, course, learning level, capacity, and schedule. The best approach is to carefully read the yearly announcement and the registration page details before submitting the form.

Delaram Foundation supports communication, guidance, and educational cooperation, but registrations under the Education Bridge pathway are reviewed according to the official announcement and program framework. Student information must be complete and accurate so the responsible team can evaluate it. Results or next steps are shared through official channels.

PTV-204 is the educational supervision and tracking code for activities organized under the Education Bridge For Afghanistan pathway. It helps keep programs, registrations, and academic coordination organized and transparent. Official notices connected to this track should be reviewed within this framework.

BANFES.COM acts as a partner educational portal that supports selected programs, schedules, and learning access. Students can follow related academic information, programs, and notices through this channel. Delaram Foundation cooperates with BANFES.COM to make digital learning access easier and more organized.

The educational calendar and some learning programs are organized and published in cooperation with Education Bridge For Afghanistan and the BANFES.COM educational portal. Delaram Foundation has a valid cooperation agreement with these partners to provide organized, reliable, and updated academic information. Dates and schedules can be followed on the educational calendar page.

Student registration is announced every year by Education Bridge For Afghanistan, while Delaram Foundation supports the announcement through the website and official channels. Requirements, dates, courses, and the registration link are shared during the official announcement. Students should submit accurate information so review and follow-up remain clear.

EBA, Education Bridge For Afghanistan, is an educational partner pathway connected with Delaram Foundation to help students access organized learning opportunities. All educational activities in this track are supervised under the Education Bridge code PTV-204. The goal is to provide healthy, transparent, and traceable learning for Afghan girls and boys.
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