Afghanistan Grading System

High School Grade Scale

The grading system for high school in Afghanistan typically uses a numerical scale that ranges from 0 to 100, similar to many other countries. However, for the purpose of understanding and comparison, these numerical grades can also be converted into a letter grade system with equivalent percentages and GPA (Grade Point Average) values. This conversion is crucial for international academic comparisons and applications. Here’s a simplified table that illustrates this conversion:

Afghanistan GradesComparable English TermsEquivalent Percentage RangeEquivalent GPA
91-100A (Excellent)91-100%4.0
81-90B (Good)81-90%3.0
71-80C (Fair)71-80%2.0
61-70D (Satisfactory)61-70%1.0
0-60F (Fail)0-60%0.0

Note: Some schools may use ‘+’ and ‘-‘ to denote slightly higher or lower achievement within these categories, such as B+ or C-.

College Grade Scale

At the college or university level in Afghanistan, the grading scale becomes more nuanced, often incorporating both the numerical scale and the letter grade system more prominently. The scale may vary slightly between institutions, but generally follows a similar pattern to the high school scale, with added distinctions for higher academic achievements.

Afghanistan GradesComparable English TermsEquivalent Percentage RangeEquivalent GPA
A-Very Good85-89%3.7
B+Good Plus80-84%3.3
B-Satisfactory Plus70-74%2.7
C+Fair Plus65-69%2.3

This system reflects a more detailed assessment of student performance, catering to the rigorous academic evaluation at higher education levels. Variations in grading can occur based on the specific policies of each university or college.

Keep in mind, these tables are generalized; specific schools may have their own variations. Always check with the educational institution for their precise grading scale.

Understanding Grades in Afghanistan

In Afghanistan, grades not only reflect a student’s academic achievement but also play a significant role in their progression through educational levels and their future academic and professional opportunities. Here’s a deeper look into what each grade signifies:

A (Excellent) 🌟

  • Equivalent Percentage Range: 91-100%
  • Description: Achieving an A grade signifies outstanding performance, demonstrating a high level of understanding and mastery of the subject matter. Students who earn this grade have shown exceptional analytical skills, creativity, and the ability to apply knowledge in practical contexts.

B (Good) 👍

  • Equivalent Percentage Range: 81-90%
  • Description: A B grade represents a strong performance and a good understanding of the course content. Students in this category have shown solid problem-solving skills and a good grasp of the material, although they may lack the exceptional insight or creativity of those earning an A.

C (Fair) ✔️

  • Equivalent Percentage Range: 71-80%
  • Description: Earning a C grade indicates a satisfactory performance. Students with this grade have a basic understanding of the subject but may struggle with more complex concepts or applications. This grade suggests there is room for improvement in study habits or grasping course content.

D (Satisfactory) ✅

  • Equivalent Percentage Range: 61-70%
  • Description: A D grade is considered passing but indicates only a minimal understanding of the subject matter. It suggests that the student has achieved the basic learning objectives but has significant gaps in their knowledge and skills.

F (Fail) 🚫

  • Equivalent Percentage Range: 0-60%
  • Description: An F grade means the student has not met the basic learning objectives of the course. This grade requires the student to retake the course or seek additional help to improve their understanding and performance in the subject area.

These grades, from A to F, outline not just the level of achievement but also hint at areas where a student can improve or excel further. The grading system aims to motivate students towards higher academic standards while providing clear indicators of where they stand in their educational journey.

Afghanistan Grade Comparison

This table provides a comparison of the Afghan grading system with those of other countries, including the US, UK, India, Australia, Canada, and China. It’s a helpful reference for students, educators, and academic professionals when evaluating academic performance across different educational contexts.

High School and College/University Grade Comparison

Afghanistan GradeUS GradeUK GradeIndia GradeAustralia GradeCanada GradeChina Grade
A (91-100%)AFirst-Class75-100%High DistinctionAA (85-100%)
B (81-90%)BUpper Second60-74%DistinctionBB (75-84%)
C (71-80%)CLower Second50-59%CreditCC (65-74%)
D (61-70%)DThird-Class40-49%PassDD (60-64%)
F (0-60%)FFailFailFailFF (0-59%)

Notes on the Comparison:

  • US Grade: The US grading system typically uses letters, with A being the highest grade and F representing failure. GPA values are also commonly used, especially in higher education.
  • UK Grade: The UK system for higher education categorizes degrees into classes: First-Class, Upper Second-Class (2:1), Lower Second-Class (2:2), Third-Class, and Fail. The grading scale for schools varies but generally aligns with this pattern.
  • India Grade: India uses a percentage system, with distinctions, first class, second class, pass class, and fail. The grading system may vary slightly between institutions.
  • Australia Grade: Australian grades are divided into High Distinction, Distinction, Credit, Pass, and Fail for higher education. Schools may use A to F or similar scales.
  • Canada Grade: Canada’s grading system is similar to the US, with some variations in the percentage range for each letter grade depending on the province or institution.
  • China Grade: China generally uses a percentage system, with grades also reported as A to F, similar to the US system. The range for each letter grade can vary by institution.

This comparison aims to provide a broad understanding of how grades in Afghanistan align with those in other educational systems. It’s important to note that grading standards and interpretations can vary significantly between countries and even within institutions, so this table should be used as a general guide.

Special Grading Considerations

In Afghanistan, as in many countries, the grading system can vary across different states, school types, and educational levels. These variations reflect the diversity of educational practices and policies designed to meet the unique needs of each learning environment. Here’s an overview of some special grading considerations in the Afghan education system.

Variations Across States and School Types

  • Public vs. Private Institutions: Private schools and universities in Afghanistan may adopt a grading scale that slightly differs from the public system, often to align with international standards or to implement a more rigorous academic evaluation method.
  • Technical and Vocational Education: Technical and vocational institutions might use a more competency-based assessment approach, focusing on practical skills and the ability to perform specific tasks rather than a traditional letter or percentage grade system.

Teacher Discretion

  • Grading Practices: Teachers in Afghanistan, as in other countries, have some discretion in their grading practices. This means they can take into consideration class participation, homework completion, and improvement over the course period, alongside test scores and final exams.
  • Subjectivity in Assessments: Especially in subjects requiring subjective evaluation (like art, literature, and social studies), teachers’ personal judgments can influence grades. This subjectivity highlights the importance of clear grading rubrics and criteria.

Handling of Failing Grades

  • Retaking Exams: Students who receive failing grades in Afghanistan have the opportunity to retake exams or complete additional assignments to improve their scores, depending on the school’s policies.
  • Academic Support: Schools often provide extra tutoring or support classes for students struggling with their courses, aiming to help them reach the minimum passing criteria.

Additional Considerations

  • Grade Inflation: Like many education systems worldwide, grade inflation can be a concern in Afghanistan, with grades gradually increasing over time without a corresponding rise in academic achievement levels.
  • Cultural and Social Factors: Cultural and social expectations can also influence grading practices, with a strong emphasis on high academic achievement and the pressures it brings to both teachers and students.

Understanding these special grading considerations offers insight into the complexities of the Afghan education system. It highlights the efforts to balance standardization with the flexibility needed to address diverse educational contexts and the individual needs of students.


Q: What is the passing grade in Afghanistan’s educational system?
A: The passing grade in Afghanistan’s educational system generally starts from 61%, which corresponds to a D grade, indicating satisfactory performance. However, this can vary slightly depending on the specific institution or level of education.

Q: Can students improve their grades after failing an exam in Afghanistan?
A: Yes, students in Afghanistan often have the opportunity to retake exams or complete additional assignments to improve their grades if they fail initially. The specific policies for grade improvement depend on the educational institution.

Q: How do Afghanistan’s grades translate to GPA?
A: Afghanistan’s grades can be translated into a Grade Point Average (GPA) on a 4.0 scale, with A (91-100%) translating to a 4.0 GPA, B (81-90%) to a 3.0, C (71-80%) to a 2.0, and D (61-70%) to a 1.0. An F grade (0-60%) does not earn any GPA points.

Q: Are there standardized tests in Afghanistan for university admission?
A: Yes, Afghanistan has a university entrance exam known as the Kankor exam. The scores from this exam play a crucial role in university admissions and are considered alongside high school grades.

Q: How do private and public schools’ grading systems differ in Afghanistan?
A: While both private and public schools in Afghanistan follow similar grading principles, private schools may adopt slightly different grading scales or evaluation methods to align with international standards or their specific academic philosophies.

Q: Is there a difference in grading between different subjects in Afghanistan?
A: Yes, grading can vary between subjects, especially those that involve subjective assessment (like art and literature) compared to more objective subjects (like math and science). Teachers have discretion to account for participation, effort, and improvement, especially in subjective areas.

Q: How are grades reported in Afghanistan?
A: Grades in Afghanistan are typically reported as percentages, but for purposes of international academic comparison and higher education, they may also be converted into letter grades or GPA.

These FAQs aim to address some of the common questions regarding the grading system in Afghanistan, offering a clearer understanding of its nuances and how it operates within the broader educational landscape.

Additional Resources

For those looking to delve deeper into Afghanistan’s grading system or seeking official information, here are some valuable resources. While specific .edu or .gov websites directly related to Afghanistan’s educational system may be limited, the following types of resources can be incredibly helpful:

  1. Ministry of Education, Afghanistan: The official website of Afghanistan’s Ministry of Education is a primary source for policies, updates, and official announcements regarding the educational system, including grading practices.
  2. Educational Research and Development Organization (Afghanistan): This organization often publishes research, reports, and analysis on various aspects of education in Afghanistan, including studies on grading systems and academic achievement.
  3. Afghan Universities’ Official Websites: Many Afghan universities, such as Kabul University, have their own official websites where they publish information about admission criteria, grading policies, and academic regulations.
  4. International Education Organizations: UNESCO and other international education organizations occasionally publish reports and analyses on education in Afghanistan, which can provide insights into grading systems and academic standards.
  5. Scholarly Articles and Research Databases: Academic databases like JSTOR or Google Scholar may have research articles and papers on education in Afghanistan, including evaluations of its grading system.

What These Sites Offer:

  • Policies and Guidelines: Detailed information on grading scales, examination policies, and academic standards.
  • Research and Analysis: Studies and reports on the effectiveness, challenges, and impacts of the grading system.
  • Comparative Studies: Insights into how Afghanistan’s grading system compares with those in other countries, potentially including reform proposals or international cooperation projects.

While direct links to these resources are not provided here, a quick search using the names or types of organizations mentioned will lead you to valuable information and insights into Afghanistan’s educational system and grading practices.