Building confidence, practical skills and stronger communities through sport and learning
TYPE: Youth Development – Sport, Education, Life Skills and Community Engagement
IMPLEMENTATION PERIOD: 16 September 2023 – 15 September 2024
GEOGRAPHICAL FOCUS: Ghor Province, Afghanistan
DONOR: CISU – Civil Society in Development, Denmark
GRANT HOLDER: Rebuild Aid Forening, Denmark
LOCAL IMPLEMENTING ORGANIZATION: Saifrood Unity and Aid Organization (SUAO)
TARGET GROUP: 60 young people between 14 and 18 years of age
Project Overview
Young people in Ghor Province grow up in an environment shaped by poverty, conflict, limited educational resources and a serious shortage of safe recreational opportunities. Many adolescents have little access to organised sport, digital learning, language education or structured activities that support their personal and social development.
The project “Empowering the Young in Afghanistan through Sport” was developed to respond to these challenges by creating a safe and positive space where young people could participate in sport, strengthen practical skills and build meaningful relationships with peers, teachers, coaches and community members.
Saifrood Unity and Aid Organization implemented the project locally in partnership with Rebuild Aid Forening and with financial support from CISU. The programme combined football training with English-language instruction, computer education, life-skills development, volunteerism and community participation.
By integrating physical activity, learning and civic engagement, the project offered participants more than a sports programme. It created a structured environment in which young people could build confidence, experience belonging and develop skills relevant to their future education, employment and participation in society.
Development Context
Young people make up a large proportion of Afghanistan’s population, yet many face limited opportunities to participate meaningfully in education, community life and the labour market.
In Ghor Province, these challenges are intensified by:
- Geographic isolation
- Limited recreational facilities
- Poverty and unemployment
- Restricted access to technology
- Inadequate educational resources
- Few organised youth programmes
- Social isolation and uncertainty
- Limited exposure to positive role models
Without constructive opportunities, young people may become increasingly disconnected from their communities and lose confidence in their ability to shape their own future.
The project therefore focused on creating safe, structured and supportive activities that strengthened both individual development and community cohesion.
Target Group
The project directly engaged 60 young people aged 14–18 years.
Participants were selected from communities where access to organised sport, digital learning and youth development opportunities was limited.
The programme sought to reach young people who would benefit from:
- Safe and structured activities
- Opportunities to develop friendships
- Improved confidence and motivation
- Language and computer skills
- Personal and social development
- Positive adult role models
- Greater community involvement
Sport as a Platform for Youth Development
Organised football training formed the central entry point of the programme.
Football was selected because it is widely understood, relatively accessible and capable of bringing young people together across social and personal differences.
Through regular training, participants developed:
- Physical fitness
- Teamwork
- Discipline
- Communication
- Leadership
- Respect for rules
- Cooperation
- Perseverance
- Self-confidence
The football activities also created structure and routine in the participants’ daily lives. For many, it was their first opportunity to take part in organised sport under the guidance of trained coaches and facilitators.
The sports environment gave young people a safe space to experience enjoyment, friendship and belonging while learning how individual effort contributes to a shared goal.
English-Language Education
English instruction was included to help participants improve a skill that can support future education, communication and employment opportunities.
Training focused on practical and age-appropriate learning, including:
- Basic vocabulary
- Everyday conversation
- Reading and writing exercises
- Listening and pronunciation
- Simple educational activities
- Confidence in speaking
Lessons were designed to encourage participation rather than passive learning. Group exercises and peer support helped participants practise language skills in a supportive setting.
Computer and Digital Skills
The project introduced participants to basic computer knowledge and digital tools.
Training included:
- Basic computer operation
- Typing and keyboard use
- File and folder management
- Introduction to commonly used software
- Basic digital communication
- Safe and responsible use of technology
- Practical learning exercises
For some participants, this was their first structured exposure to computers.
Digital skills can improve young people’s access to information, education and future livelihood opportunities. The project therefore treated computer education as an important investment in long-term personal development.
Life-Skills Development
The project included structured life-skills sessions designed to help participants manage challenges, communicate effectively and make constructive decisions.
Topics included:
- Communication
- Problem-solving
- Cooperation
- Conflict resolution
- Goal-setting
- Motivation
- Self-awareness
- Emotional resilience
- Respect and responsibility
- Positive decision-making
Activities used discussion, group work, practical exercises and reflection.
These sessions helped young people understand their own strengths, express themselves more confidently and develop healthier ways of dealing with disagreement and uncertainty.
Volunteerism and Community Engagement
Participants were encouraged to see themselves not only as beneficiaries but as active members of their communities.
The programme involved young people in:
- Local events
- Community activities
- Volunteer initiatives
- Group learning activities
- Cultural engagement
- Youth-led contributions
- Support for small community actions
These activities strengthened participants’ sense of responsibility and demonstrated that young people can make positive contributions even with limited resources.
Community engagement also helped improve relationships between young people, families, coaches, teachers and local leaders.
Safe and Positive Youth Spaces
A central value of the project was the creation of a safe environment in which young people could learn, socialise and develop.
The programme sought to ensure:
- Respectful treatment of all participants
- Clear behavioural expectations
- Safe supervision during activities
- Protection from discrimination and harassment
- Equal opportunities to participate
- Confidential handling of personal concerns
- Access to trusted facilitators and coaches
Sport and education activities were organised to promote inclusion, cooperation and mutual respect.
Role of Saifrood Unity and Aid Organization
SUAO led local implementation and ensured that the programme remained connected to the realities of young people and communities in Ghor Province.
SUAO’s responsibilities included:
- Community outreach
- Participant recruitment
- Coordination with families and local stakeholders
- Organisation of football training
- Engagement of coaches and teachers
- Delivery of educational and life-skills sessions
- Monitoring participant attendance and progress
- Community engagement
- Feedback collection
- Documentation of project learning and results
SUAO’s local knowledge and established community relationships supported trust, participation and consistent implementation.
Monitoring, Evaluation, Accountability and Learning
A structured Monitoring, Evaluation, Accountability and Learning process was integrated into the programme.
Monitoring activities included:
- Participant registration
- Attendance tracking
- Observation of sports and training sessions
- Follow-up with coaches and teachers
- Review of participant engagement
- Assessment of learning progress
- Feedback from young people
- Consultation with families and community representatives
- Documentation of implementation challenges
- Review of lessons for future youth programming
The MEAL process helped the project team assess whether activities were relevant, inclusive and useful to participants.
Information from monitoring was used to improve scheduling, teaching methods, group activities and communication with participants and families.
Participant Feedback and Accountability
Young people were encouraged to share their views about the programme and identify areas for improvement.
Participants received information about:
- The purpose of the project
- Available activities
- Attendance expectations
- Codes of conduct
- Their right to respectful treatment
- Opportunities to provide feedback
- Ways to raise concerns or complaints
Feedback was collected through conversations, group discussions and communication with facilitators.
This approach helped ensure that participants were treated as active partners in the programme rather than passive recipients.
Main Results
The project achieved the following results:
- 60 young people participated in organised sports and educational activities.
- Participants gained access to a safe and positive youth environment.
- Young people improved their teamwork, discipline and communication skills.
- Participants developed basic English-language and computer competencies.
- Life-skills sessions strengthened confidence, motivation and problem-solving abilities.
- Young people gained access to positive role models through coaches, teachers and facilitators.
- Volunteer and cultural activities increased participants’ connection to their communities.
- Social isolation was reduced through regular group activities and peer interaction.
- Community cohesion was strengthened through youth participation and local engagement.
- SUAO expanded its experience in youth development, sport-based learning and community programming.
Impact on Young People
The project provided participants with opportunities that were otherwise limited or unavailable in their communities.
Through sport, young people developed a sense of discipline, teamwork and belonging. Through education, they gained practical skills that can support future learning and employment. Through life-skills training, they became better equipped to communicate, solve problems and manage difficult situations.
Many participants experienced increased confidence because they were given responsibility, encouragement and the opportunity to succeed in front of their peers.
The programme also helped participants build supportive social networks. Friendships formed through football and learning activities reduced isolation and created a stronger sense of community.
Impact on Mental and Social Well-Being
Although the project was not a specialised mental-health intervention, regular sport, peer interaction and supportive adult engagement contributed positively to participants’ emotional and social well-being.
The activities provided:
- Predictable routines
- Safe peer interaction
- Opportunities for enjoyment
- Positive recognition
- Healthy physical activity
- Supportive relationships
- A stronger sense of purpose
For young people living with uncertainty and limited opportunities, these factors can contribute meaningfully to resilience and hope.
Community Impact
The benefits of the project extended beyond the 60 direct participants.
Families and community members observed young people engaging in constructive activities, improving their skills and contributing to local events.
The project helped demonstrate that investing in youth can:
- Reduce social isolation
- Strengthen community relationships
- Encourage volunteerism
- Create positive local role models
- Improve trust between generations
- Provide alternatives to inactivity and harmful influences
The programme also strengthened cooperation among families, coaches, teachers and community representatives.
Partnership
The project combined the strengths of local implementation and international partnership.
Saifrood Unity and Aid Organization led field implementation, participant engagement, training coordination, monitoring and community relations.
Rebuild Aid Forening managed donor compliance, grant administration, technical support and coordination with CISU.
CISU provided financial support for a development initiative focused on young people, skills, civil-society participation and community resilience.
The partnership demonstrated how diaspora organisations and local civil-society actors can work together to create practical opportunities for young people in underserved areas.
Sustainability
Although the formal project period ended in September 2024, the programme was designed to create benefits that continued beyond the funded activities.
Sustainability was supported through:
- Skills retained by participants
- Stronger relationships among young people
- Local involvement of coaches and teachers
- Youth interest in continued sport and learning
- Volunteer engagement
- Community ownership
- SUAO’s increased capacity in youth programming
- Experience that can inform future projects
The knowledge gained by participants in teamwork, communication, English, digital literacy and problem-solving remains useful after the end of the project.
The local networks created through sport and community engagement also provide a foundation for future youth initiatives.
Lessons Learned
Sport is an effective entry point for learning
Football helped attract and motivate participants while creating opportunities to introduce education, teamwork and personal development.
Young people benefit from integrated programmes
Combining sport, language, digital skills and life skills produced broader benefits than any single activity could achieve alone.
Consistent routines strengthen participation
Regular schedules and clear expectations helped participants remain engaged and gave structure to their daily lives.
Local coaches and teachers are essential
Trusted local facilitators improved communication, cultural relevance and community acceptance.
Youth should participate actively
Young people responded positively when they were given responsibility and opportunities to contribute rather than simply attend activities.
Community involvement supports sustainability
Engagement with families and local representatives strengthened trust and increased the likelihood that positive activities would continue.
Feedback improves programme quality
Listening to participants helped facilitators adjust activities and create a more relevant and supportive learning environment.
Conclusion
The project “Empowering the Young in Afghanistan through Sport” demonstrated how sport can serve as a powerful platform for education, confidence-building and community engagement.
By combining football with English instruction, computer learning, life skills and volunteer activities, the programme supported 60 young people in developing practical abilities, stronger relationships and greater belief in their own potential.
The project also showed that relatively focused and community-based interventions can create meaningful and lasting change when they are grounded in local realities and implemented through trusted partnerships.
Through the collaboration between Saifrood Unity and Aid Organization, Rebuild Aid Forening and CISU, young people in Ghor Province gained access to safer spaces, stronger skills and more positive pathways for their future.