Education is closely linked to politics, just as politics is intertwined with the economy. When a regime changes, new leaders implement policy agendas that reflect their vision and priorities. Depending on the nature of the new authority, these changes can vary from minor adjustments to significant overhauls, impacting education in different ways. However, political transitions are not the only triggers for reform; shifts in the broader context or changes in key leadership roles can also lead to adjustments in educational policy, with effects that can be either subtle or substantial.
Not all political transitions result in the same level of curricular or structural change. The extent of reform is influenced by the type of regime and the stakeholders involved. In established democracies, for example, a change in the ruling party rarely affects fundamental educational guarantees. Core principles—such as universal access and a commitment to quality education that fosters critical thinking instead of ideological conformity—tend to persist. This continuity reflects the democratic principle that policy goals should be determined by citizens and enacted through their elected representatives.
In contrast, in authoritarian or totalitarian regimes, the public—the primary stakeholders in any education system—often lacks a voice in policymaking. Educational agendas are designed to further the ideology and goals of those in power. While systems may differ in specifics, they generally share one principle: the formal acknowledgment of a right to education. However, even this commitment can be undermined in extreme cases. Afghanistan’s recent shift from gender-inclusive education to the systematic exclusion of girls starkly illustrates how education can be used as a means of discrimination rather than empowerment.
Despite these differences, there has been a growing global consensus on educational goals. International frameworks, particularly Sustainable Development Goal 4, outline shared objectives: ensuring inclusive and equitable quality education, promoting lifelong learning opportunities for all, fostering skills development, and integrating education for sustainable development. SDG 4 calls on both democratic and authoritarian states to align their national policies, curricula, and classroom practices with these universal standards.
This new era of global educational policymaking transcends political systems. Countries with vastly different governance structures now agree on broad priorities such as non-discrimination and universal access. Therefore, Afghanistan’s recent policy reversal is not only a domestic setback but also a violation of an international consensus centered on the empowering potential of education. By emphasizing the interconnectedness of education, politics, and the economy, SDG 4 reminds us that genuine development relies on policies that empower learners, irrespective of who holds power.