The Necessity of Establishing an Entrepreneurial University in Afghanistan: Challenges and Solutions
Universities are the key centers for producing knowledge and generating ideas. Over time, their purpose, role, vision, and mission have evolved across different contexts and environments, leading to significant changes. These changes, often described as the generational progression of universities, represent efforts to maintain their relevance and value in society.
Universities are generally categorized into three generations. The first generation includes teaching-focused universities, whose primary role is to educate and train human resources. The second generation consists of research-driven universities, centered on advancing knowledge through scientific research. The third generation is entrepreneurial universities, which focus on fostering entrepreneurial skills and innovation.
In Afghanistan, universities have yet to fully succeed in moving beyond the first and second generations. Even within these stages, they face significant challenges. Despite this, a few universities have managed to excel within these generations. However, given the realities of today’s world and the growing demands of society, it’s clear that remaining stuck in the earlier generations is no longer sustainable. Afghanistan’s universities must begin transitioning toward the third generation.
Some universities have already taken initial steps toward becoming entrepreneurial, which is an encouraging development. However, this transition requires a clear, purposeful, and well-organized approach. Considering the current shortcomings of Afghan universities and the country’s fragile economic and social conditions, it is essential to strategically prepare for this transformation. By establishing entrepreneurial universities, Afghanistan can take a significant step toward economic growth, social progress, and a brighter future for its people.