Role of Education in Poverty Reduction: Perceptions of Afghan Students

Poverty remains a major socioeconomic challenge in Afghanistan, particularly among young people who face constraints in accessing quality education, stable employment, and institutional support. This study examines the role of education in poverty reduction from the perceptions of Afghan students, while also considering the influence of employment opportunities, government interventions, and targeted poverty reduction measures. A quantitative research design was adopted, and primary data were collected through a structured questionnaire from 200 students. Composite indices were constructed to capture education, employment, poverty indicators, government support, and perceived poverty. The data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression in SPSS. The descriptive results indicate that respondents generally view education and employment as important contributors to poverty reduction. Correlation analysis reveals significant positive relationships between poverty reduction mechanisms, government interventions, and perceived poverty reduction, whereas education and employment show weaker but indirect associations. The regression results demonstrate that the overall model is statistically significant, explaining approximately 32 percent of the variation in perceived poverty. Among the explanatory variables, the poverty reduction indicator emerges as the strongest and statistically significant predictor of perceived poverty reduction. Education and employment indicators, although not individually significant in the regression model, appear to influence poverty reduction indirectly by improving access to economic opportunities and institutional support. Diagnostic tests and graphical analyses confirm that the assumptions of linearity, normality, and homoscedasticity are reasonably satisfied, supporting the reliability of the regression estimates. The study concludes that while education alone may not immediately reduce poverty, it plays a critical enabling role when complemented by effective employment creation and supportive government policies. The findings underscore the importance of integrated education–employment strategies for achieving sustainable poverty reduction in Afghanistan.